Pub Date : 2024-09-10DOI: 10.1080/15348458.2024.2391961
Ronald Shabtaev, Sharon Armon-Lotem, Joel Walters
Few studies have explored the relationship between ethnic identity and language attitudes in heritage language speakers. Via self-reported questionnaire data, the present study examined correlation...
{"title":"The Impact of Ethnic Identity on Language Attitudes","authors":"Ronald Shabtaev, Sharon Armon-Lotem, Joel Walters","doi":"10.1080/15348458.2024.2391961","DOIUrl":"https://doi.org/10.1080/15348458.2024.2391961","url":null,"abstract":"Few studies have explored the relationship between ethnic identity and language attitudes in heritage language speakers. Via self-reported questionnaire data, the present study examined correlation...","PeriodicalId":501050,"journal":{"name":"Journal of Language, Identity & Education","volume":"10 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-09-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142200040","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-09-04DOI: 10.1080/15348458.2024.2392647
Evelyn C. Baca
This qualitative study used ethnographic methods to explore connections between teachers’ linguistic ideologies, classroom practices, and local language policies. Using a language policy framework,...
{"title":"Teaching in Two-Way Dual-Language-Bilingual Education: An Analysis of Teacher Language Ideologies and Linguistic Practices","authors":"Evelyn C. Baca","doi":"10.1080/15348458.2024.2392647","DOIUrl":"https://doi.org/10.1080/15348458.2024.2392647","url":null,"abstract":"This qualitative study used ethnographic methods to explore connections between teachers’ linguistic ideologies, classroom practices, and local language policies. Using a language policy framework,...","PeriodicalId":501050,"journal":{"name":"Journal of Language, Identity & Education","volume":"7 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-09-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142225778","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-08-27DOI: 10.1080/15348458.2024.2391334
Rui Yuan, Kailun Wang
Language teacher identity (LTI) research has experienced exponential growth over the past decades, shedding light on language teachers’ multiple identities as well as their construction processes i...
{"title":"“Passing the Torch” to Language Teachers: A Transformative, Action-Oriented Perspective on Language Teacher Identity Research","authors":"Rui Yuan, Kailun Wang","doi":"10.1080/15348458.2024.2391334","DOIUrl":"https://doi.org/10.1080/15348458.2024.2391334","url":null,"abstract":"Language teacher identity (LTI) research has experienced exponential growth over the past decades, shedding light on language teachers’ multiple identities as well as their construction processes i...","PeriodicalId":501050,"journal":{"name":"Journal of Language, Identity & Education","volume":"56 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-08-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142200042","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-08-27DOI: 10.1080/15348458.2024.2392279
Hang Le Thanh Nguyen, Huu Thanh Minh Nguyen
This sequential mixed-methods study examined how private sector EFL job advertisements in Vietnam portray ideal Vietnamese teachers and the impact on language teacher identity (LTI) construction. Q...
{"title":"Coercive Conditions and Strategic Compliance: Vietnamese EFL Teacher Identity Construction and Neoliberal Values","authors":"Hang Le Thanh Nguyen, Huu Thanh Minh Nguyen","doi":"10.1080/15348458.2024.2392279","DOIUrl":"https://doi.org/10.1080/15348458.2024.2392279","url":null,"abstract":"This sequential mixed-methods study examined how private sector EFL job advertisements in Vietnam portray ideal Vietnamese teachers and the impact on language teacher identity (LTI) construction. Q...","PeriodicalId":501050,"journal":{"name":"Journal of Language, Identity & Education","volume":"59 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-08-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142200041","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-08-22DOI: 10.1080/15348458.2024.2385837
Sayaka Saito, Marianne Turner
Decades of research has investigated the heterogeneity of English among speakers of various linguistic and cultural backgrounds, but there still remains a significant gap between how English is tau...
{"title":"Language Diversity in “Monolingual” Japan: Language Awareness Among High School Teachers of English","authors":"Sayaka Saito, Marianne Turner","doi":"10.1080/15348458.2024.2385837","DOIUrl":"https://doi.org/10.1080/15348458.2024.2385837","url":null,"abstract":"Decades of research has investigated the heterogeneity of English among speakers of various linguistic and cultural backgrounds, but there still remains a significant gap between how English is tau...","PeriodicalId":501050,"journal":{"name":"Journal of Language, Identity & Education","volume":"82 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-08-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142200043","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-08-15DOI: 10.1080/15348458.2024.2379400
Yu Ka Wong, Kit Ling Lau, Icy Lee
This study investigated the impact of young Chinese second language learners’ motivation on their Chinese literacy acquisition. Based on the L2 Motivational Self System (L2MSS), 188 Grade 5 ethnic ...
