Pub Date : 2023-11-21DOI: 10.1080/09500782.2023.2284802
Angel M. Y. Lin
Upholding a critical, ethical, multilingual stance presents numerous challenges amidst a myriad of institutional, infrastructural, and societal pressures. Despite significant breakthroughs, such as...
{"title":"Can the Monkey King break through the ‘Jin-Gang-Quan’ (金剛圈)? Overcoming the multiple contradictions in EMI education","authors":"Angel M. Y. Lin","doi":"10.1080/09500782.2023.2284802","DOIUrl":"https://doi.org/10.1080/09500782.2023.2284802","url":null,"abstract":"Upholding a critical, ethical, multilingual stance presents numerous challenges amidst a myriad of institutional, infrastructural, and societal pressures. Despite significant breakthroughs, such as...","PeriodicalId":47474,"journal":{"name":"Language and Education","volume":"18 1","pages":""},"PeriodicalIF":1.9,"publicationDate":"2023-11-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138530277","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-10-03DOI: 10.1080/09500782.2023.2265905
Jonas Yassin Iversen, Juliet Munden, Margaret Nambao
Limited access to reading material written in local languages is considered a contributing factor to poor reading achievement in Sub-Saharan Africa. Several non-government projects are attempting to compensate for this by providing extensive reading material. One such project is the non-commercial, donor-initiated African Storybook. This article examines the premise on which African Storybook and similar donor-initiated projects build, namely that providing stories in local languages can significantly improve early literacy achievement. Understanding literacy as social practice, we investigate what experiences with stories inform the literacy-related beliefs of pre-service teachers in Zambia, and how these beliefs may shed light on their response to storybooks as part of early literacy education. Our data comprises a questionnaire with 26 pre-service teachers and focus group interviews with six of them. The pre-service teachers’ beliefs were found to reflect their childhood experiences with stories and the Zambian official National Literacy Framework. Our findings indicate that neither their childhood experiences nor their teacher education had prepared the pre-service teachers to use stories for extensive reading in early literacy education. These findings lead us to question whether literacy delivery is best served by initiatives that are not coordinated with both national literacy policy, curriculum and local teacher beliefs.
{"title":"Stories and early literacy education in Zambia: donor-initiated projects, educational policy and teacher beliefs","authors":"Jonas Yassin Iversen, Juliet Munden, Margaret Nambao","doi":"10.1080/09500782.2023.2265905","DOIUrl":"https://doi.org/10.1080/09500782.2023.2265905","url":null,"abstract":"Limited access to reading material written in local languages is considered a contributing factor to poor reading achievement in Sub-Saharan Africa. Several non-government projects are attempting to compensate for this by providing extensive reading material. One such project is the non-commercial, donor-initiated African Storybook. This article examines the premise on which African Storybook and similar donor-initiated projects build, namely that providing stories in local languages can significantly improve early literacy achievement. Understanding literacy as social practice, we investigate what experiences with stories inform the literacy-related beliefs of pre-service teachers in Zambia, and how these beliefs may shed light on their response to storybooks as part of early literacy education. Our data comprises a questionnaire with 26 pre-service teachers and focus group interviews with six of them. The pre-service teachers’ beliefs were found to reflect their childhood experiences with stories and the Zambian official National Literacy Framework. Our findings indicate that neither their childhood experiences nor their teacher education had prepared the pre-service teachers to use stories for extensive reading in early literacy education. These findings lead us to question whether literacy delivery is best served by initiatives that are not coordinated with both national literacy policy, curriculum and local teacher beliefs.","PeriodicalId":47474,"journal":{"name":"Language and Education","volume":"28 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135740395","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-09-28DOI: 10.1080/09500782.2023.2260374
Hoa Thi Mai Nguyen, Hang Thi Thu Nguyen, Xuesong Gao, Trang Hong Hoang, Sue Starfield
In this paper, we report on an international collaborative project designed to address the professional development needs of Vietnamese teachers for the implementation of Content and Language Integrated Learning (CLIL). We collected data on a group of CLIL Vietnamese teachers and leaders through online interviews. Drawing on Cultural-Historical Activity Theory (CHAT), the paper illuminates how CLIL teachers, as the subject of the professional learning (PL) system, utilized tools to develop their capacity for CLIL teaching against the backdrop of various sociocultural factors that regulate this learning process. The analysis helped us to identify various challenges facing CLIL teachers’ PL. These challenges arose from an absence of an effective learning system mostly related to contextual obstacles and widespread misconceptions, even among the leaders and CLIL trainers, about the nature of CLIL. This study contributes suggestions to enhance the quality of PL for CLIL teachers, which is a pressing issue for the successful implementation of CLIL in the context of Vietnam and beyond.
