Though researchers have documented literature discussion groups and the importance of accountable/academic talk, fewer studies have examined how students and ideas have been silenced in small autonomous groups. This case study draws on a sociocultural perspective and dialogic participation in these spaces as sites of knowledge generation. Our study investigated the question, “What factors may contribute

The language classroom offers a rich environment for deconstructing language- and culture-specific gender and sexuality models in action. The present study responds to calls for diachronic textbook studies and classroom based research in this area. We first examine gender and sexuality in text (types and tokens) and images in ‘family’ chapters in 15 Dutch language textbooks published between 1970 and

Facilitating critical conversations includes helping students unpack dominant ideologies, interrupting stereotypes, creating a context for marginalized voices, and strategizing ways for taking action. Oftentimes, that means that teachers must recognize what silences are occurring, interpret why those silences are happening, and figure out the best moves to make to either interrupt or protect that silence

Although the United States is largely a nation of immigrants, xenophobic ideologies and values about immigrants are continuously broadcast across various media outlets. This study uses Systemic Functional Linguistics and transitivity analysis to examine how textbook publishers’ language choices frame migration, immigrants, and immigrant identity for immigrants from two different geographical backgrounds

Many systemic functional linguistics (SFL) scholars have shown the usefulness of students’ and teachers’ abilities to utilize a functional metalanguage for school writing (Berry, 2009; Coffin, 2006; Humphrey & Macnaught, 2016; Macken-Horarik & Morgan, 2011; Rose & Martin, 2012). In the U. S., SFL work has primarily focused on teaching English as an additional language (de Oliveira, 2010a; de Oliveira

This study investigates responding styles of East Asian students (EASs) and native-English-speaking students (NESSs) in the American graduate classroom. The issue of EASs’ perceived lack of participation has become a salient phenomenon in American education (Yanagi & Baker, 2016). In previous studies focused on why they do not actively participate (Zarrinabadi & Tanbakooei, 2016), numerous researchers

This study examines how troubles talk is organized in an online Skype exchange between two unacquainted pre-service teachers of Spanish and English as a Foreign Language (EFL) collaborating on the development of teaching units for their internships in the US and Spain respectively. Using conversation analysis, we examine how troubles talk is inherent to the ‘business’ of the exchange. The troubles

This article features a critical discourse analysis of narratives gathered from Black men reflecting upon their travel experiences. Though the participants consistently referenced their race and gender through explicit mention and self-naming, ideas concerning the identity marker of class were most often communicated through silence characterized by imprecise, obfuscating language and indirect, euphemistic

Academic writing centres in non-Anglophone countries navigate language policies that encourage the development of local languages and English within multilingual university settings. These policies entail diverging language ideologies that connect language use to diversification and standardisation aims. Although writing centres are stakeholders in academic language development and therefore participants

This article takes up Heritage's (2012a) gradient model of epistemic stance as an analytical tool to explore the use of questions during a geoscience activity in which students test prototypes to withstand seismic activity. Analyzing unfolding classroom talk advances an understanding of collaboration and student agency to reveal the ways a teacher and students are positioned as knowledgeable in the

This article examines teachers and students styling the voices of literary characters during whole-class talk. Drawing on data from a diverse 12th Grade ELA class in a rural Canadian school and a multi-week unit exploring the play A Streetcar Named Desire, it focuses on the use of stylized speech to index literary features such as character, time, and location: students and their teacher interpreting

Linguistic styling is an important component of the language ideologies teachers communicate to their students. This study explores the of role identity and intent in shaping teachers’ language use in the classroom, and considers how students receive teachers’ linguistic style. Three high school English Language Arts (ELA) teachers’ linguistic style is explored through three sources of data: a Dialect

The paper investigates the interactional processes through which English as a Second Language (ESL) learners enter the realm of social meaning through features of registers. The study takes up discussions of heteroglossia in educational settings. Through an ethnographic perspective, using various sources of data such as classroom discourse, course blogs and interviews, the study uncovers two practices

Oral narratives are typically examined through the lens of identity performance. In contrast, in the current study narratives are investigated from a pedagogic angle, focusing on their role in meaning-making processes in the classroom and shedding light on pedagogic affordances and missed opportunities surrounding the narratives. Data are drawn from two different settings: classes of students identified

This paper takes as point of departure a functional linguistic model of metaphor as ‘symbolising’ discourse semantics, to re-consider metaphor from the perspective of literacy pedagogy. It starts by contextualising this model in the stratal theory of language, register and genre in systemic functional linguistics, then outlines the structuring of curriculum genres, and the instantiation of meanings

