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

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

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

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

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 through

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 increasing

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 with

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 of Madrid

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 discourse

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 sequences

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 to a

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 policy and

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 of

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, translanguaging

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 as the

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 negotiates

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 all teachers

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 teacher

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 arise, which

The release of the last Progress in Reading Literacy Study (PIRLS) report in December 2017 was a moment of public alarm in South Africa. The study tested a selection of Grade 4 children across the country in 2016 and compared their results to 50 other countries and found that “78% of Grade 4s in SA cannot read for meaning", compared with only 4% of children across the 50 countries. But there are problems

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 and Australia

Encouraging student interests while simultaneously accomplishing specific pedagogical goals can require subtle and complex work on the part of teachers. Balancing these competing demands is especially difficult when students initiate a next-action that differs from their teacher's lesson plan. This article, based on a corpus of videotaped math tutoring sessions with young children, describes how an

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, combined

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 named

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. This CA

This ethnographic, discourse analytic study elucidates a poorly understood area of applied linguistics: identity issues in Indigenous language education. Multi-year data – from large Yucatec Maya language programs that enrolled over 200 learners, including schoolteachers and Yucatec Maya-speaking university students – reveal a new stage of Indigenous ethnogenesis in the Yucatan, Mexico. European colonization

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 of

We offer a framework for analyzing teachers’ practice of responding to students’ mathematical contributions. This work builds on a framework developed by secondary mathematics teachers that we then augmented with one developed by linguists to create a modified framework that addresses pedagogic responding moves in detail. We show, through in-depth transcript analysis, along with commentary by a teacher

This paper explores how the dominant ideology of colorblindness is enacted across discourse events among youth in a community center in Vermont. Through critical discourse analysis of interactions among students and staff, we draw on the notion of fractal recursivity, uncovering a multiplicity of racialized oppositions that ideologically separate White and Color, all while relegating on-record racetalk

Previous studies of repair in language learning revealed that direct, overt repair was extremely rare in these contexts. Instead, teachers employ various mitigation strategies when conducting repair. Thus, the implications of bald, unmitigated repair on language learning could not be adequately investigated due to the rarity of this phenomenon in language classrooms. The current study addresses this

This study investigates Reference to a Shared Past Event in a primary school setting drawing on video-recordings of 17 hours of social studies classroom interaction. Using Conversation Analysis, it examines how teachers as well as students employ it as part of the ongoing instruction to establish continuity and temporality across events. It is seen that they extend the ongoing instruction with Reference

In this paper we propose that careful analysis of educators’ ontological beliefs concerning English and other languages can be interpreted from their attitudinal discourse and can shed light on how potentially harmful ideological beliefs persist in educational systems. We explore the relationship between ideological and ontological beliefs about language(s) and argue that the ontological dimension

In education, decision making frequently involves ethically-imbued choices between two or more solutions to an educational ‘problem.’ Teacher education may utilize asynchronous discussions to prepare teachers to critically navigate this landscape. To understand how participants in an online English language (EL) teacher licensure program manage disagreements as they accomplish taking a stance over

This article presents analyses of fourth-grade students’ written explanations in a science unit on magnetism. The purpose of the study was to explore connections between students’ science conceptual understanding and written communication. Data include science notebooks collected from 16 fourth-grade students in two classrooms; our analysis focuses on notebooks produced by five linguistically diverse

This paper explores teacher elicitation practices following a perceived absence of a response to an initial inquiry. Specifically, we focus on whole class post-task discussions where a teacher pursues responses in post-first position following students’ non-uptake, and thus makes her orientation toward the expectation of a response publicly available. The data for this study come from 30 h of video-recorded

Language learning that occurs outside the traditional classroom has become an important area of research. However, it is not self-evident how to combine the activities of the outside world with the pedagogical objectives and practices of (formal) language teaching. In this article, we approach this question by investigating data from a real-world digital language-learning environment, which merges

Drawing from a yearlong ethnographic study, this paper examines spatial deictics and verb tense use in conversation and instructional activities in a family literacy class at a Bay Area Public Library. More specifically, we employ discourse analytic tools to document how spatiotemporal coordinates are never solely product of cognitive calculation but always also entangled with emotions. In addition

This article explores tactile practices in pedagogical settings by focusing on one specific pedagogical touch type, teacher-initiated hand-on-shoulder touch, which is examined particularly as a reactive practice for classroom management. Drawing on multimodal conversation analysis, the present study analyses variations in hand-on-shoulder touch as well as the relationship between these variations and

Register refers to functional variation in language use across contexts. Developing a repertoire of lexical and grammatical choices for instantiating academic registers is key to literacy success in school. This study examined register choices adolescent learners made in factual writing, a key genre of schooling that is also highly valued in the workplace and society. A total of 93 seventh- and ninth-grade

This study draws from calls for a translingual approach to writing studies and current research in English as a lingua franca, but shifts focus from multilingual speakers to proficient speakers of English. While many studies have illustrated how emergent speakers resort to various pragmatic strategies to negotiate language in intercultural encounters, there is a dearth of research on how proficient

Abstract This article draws on the case of the writing of one boy in grade four and five, to examine multilingual school policy in the classroom, in the form of attitudes and practices, which support students’ identities by affirming their diverse languages and offering spaces for identity negotiation. The case of Jirka negotiating different identities through the writing process, shows the resources

Abstract Though student writers work within socially-determined constraints on self-expression when writing for school purposes, they also have the power to reshape those constraints and thereby define an authorial identity. In this article we analyze data from three teacher-student conversations about student writing through the lens of figured worlds (Holland et al., 1998) to explore how these figured

Abstract Contributing to emerging work on youth religious literacies interacting with secondary literacy curriculum in US public schools, this paper conceptualizes and empirically examines activist evangelical literacy. We narrate how, in response to a community-based, experiential literacy curriculum called “Walkabout”, focal youth participant “Jeremy” chose to join the traveling campus ministry of

The relevance of English communicative competence for achieving individual and corporate competitiveness influenced language policies in Japan, triggering universities’ competitive use of interpreter training as an innovative language enhancement teaching method. Through a case study of a university promoting interpreter training in Japan as a language tool, this article investigates the experiences

Recent research, at the interface between diaspora studies and sociolinguistics, has drawn attention to the dynamic ways in which language resources are bound up with the situated construction of diasporic identities, in different social and ideological conditions. Building on this research, this article focuses on one particular diaspora: that of the Pontian Greeks who migrated to Greece in the 1990s

In this study, we use a transmodal lens to investigate how emergent bilingual (EB) preschoolers employ diverse bodies of knowledge, modalities, and languaging practices to engage in show-and-tell presentations. We also investigate the role of translanguaging in support of children's communication and interaction in this activity. Video data of show-and-tell activity in two dual language preschool classrooms

Everyday speakers of the minority language of Ilocano in the Philippines often hold many ideological projects in their minds simultaneously; these become particularly productive and apparent in the linguistically regimented space of the classroom. Here, students and teachers work together to mutually construct a distinct sense of ethnolinguistic identity through critical codeswitching practices from

Content and Language Integrated Learning (CLIL) is a dual-focused pedagogical approach in which a foreign language is used for the learning and teaching of both content and language. CLIL specialists have recommended different types of scaffolding techniques, mainly in relation to language use. However, there is increasing interest in multimodal scaffolding techniques involving language in combination