{"title":"\"因为我们是双语者研究一名早期 ESOL 教师在语言使用方面的人性化方法","authors":"","doi":"10.1016/j.linged.2024.101337","DOIUrl":null,"url":null,"abstract":"<div><p>Although some of the scholarship in applied linguistics and teacher education illustrates an understanding of the complicated domination of English—and particularly White Mainstream English (WME)—in the education of multilingual students who are learning English as an additional language, the issue remains that the teaching and learning of English is often positioned as a neutral, value-free endeavor in much of the curriculum and practice used in US K-12 classrooms, and around the world. Therefore, an important question centers around how teachers might use linguistically sustaining, humanizing language practices in their classrooms, despite working in contexts that generally privilege WME. To illustrate the important role that teachers can play in supporting humanizing, linguistically vibrant classrooms, we highlight the practices of Catherine, an African American teacher of multilingual students, and explore how she leveraged her own multilingualism to affirm a variety of language practices in her classroom.</p></div>","PeriodicalId":47468,"journal":{"name":"Linguistics and Education","volume":null,"pages":null},"PeriodicalIF":1.6000,"publicationDate":"2024-08-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"“Because we bilingual”: Examining an early career ESOL teacher's humanizing approach to language use\",\"authors\":\"\",\"doi\":\"10.1016/j.linged.2024.101337\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<div><p>Although some of the scholarship in applied linguistics and teacher education illustrates an understanding of the complicated domination of English—and particularly White Mainstream English (WME)—in the education of multilingual students who are learning English as an additional language, the issue remains that the teaching and learning of English is often positioned as a neutral, value-free endeavor in much of the curriculum and practice used in US K-12 classrooms, and around the world. Therefore, an important question centers around how teachers might use linguistically sustaining, humanizing language practices in their classrooms, despite working in contexts that generally privilege WME. To illustrate the important role that teachers can play in supporting humanizing, linguistically vibrant classrooms, we highlight the practices of Catherine, an African American teacher of multilingual students, and explore how she leveraged her own multilingualism to affirm a variety of language practices in her classroom.</p></div>\",\"PeriodicalId\":47468,\"journal\":{\"name\":\"Linguistics and Education\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":1.6000,\"publicationDate\":\"2024-08-02\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Linguistics and Education\",\"FirstCategoryId\":\"98\",\"ListUrlMain\":\"https://www.sciencedirect.com/science/article/pii/S0898589824000706\",\"RegionNum\":2,\"RegionCategory\":\"文学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q2\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Linguistics and Education","FirstCategoryId":"98","ListUrlMain":"https://www.sciencedirect.com/science/article/pii/S0898589824000706","RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
“Because we bilingual”: Examining an early career ESOL teacher's humanizing approach to language use
Although some of the scholarship in applied linguistics and teacher education illustrates an understanding of the complicated domination of English—and particularly White Mainstream English (WME)—in the education of multilingual students who are learning English as an additional language, the issue remains that the teaching and learning of English is often positioned as a neutral, value-free endeavor in much of the curriculum and practice used in US K-12 classrooms, and around the world. Therefore, an important question centers around how teachers might use linguistically sustaining, humanizing language practices in their classrooms, despite working in contexts that generally privilege WME. To illustrate the important role that teachers can play in supporting humanizing, linguistically vibrant classrooms, we highlight the practices of Catherine, an African American teacher of multilingual students, and explore how she leveraged her own multilingualism to affirm a variety of language practices in her classroom.
期刊介绍:
Linguistics and Education encourages submissions that apply theory and method from all areas of linguistics to the study of education. Areas of linguistic study include, but are not limited to: text/corpus linguistics, sociolinguistics, functional grammar, discourse analysis, critical discourse analysis, conversational analysis, linguistic anthropology/ethnography, language acquisition, language socialization, narrative studies, gesture/ sign /visual forms of communication, cognitive linguistics, literacy studies, language policy, and language ideology.