Content area educators seeking to integrate genre-based writing instruction into their teaching are faced with the task of negotiating the simultaneously constraining and creative aspects of genres, in relation to their content-area teaching and also in relation to various needs and levels of proficiency among students in diverse classroom settings. To explore how this negotiation plays out in instructional

We seek to begin to develop understanding of how White racial discourses and Christian discourses intersect, buffet, and shape one another. In this study, we analyzed White Christian prospective and practicing mathematics teachers’ discourses. We found that participants used derivations of the phrase “we are children of God” in contexts in which they were asked about the intersection of their religious

It has been suggested that morphosyntax has more constrained social meanings than phonological variation, despite the scarcity of empirical research evidencing this claim. By using frequency correlations to isolate stylized moments of grammatical variation, this paper provides evidence of the rich social meanings constructed by nonstandard1 grammar. In particular, we show that, whilst definite article

The English as a medium of instruction (EMI) policy does not seriously consider teachers’ beliefs on the choice of English for their academic practices, objectives, and challenges in Iraqi universities. However, disciplinary discourses have become more translingual in academic settings across Iraq. This study investigated teachers’ beliefs around translanguaging (English and Arabic) university mathematics

This ethnographically informed sociolinguistic study examines family language policies (FLP) for language learning at home. It explores the cases of Korean immigrant families with different transnational life trajectories. Despite the fast-growing research interests in FLP, intragroup diversities of Korean immigrant families and their daily interactions are not yet widely discussed. The goal of this

The ideas, values and stereotypes associated with different linguistic varieties in specific communities that are reflected in people's attitudes toward those varieties and their speakers are acquired through social practices and institutions of replication, such as the institution of family and education. These are contexts where language ideologies are produced and reproduced and, consequently, form

Research supports the notion that ESL teachers should not only be language teachers but also English Learner (EL) advocates. Despite evidence that suggests these skills are honed over time in the field, ESL teachers are often asked to exercise these skills immediately in their first year teaching. Thus, preparing individuals for EL advocacy before they become ESL teachers is a necessary component of

In the context of U.S. K-12 schools, recent scholarship has demonstrated that English learners (ELs) often become overrepresented in special education in secondary grades, as they are unable to meet reclassification criteria established by state policies. Research, however, has yet to examine the implementation of reclassification policies specific to ELs with disabilities. This ethnographic study

This paper looks at secondary teachers’ discourse about Madrid's Bilingual Programme (Spain). Madrid's Bilingual Programme is a large education plan whereby some content subjects are taught in a foreign language –mainly English– following Content and Language Integrated Learning (CLIL) and whose characteristics and ubiquity have had an impact on teachers’ daily lives and professional career. By drawing

This article presents findings of a case study on the implementation of the Indigenous Language curriculum in primary school classrooms in Chile. In particular, the article revolves around literacy practices used to teach the intercultural curriculum as implemented in eight schools from three different regions of Chile. The aims of this research were twofold: to identify the participants’ perceptions

Since Erdoğan's Justice and Development Party came to power in 2002, various educational changes have been mandated in Turkey to raise a conservative, pious generation in line with its conservative-democratic identity. Yet, these changes have not come all at once, but implemented gradually, through a process of subtle Islamization. In this paper, drawing upon the Discourse Historical Approach in Critical

Drawing on ethnomethodology and conversation analysis (EMCA) and an embodied approach to social interaction, this article examines how instructors use representational gestures in Initiation-Response-Evaluation/Follow-up (IRE/F) sequences during teacher-led, whole-class discussions. The data consist of four, 2-week-long programming courses for middle and high school students (grades 5–11). In these

The L2 field has seen recurrent calls for pedagogical approaches that, on the one hand, emphasize learner communicative needs as a starting point, and that, on the other hand, reexamine the importance of dialogic support offered to learners as they employ instructional materials during authentic tasks. Particular attention has been paid to overcoming this methodological gap within the L2 Vygotskian

This study explores how language exposure may shape oral narrative skills in three first grade French-English emergent bilinguals attending an international programme at a state school in France. The students come from three different home language backgrounds (English dominant; French dominant; both French and English). Parent questionnaires provide information on current and cumulative exposure and

