Linguistics and Education最新文献

This qualitative study examines two multilingual, mainstream, secondary classrooms in the United States in which English learners consistently participated in classroom talk. Using an ecological perspective, this study unpacks these classroom environments and ways these teachers created and facilitated language use. Findings indicate that talk in these classrooms was grounded in classroom norms and structures that were established and then cultivated throughout the course. Highly-structured and familiar communication structures reduced many obstacles to EL participation and recognized all students, regardless of language proficiency, as knowledgeable members of the classroom community. These teachers accounted for language learning and language learners at the outset of the course in the overall structure, design, and delivery, not only within individual activities, lessons, or units. This suggests that teaching ELs in mainstream mathematics contexts can extend beyond EL-specific strategies and modifications to considerations for language learning that can be enacted on a classroom level.

Process writing is one of the most popular writing methods in education, but the early stages of the writing process have received little attention in previous writing research. This article adds to a so-called post-process movement in writing research by asking: What becomes possible when thinking of brainstorming in a collaborative writing assemblage as becoming and rhizomatic? A rhizoanalysis of three events was conducted using data from upper-secondary school students’ collaborative brainstorming sessions to write a musical script. The analysis showcases that brainstorming in collaborative writing is messy and crowded, and that a rhizomatic understanding of brainstorming in collaborative writing is allowing, explorative, and unexpected. Nevertheless, the concept of brainstorming can be misleading in response to what the doings in brainstorming can be(come). Therefore, this article proposes a re-thinking of brainstorming as otherwise, asking whether the notions of idea-ing and becoming ideas might be more generative.

Despite the emphasis on dialogue and argumentation in educational settings, still not much is known about how best we can support learners in their interthinking, reasoning, and metadialogic understanding. The goal of this classroom intervention study is to explore the degree of students’ dialogicity and its possible increase during a learning programme implementing dialogic and argument-based teaching goals and principles. In particular, we focus on how students from 5 to 15 years old engage with each other's ideas, and whether/how this engagement is influenced by lesson and classroom setting factors. The participants were 4208 students distributed in preprimary, primary, and secondary classrooms of five countries (UK, Portugal, Germany, Spain, and Cyprus). Findings suggest that there is a consistent increase with age for some high-dialogicity moves, and students behave more dialogically in whole-class discussions rather than small-group activities.

This study explores how fourth-grade students in a multiracial classroom began to develop racial literacy through a dialogic process of reading and discussing literature. I analyze three discussions drawn from a yearlong ethnographic study using critical theories of race and discourse to demonstrate how students developed multiple discourse practices to make sense of race and racism. While previous research has accounted for the ways young learners can and do talk about issues of race, this analysis expands current conceptions of how students develop racial literacy by demonstrating how they moved from race-evasive language to racially literate ways of talking over the course of the year. Contrary to claims made by anti-justice politicians and parents that students are being indoctrinated into liberal viewpoints when race is included in the curriculum, students in this study were persistent in shaping the trajectory of their racial literacy development.

The main objective of this article is to understand in detail how different learners respond to writing tasks and what consequences their individual choices have on language use. The texts were composed by Norwegian upper secondary school students of German as a foreign language (GFL). In total, seven written responses to two writing prompts were described and juxtaposed based on a meaning-orientated perspective, with a focus on the learners’ choices along ideational, interpersonal and textual dimensions. Even though the learners responded in similar ways to each of the tasks, the findings also showed considerable variation in how particular meaning dimensions were realised by the different writers. The current study speaks to the importance of taking account of learners’ task representations in writing tasks and activities in secondary school FL learning.

The transcultural and translingual diversity of bilingual doctoral researchers who speak languages other than English, in particular those with non-Anglophone backgrounds, has been emphasised in recent years to challenge the monolingual English norm. To explore effective pedagogies to motivate these bilingual doctoral researchers to theorise translingually, this paper draws upon methodologies about translingualism and intercultural doctoral education to dispel the recurrent doubts raised by these bilingual doctoral researchers. Thus, semi-structured interviews were conducted with 12 Chinese bilingual doctoral researchers and their supervisors in Australia and China to understand their perceptions and practices regarding using the linguistic and epistemological resources buried in Chinese for academic purposes. In response to the concerns expressed by the participants, three critical roles of supervisors are highlighted, namely exemplifying, teaching and demanding translingual theorising. These three roles are further developed into a pedagogical framework inspired by the Chinese word jiāo/jiào 教, which itself is an example of translingual theorising.

This qualitative study has investigated how a group of bilingual university students in Hong Kong understand digital citizenship and construct it through digital literacy practices in social media. Drawing on interview data and examples of digital activity shared by the students, we adopt the theories of digital literacies and translanguaging and transsemiotizing to reveal how they construct digital citizenship through an complex interplay between several factors, most prominently (1) a variety of digitally mediated social, cultural and educational practices the students engage in, (2) their agency of deploying diverse linguistic and semiotic recourses to achieve varied communicative effects in different settings and (3) their personal pursuits of intellectual and professional development and social engagement in a digitalized and globalized society. We then discuss how the findings can enrich our understanding of digital citizenship and its relationship with digital literacies in a multilingual and multicultural context such as Hong Kong. The implications for digital citizenship education are also discussed.

Addressing scant duoethnographic practices of international doctoral students in the field of Applied Linguistics, as English teachers and learners from Indonesia and Thailand, we engaged in currere-informed duoethnography. We interrogated our English language learning and teaching trajectory from early education to graduate education through our narratives to gain a critical understanding of how our perceptions toward Englishes shaped by formal curriculum have evolved and of the repercussions of the perceptions we hold toward our personal curriculum. Four phases of currere method of regressive, progressive, analytical, and synthetic were framed in a transnational lens. This framing posits languaging as an entanglement of semiotic resources to unpack colonial hegemonic ideology that governs our languaging and educational practices and our transformative perceptions as emerging transnational teachers. This study aims to extend currere-informed duoethnography by incorporating the dimensions of transnational practices and identity construction. It also offers practical implications for English teachers and graduate students to actively construct transnational spaces and identities.

This paper presents a case study of the academic information literacy practices of two Chinese international doctoral students in the United States, drawing on the theoretical concepts of translanguaging and spatial repertoire. This investigation is situated within and against the deficit discourses surrounding the information literacy of international students, especially those who use English as a second language in western English-dominated academia. Using phenomenological interviewing, weekly information-seeking diaries, and focus group data, the study shows that these two students gather online information in multiple information ecosystems through the mobilization of multiple languages and diverse spatial repertoires. The results highlight the role of situated assemblages of linguistic, semiotic, and multimodal resources for successful information seeking and call for an expanded conceptualization of information literacy for multilingual international students. This paper concludes with a discussion on the importance of adopting an asset-based perspective when examining the information literacy of these students and provides recommendations for faculties, librarians, and research supervisors to consider when designing information literacy education for multilingual international doctoral students.