{"title":"Developing professional capacity for Content Language Integrated Learning (CLIL) teaching in Vietnam: tensions and responses","authors":"Hoa Thi Mai Nguyen, Hang Thi Thu Nguyen, Xuesong Gao, Trang Hong Hoang, Sue Starfield","doi":"10.1080/09500782.2023.2260374","DOIUrl":"https://doi.org/10.1080/09500782.2023.2260374","url":null,"abstract":"In this paper, we report on an international collaborative project designed to address the professional development needs of Vietnamese teachers for the implementation of Content and Language Integrated Learning (CLIL). We collected data on a group of CLIL Vietnamese teachers and leaders through online interviews. Drawing on Cultural-Historical Activity Theory (CHAT), the paper illuminates how CLIL teachers, as the subject of the professional learning (PL) system, utilized tools to develop their capacity for CLIL teaching against the backdrop of various sociocultural factors that regulate this learning process. The analysis helped us to identify various challenges facing CLIL teachers’ PL. These challenges arose from an absence of an effective learning system mostly related to contextual obstacles and widespread misconceptions, even among the leaders and CLIL trainers, about the nature of CLIL. This study contributes suggestions to enhance the quality of PL for CLIL teachers, which is a pressing issue for the successful implementation of CLIL in the context of Vietnam and beyond.","PeriodicalId":47474,"journal":{"name":"Language and Education","volume":"6 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135386639","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-09-25DOI: 10.1080/09500782.2023.2260358
Sihan Zhou, Nathan Thomas
English-medium instruction (EMI) has burgeoned alongside two decades of L2 self-regulated learning research. In both areas, listening remains under-researched, longitudinal designs are under-employed, and in-depth studies are necessary to unpack learner development. In a context believed to initiate self-regulated learning, the current study employed a longitudinal qualitative design to explore the out-of-class, self-regulated listening practice of 34 Chinese students across their first term transitioning from Chinese-medium high schools to an EMI transnational university in China. Guided by Zimmerman’s social-cognitive model of self-regulated learning, 102 transcripts generated from interviewing students at the beginning, middle, and end of their transition term were analyzed using thematic analysis and narrative analysis. The findings are presented chronologically as a synthesis of the students’ narrative trajectories. They highlight the students’ initial enthusiasm for self-regulated listening practice to ‘survive’ EMI lectures and a watershed moment at the midterm, when many ‘dropouts’ stopped practicing as they perceived their proficiency had reached an abstract threshold. The ‘continuers’ developed sustainable practices informed by the pursuit of long-term, future-oriented goals that outreached the immediate EMI context, guided by metacognitive awareness and emotion regulation strategies. Pedagogical implications to support future cohorts of students to thrive during transition and beyond are provided.
{"title":"To survive or to thrive? Synthesizing the narrative trajectories of students’ self-regulated listening practice in an EMI transnational higher education context","authors":"Sihan Zhou, Nathan Thomas","doi":"10.1080/09500782.2023.2260358","DOIUrl":"https://doi.org/10.1080/09500782.2023.2260358","url":null,"abstract":"English-medium instruction (EMI) has burgeoned alongside two decades of L2 self-regulated learning research. In both areas, listening remains under-researched, longitudinal designs are under-employed, and in-depth studies are necessary to unpack learner development. In a context believed to initiate self-regulated learning, the current study employed a longitudinal qualitative design to explore the out-of-class, self-regulated listening practice of 34 Chinese students across their first term transitioning from Chinese-medium high schools to an EMI transnational university in China. Guided by Zimmerman’s social-cognitive model of self-regulated learning, 102 transcripts generated from interviewing students at the beginning, middle, and end of their transition term were analyzed using thematic analysis and narrative analysis. The findings are presented chronologically as a synthesis of the students’ narrative trajectories. They highlight the students’ initial enthusiasm for self-regulated listening practice to ‘survive’ EMI lectures and a watershed moment at the midterm, when many ‘dropouts’ stopped practicing as they perceived their proficiency had reached an abstract threshold. The ‘continuers’ developed sustainable practices informed by the pursuit of long-term, future-oriented goals that outreached the immediate EMI context, guided by metacognitive awareness and emotion regulation strategies. Pedagogical implications to support future cohorts of students to thrive during transition and beyond are provided.","PeriodicalId":47474,"journal":{"name":"Language and Education","volume":"58 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135768445","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-09-23DOI: 10.1080/09500782.2023.2261426
Lei Cai, Jing Tang, Hua Tan
Click to increase image sizeClick to decrease image size Disclosure statementNo potential conflict of interest was reported by the author(s).