The focus of this study was on how students created and shared humor in an online multimodal learning environment. Across two semesters of a graduate course on psycholinguistics in education, 28 students posted 1006 pins on a social-networking webpage (Pinterest) that were subjected to a multimodal content analysis. The Pinterest boards provided a dialogic space for students to engage in on-going collaborative

Abstract Dual immersion in the USA, and content and language integrated learning (CLIL) in Spain, share essential properties and differ only in the context where they take place. The principal aim of this study is to carry out an assessment of students’ satisfaction towards the program in California, and to subsequently compare it with a similar study on CLIL with Spanish students in the capital region

Abstract This paper focuses on the role prosodic features play in displaying evaluative stance in desk talks and oral exams in Norwegian secondary schools. We explore the extent to which teachers make available, to students, their treatment of student answers as more, or less, adequate with the acknowledgment token “ja” (yeah/yes). We found that, within extended question-answer sequences, acknowledgments

Abstract Schools are sites where youth's identities as uninterested in their Indigenous languages and cultures are constructed in everyday interactions. This article addresses the ways in which constructs of personhood and language proficiency interact to impact learners’ identities in Quechua language education, a process I call Indigenous speakerhood socialization. Specifically, I examine the process

Abstract The prevalence of swearing and the varied approaches to its acceptability in society are reflected in student usage of swearing and institutional responses at schools. Data suggest that student suspension on the grounds of verbal misconduct is increasing in schools. The study reported here was undertaken in Queensland, Australia and reveals teachers and school leaders are surrounded by an

The present study reports on the geosemiotics (Scollon & Scollon, 2003) of a Thai University. Walking interview tours (Lou, 2017; Stroud & Jegels, 2014a) of Thammasat University's Tha Prachan campus were conducted. These interviews reveal how students narrate and take stances towards the geosemiotic artifacts that are found on their campus. The purpose of the study was twofold: 1) to gain an understanding

In world language learning contexts, where learners may have infrequent contact with the target language speakers, learners are primarily exposed to these speakers and their cultures through textbooks. Therefore, the representation of the target language communities and their cultures in textbooks greatly influences language learners’ understanding of these communities. Drawing upon the concepts of

A good deal of research reveals the ways university students fulfil the needs of the reader in their academic writing. Little is known, however, about the ways writing tutors help students to understand their audience during the preparation stage. Understanding the reader's needs can be difficult for any student, but particularly for international students that may come from different linguistic, cultural

Abstract Many young writers find revision a challenging process. The study reported here uses a multimodal system (the Ramos System) for data capture, in contrast to the more typical use of think-aloud or post-hoc recall, and sought to understand what newly-literate writers’ textual modifications (erasures) and oral comments reveal about their metalinguistic understanding of writing. Six classroom

Abstract Doctoral researchers increasingly write in English where English is a non-ambient language, for example, in Norway. Yet, similar to other contexts, a goal of the Norwegian doctoral degree is that doctoral graduates are able to communicate their research in both national and international contexts, which usually means English. Through narrative analysis of 17 responses from doctoral researchers

Abstract A crucial issue for literacy research is how teaching practices are shaped to promote diverse learners’ engagement with content knowledge and use of disciplinary language. In this article, based on a classroom study in Sweden, I explore the teaching of two historical events where the participant Grade 6 teacher created opportunities for writing and peer interaction in the content area. Using

Abstract Linguistic assimilation has historically been a cornerstone for nationalistic sentiments in countries with a history of colonization and immigration, such as the United States. The purpose of this article is to examine connections between language policies in four immigrant families and educational language policies at two public elementary schools, in the context of an English-only state

Abstract Hoshuko are Japanese government approved complementary schools operating in many countries outside Japan and providing Japanese-medium education. Although originally established for children of temporary professional expatriates, increasing emigration has diversified the family backgrounds and educational needs of the pupils. This article explores how the Japanese government, hoshuko, as well

Abstract While extant scholarship has examined the development of in-service teachers' translingual disposition (Canagarajah, 2013), less is known about how teacher education might foster the development of a translingual disposition among monolingual native English-speaking (NES) teacher candidates (TC). Using van Leeuwen's (2008) critical discourse analysis, this study investigates how one NES TC

Abstract The study examines the narratives of Finnish lower secondary school teachers working in linguistically diverse schools by analysing their narratives’ discourses on encountering multilingual learners. The study reflects the current period when the Finnish education system is experiencing growth in linguistic diversity and a change in educational policies that require language awareness from

