Which theoretical and empirical insights can inform language-in-education research that advances equitable and high-quality learning at school? In this three-part article, I first draw from various sources to foreground the urgent need to counteract linguicism and epistemic injustices and to commit to more just and rigorous scientific practices in research and education. Based on findings from my own research, I then argue that more just and rigorous practices need to attend to midadolescents’ individual differences in language learning. In response, I present insights from recent innovative evidence-based pedagogical frameworks and tools that reveal promising paths forward. I close by calling for research with a dual focus on equity and rigor that supports moving away from “pedagogies of silence,” which silence marginalized students’ voices, damaging their identities and obstructing their learning, towards “pedagogies of voices,” which affirm all learners’ voices while amplifying their language repertoires and their critical learning.

中文翻译：

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青春期中学生在学校的语言学习：在研究和教育中走向更加公正和科学严谨的实践

哪些理论和实证见解可以为促进学校公平和高质量学习的语言教育研究提供信息？在这篇由三部分组成的文章中，我首先从各种来源中得出结论，强调迫切需要抵制语言主义和认知上的不公正，并致力于在研究和教育中进行更公正、更严格的科学实践。根据我自己的研究结果，我认为需要更公正和严格的做法来关注青少年在语言学习方面的个体差异。作为回应，我提出了来自最近创新的循证教学框架和工具的见解，这些框架和工具揭示了有前途的前进道路。最后，我呼吁开展研究，同时关注公平和严谨，支持摆脱“沉默的教学法”，这种方法使边缘化学生的声音沉默，