点击放大图片点击缩小图片披露声明作者未发现潜在的利益冲突。
{"title":"New perspectives on material mediation in language learner pedagogy <b> <i>New perspectives on material mediation in language learner pedagogy</i> </b> , edited by Darren K. LaScotte, Corrine S. Mathieu, and Samuel S. David. Cham: Springer Nature, 2022. Pp. xii + 286. €119.99 (hardcover), ISBN 978-3-030-98115-0; €96.29 (eBook), ISBN 978-3-030-98116-7","authors":"Lei Cai, Jing Tang, Hua Tan","doi":"10.1080/09500782.2023.2261426","DOIUrl":"https://doi.org/10.1080/09500782.2023.2261426","url":null,"abstract":"Click to increase image sizeClick to decrease image size Disclosure statementNo potential conflict of interest was reported by the author(s).","PeriodicalId":47474,"journal":{"name":"Language and Education","volume":"123 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135959737","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-09-23DOI: 10.1080/09500782.2023.2261414
Grace Cornell Gonzales
AbstractThis study explores the experiences of middle-class transnational Latina mothers whose children are enrolled in gentrified dual-language programs. Drawing upon the theory of differential consciousness, I explored how these mothers’ own complex identities informed their navigation of conflicting discourses that position dual-language education on one hand as part of an anti-racist, social justice movement, and conversely as a neoliberal enrichment tool that confers a competitive social advantage for privileged children. Ultimately, this paper highlights how mothers engaged differential consciousness to shift between these ideologies strategically, centering community and working to expand access to these programs to other Spanish-speaking and transnational families. In doing so, they increased racial and linguistic diversity—but not socioeconomic diversity—in these programs. This study argues for the importance of considering multiple dimensions of parent identity in dual-language programs, and for continually acknowledging the key role social class plays in families’ experiences of and access to these programs.Keywords: Dual-language educationgentrificationideologiesmothersparent involvementtransnational Disclosure statementAuthor has no conflict of interest to report.Ethics statementThe Human Subjects Division of the University of Washington’s Institutional Review Board waived the requirement to review this study. Informed consent was obtained orally from all participants.Additional informationNotes on contributorsGrace Cornell GonzalesGrace Cornell Gonzales is a doctoral candidate at the University of Washington’s College of Education, in Language, Literacy, and Culture. Her research focuses on equity and family engagement in dual-language bilingual programs, as well as multilingual literacy pedagogies.
{"title":"<i>‘Ahí fuimos jalando gente’</i> : transnational Latina mothers’ enactments of navigation and resistance in hyper-gentrified dual-language schools","authors":"Grace Cornell Gonzales","doi":"10.1080/09500782.2023.2261414","DOIUrl":"https://doi.org/10.1080/09500782.2023.2261414","url":null,"abstract":"AbstractThis study explores the experiences of middle-class transnational Latina mothers whose children are enrolled in gentrified dual-language programs. Drawing upon the theory of differential consciousness, I explored how these mothers’ own complex identities informed their navigation of conflicting discourses that position dual-language education on one hand as part of an anti-racist, social justice movement, and conversely as a neoliberal enrichment tool that confers a competitive social advantage for privileged children. Ultimately, this paper highlights how mothers engaged differential consciousness to shift between these ideologies strategically, centering community and working to expand access to these programs to other Spanish-speaking and transnational families. In doing so, they increased racial and linguistic diversity—but not socioeconomic diversity—in these programs. This study argues for the importance of considering multiple dimensions of parent identity in dual-language programs, and for continually acknowledging the key role social class plays in families’ experiences of and access to these programs.Keywords: Dual-language educationgentrificationideologiesmothersparent involvementtransnational Disclosure statementAuthor has no conflict of interest to report.Ethics statementThe Human Subjects Division of the University of Washington’s Institutional Review Board waived the requirement to review this study. Informed consent was obtained orally from all participants.Additional informationNotes on contributorsGrace Cornell GonzalesGrace Cornell Gonzales is a doctoral candidate at the University of Washington’s College of Education, in Language, Literacy, and Culture. Her research focuses on equity and family engagement in dual-language bilingual programs, as well as multilingual literacy pedagogies.","PeriodicalId":47474,"journal":{"name":"Language and Education","volume":"71 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135959464","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-09-23DOI: 10.1080/09500782.2023.2261421