Abstract This paper reports on the qualitative strand of a Randomised Control Trial (RCT) study which involved the implementation of a pedagogical intervention emphasising the relationship between linguistic choice and effect in written text. The intervention was delivered to all year 6 students (aged 10-11) in 55 English schools. Drawing on observational data of 17 lessons, each taught by a different

Abstract Teachers’ instruction-giving practices in classrooms are largely recognized as the primary condition for the smooth progression of pedagogical activities. Following the formulation of the instruction by teachers, students are expected to perform preferred actions in the next relevant place in interaction. It is also likely that potential troubles in understanding teacher instructions might

Abstract This paper aims to investigate the politics of plurilingualism in education and, more concretely, the various interests at play behind the introduction of innovations by education authorities in Catalonia, Spain. To do this, the paper critically examines the linguistic model of language in education and the public debate that its introduction generated, focusing on three themes: immersion

Abstract While past research has provided valuable insights into the nature and impact of second language (L2) learners’ feelings, it has frequently stopped short of doing justice to learning as a dynamic undertaking conducted in particular contexts. Empirical work has also predominantly focused on classroom settings. The current research was instead carried out with undergraduate students from Japan

Abstract This paper outlines a multi-level framework for empirical research on punctuation in digitally-mediated interaction and exemplifies it by close qualitative analysis of a corpus of WhatsApp conversations collected among secondary-school students in Northern Germany. We propose a sociolinguistic analysis of digital punctuation that orients to Silverstein's notion of “total linguistic fact” (Silverstein

Abstract How do young children learn to manage peer conflict in preschool? While conflict is an essential part of relationships in every social domain (family, school, work, etc.), learning how to engage in and resolve conflict is a culturally and situationally variable activity. This paper examines mediated forms of peer conflict initiated by adults and children in a Japanese preschool. Taking the

Abstract Using videotaped interaction of U.S. preschool classrooms, this study investigates how children learn to manage peer conflict. Whether conflict occurs vocally or non-vocally affects socialization of children's behaviors. Negotiation of arguments by teachers somewhat depend on whether children sustain conflict in a vocal or embodied modality. Teachers use directive/response sequences to engage

Abstract This paper examines Korean preschool children's socialization into uses of honorifics, focusing on the role that teachers’ honorific speech practices and children's peer conflict play in this process. Unlike previous studies, which typically assumed a one-to-one relationship between honorifics and politeness or deference, the analysis of teachers’ and children's discourse in classroom settings

Abstract This paper is a video-ethnographic language socialization study that examines the discursive, linguistic and embodied features of the teachers’ and children's ways of conflict mediation and resolution. The study describes the ways in which young children (three to five-year olds) in several preschools in Sweden are being socialized into the interactional competences and perspective taking

Abstract Conflict is managed in diverse culturally-preferred ways in communities around the globe. This paper examines peer conflict management in a Russian preschool, a setting that is central for learning and practicing culturally-appropriate ways of conflict resolution. Conducted in a language socialization perspective, the paper examines ways in which a cultural norm of being friendly members of

Abstract Attending to both the political and pedagogical dimensions of silence in schools, this article engages in a close analysis of the silences constructed within an interaction between one first-grade student and his teacher in order to build theory regarding how silence is constructed in the classroom. Drawing on theories of neoliberalism as well as humanizing pedagogy, it presents multiple readings

Abstract Willingness to communicate (WTC) is one of many individual difference variables that have been investigated in research on language learning motivation and learners’ cognitive and affective states. To expand its theoretical and methodological understandings, Conversation Analysis (CA) studies have reconceptualized WTC as embodied interactional activity, particularly as regards participation

Abstract Appropriate gender representation in textbooks is crucial for socially educating professionals who use English for work-related communication. It is further important to longitudinally understand how these textbooks keep up with changes in gender equality taking place in the real world. This study critically analyses two editions of a popular international business English textbook for equality

Abstract In order to better understand literacy practices in high poverty L2 contexts, we use a conversation analytic approach to study two forms of chorusing in Grade 3 classrooms in South African township schools: choral reading and choral answering. Based on more than 6 hours of video recorded classroom interaction, we show that choral reading aloud is initiated by explicit and implicit instructions

Abstract In this article, the nuanced complexities of translanguaging practices in teacher-pupil interaction are studied. Negotiation of teacher-pupil translanguaging practices is analysed in a diverse classroom in a monolingual school context in which other languages than the language of instruction are not accepted. Throughout the selected English course, translanguaging practices including different