{"title":"Young Chinese Language Learners’ L2 Motivational Self System and Learning Achievement in Chinese Literacy Acquisition","authors":"Yu Ka Wong, Kit Ling Lau, Icy Lee","doi":"10.1080/15348458.2024.2379400","DOIUrl":"https://doi.org/10.1080/15348458.2024.2379400","url":null,"abstract":"This study investigated the impact of young Chinese second language learners’ motivation on their Chinese literacy acquisition. Based on the L2 Motivational Self System (L2MSS), 188 Grade 5 ethnic ...","PeriodicalId":501050,"journal":{"name":"Journal of Language, Identity & Education","volume":"11 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-08-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142200044","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-08-06DOI: 10.1080/15348458.2024.2375280
Ryan Anthony Goble
In a career climate that casts “foreign” language proficiency as a measurable and technical skill, this study examines how the notion of transferable skills alternatively mediates how collegiate la...
{"title":"Language Learners’ Transferable Skills and Narrative Competence in U.S. Career Advising Appointments: Multilingual Development Beyond Higher Education","authors":"Ryan Anthony Goble","doi":"10.1080/15348458.2024.2375280","DOIUrl":"https://doi.org/10.1080/15348458.2024.2375280","url":null,"abstract":"In a career climate that casts “foreign” language proficiency as a measurable and technical skill, this study examines how the notion of transferable skills alternatively mediates how collegiate la...","PeriodicalId":501050,"journal":{"name":"Journal of Language, Identity & Education","volume":"59 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-08-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141944719","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-08-06DOI: 10.1080/15348458.2024.2376726
Yeji Kim
Situated in the scholarship of funds of identity, I focus on three Korean American and migrant youth who were involved in a Korean Student Organization (pseudonym) at a largely white institution in...
{"title":"Transnational Funds of Identity of Korean American and Migrant Youth","authors":"Yeji Kim","doi":"10.1080/15348458.2024.2376726","DOIUrl":"https://doi.org/10.1080/15348458.2024.2376726","url":null,"abstract":"Situated in the scholarship of funds of identity, I focus on three Korean American and migrant youth who were involved in a Korean Student Organization (pseudonym) at a largely white institution in...","PeriodicalId":501050,"journal":{"name":"Journal of Language, Identity & Education","volume":"14 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-08-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141944718","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-08-06DOI: 10.1080/15348458.2024.2375277
Mónica González Ybarra, Solange Leon Vazconez, Samantha Garcia, Marlene Santos
Drawing on Youth Participatory Action Research (YPAR) and translanguaging frameworks, the purpose of this study is to demonstrate how Latinx youth leverage their community knowledge and language pr...
{"title":"Latinx Youth as Linguistic Experts: Documenting Translanguaging Moments in Youth Participatory Action Research","authors":"Mónica González Ybarra, Solange Leon Vazconez, Samantha Garcia, Marlene Santos","doi":"10.1080/15348458.2024.2375277","DOIUrl":"https://doi.org/10.1080/15348458.2024.2375277","url":null,"abstract":"Drawing on Youth Participatory Action Research (YPAR) and translanguaging frameworks, the purpose of this study is to demonstrate how Latinx youth leverage their community knowledge and language pr...","PeriodicalId":501050,"journal":{"name":"Journal of Language, Identity & Education","volume":"199 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-08-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141944720","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-07-03DOI: 10.1080/15348458.2021.2004894
A. Rafi, Anne-Marie Morgan
ABSTRACT This study investigated the role of translanguaging pedagogy in reading comprehension of first-year students studying in an English medium classroom of a Bangladeshi private university. Data were collected through classroom observations, pedagogical intervention, focus group discussion with students and a semi-structured interview with the class teacher. The notions of ”translanguaging space” and ”critical instances” were used to analyse the data. The results show that the translanguaging space provided scope in each step of the intervention to maximise the use of the linguistic and semiotic resources of students, putting them at ease, and enhancing epistemic access to and comprehension of complicated English texts. The purposeful design of the lecture, including scaffolding with multilingual words and expressions, and guided reading with Bangla text and topics pertaining to students’ lives, engaged them deeply with the content, while also transforming knowledge and subjectivities about the given topic.
{"title":"Translanguaging as a Transformative Act in a Reading Classroom: Perspectives from a Bangladeshi Private University","authors":"A. Rafi, Anne-Marie Morgan","doi":"10.1080/15348458.2021.2004894","DOIUrl":"https://doi.org/10.1080/15348458.2021.2004894","url":null,"abstract":"ABSTRACT This study investigated the role of translanguaging pedagogy in reading comprehension of first-year students studying in an English medium classroom of a Bangladeshi private university. Data were collected through classroom observations, pedagogical intervention, focus group discussion with students and a semi-structured interview with the class teacher. The notions of ”translanguaging space” and ”critical instances” were used to analyse the data. The results show that the translanguaging space provided scope in each step of the intervention to maximise the use of the linguistic and semiotic resources of students, putting them at ease, and enhancing epistemic access to and comprehension of complicated English texts. The purposeful design of the lecture, including scaffolding with multilingual words and expressions, and guided reading with Bangla text and topics pertaining to students’ lives, engaged them deeply with the content, while also transforming knowledge and subjectivities about the given topic.","PeriodicalId":501050,"journal":{"name":"Journal of Language, Identity & Education","volume":"112 S2","pages":"543 - 558"},"PeriodicalIF":0.0,"publicationDate":"2024-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141683818","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：