Catarina Schmidt, Lisa Molin
This paper draws on an intervention study focussing on translanguaging pedagogies. The study was carried out in 2020–2022 in collaboration with principals and teachers at one school located in a socioeconomic disadvantaged area in Sweden. Drawing on teachers’ logbooks, the aim was to investigate in what ways the theoretical concept of translanguaging is understood and transformed into teaching and learning within multilingual classroom practices with students aged 6–12. The analysed data reveal that opportunities for communication and interaction are designed through the organisation of language groups, the approaches of comparing and translating, and using multimodal and digital reinforcements. Teachers expressed stances around providing opportunities for students to interact and communicate various subject content through all their languages. A shift in pedagogical thinking was made visible regarding how the teachers chose to describe and categorise students’ multilingual and cultural experiences. Identified paradoxes concern students’ experiences of using all their languages for learning, possibilities for integrating several languages in classroom practices, and the status of various languages in society. Possible collaborations between schools and students’ homes were highlighted.
{"title":"Paradoxes of access to equity: multilingual primary school classroom practices","authors":"Catarina Schmidt, Lisa Molin","doi":"10.1080/09500782.2023.2261421","DOIUrl":"https://doi.org/10.1080/09500782.2023.2261421","url":null,"abstract":"This paper draws on an intervention study focussing on translanguaging pedagogies. The study was carried out in 2020–2022 in collaboration with principals and teachers at one school located in a socioeconomic disadvantaged area in Sweden. Drawing on teachers’ logbooks, the aim was to investigate in what ways the theoretical concept of translanguaging is understood and transformed into teaching and learning within multilingual classroom practices with students aged 6–12. The analysed data reveal that opportunities for communication and interaction are designed through the organisation of language groups, the approaches of comparing and translating, and using multimodal and digital reinforcements. Teachers expressed stances around providing opportunities for students to interact and communicate various subject content through all their languages. A shift in pedagogical thinking was made visible regarding how the teachers chose to describe and categorise students’ multilingual and cultural experiences. Identified paradoxes concern students’ experiences of using all their languages for learning, possibilities for integrating several languages in classroom practices, and the status of various languages in society. Possible collaborations between schools and students’ homes were highlighted.","PeriodicalId":47474,"journal":{"name":"Language and Education","volume":"61 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135958977","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-09-22DOI: 10.1080/09500782.2023.2260362
Xinyue Li, Citing Li
Click to increase image sizeClick to decrease image size Disclosure statementNo potential conflict of interest was reported by the authors.
点击放大图片点击缩小图片披露声明作者未报告潜在的利益冲突。
{"title":"<i>English-medium instruction and translanguaging</i> <b>English-medium instruction and translanguaging</b> , edited by Beth Anne Paulsrud, Zhongfeng Tian, and Jeanette Toth, 2021, 240 pp., ISBN-13: 978-1-78892-732-1 (hbk): $90.94 ISBN: 978-1-788-92731-4 (pbk): $39.95","authors":"Xinyue Li, Citing Li","doi":"10.1080/09500782.2023.2260362","DOIUrl":"https://doi.org/10.1080/09500782.2023.2260362","url":null,"abstract":"Click to increase image sizeClick to decrease image size Disclosure statementNo potential conflict of interest was reported by the authors.","PeriodicalId":47474,"journal":{"name":"Language and Education","volume":"79 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136060509","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-08-31DOI: 10.1080/09500782.2023.2239774
Tasha Darbes
{"title":"Constructing deficit from diversity: assessment and placement networks and the raciolinguistic enaction of ESL","authors":"Tasha Darbes","doi":"10.1080/09500782.2023.2239774","DOIUrl":"https://doi.org/10.1080/09500782.2023.2239774","url":null,"abstract":"","PeriodicalId":47474,"journal":{"name":"Language and Education","volume":" ","pages":""},"PeriodicalIF":1.9,"publicationDate":"2023-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47561197","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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