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Pre-service teachers’ hinting practices in managing responses in a microteaching context Linguistics and Education (IF 1.6) Pub Date : 2024-09-13 Eunseok Ro, Hyunwoo Kim
Microteaching is a pedagogical approach that allows educators to enhance their teaching techniques through practice and feedback in controlled, classroom-like environments. This study uses multimodal conversation analysis to investigate how pre-service teachers at a Korean university, with English as their second language, manage student participation in microteaching sessions. The analysis reveals
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Disciplinary content and text structures communicated in the classroom – pathways in science lessons Linguistics and Education (IF 1.6) Pub Date : 2024-09-11 Ewa Bergh Nestlog, Kristina Danielsson, Fredrik Jeppsson
Making meaning about disciplinary knowledge involves both disciplinary content and relevant semiotic resources (e.g., text structures) for communicating the content, as two sides of a coin. The purpose of this study is to contribute to research in science education with a model for visualising how the two sides of the coin are elaborated in classroom interaction, aiming to support students’ disciplinary
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Two voices, one paper: Using storywork to reassess the impact of academic language on “English Learners” in Alaska Linguistics and Education (IF 1.6) Pub Date : 2024-09-07 Ève Ryan, Giovanna Arnaq Wilde
In this paper, featuring a collaboration between Ève, a white applied linguist from Réunion Island, and Giovanna, an Indigenous Yupik undergraduate student from Mountain Village, we offer perspectives from Alaska on the topic of academic language. Academic English has served as a tool to further marginalize Alaska Native students, who make up a large segment of the student population designated as
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Using multimodal resources to design EFL classroom lead-ins—A multimodal pedagogical stylistics perspective Linguistics and Education (IF 1.6) Pub Date : 2024-08-31 Qian Lei, Chunlei Zhang
The study explores the ways EFL teachers use multimodal resources to design classroom lead-ins on the basis of multimodal stylistic analyses of the lead-ins in six award-winning classroom demonstrations. Results show that verbal mode and image mode are mainly used in the lead-ins to establish cognitive framework for the new teaching topics, and body language, such as eye movements, facial expressions
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Inclusion of home languages during early childhood instructional conversations Linguistics and Education (IF 1.6) Pub Date : 2024-08-30 E. Brook Chapman de Sousa, Mary Catherine Lennon
Including home languages in classrooms can increase multilingual students’ participation, improve literacy, and promote inclusion. It is a prevalent topic at academic conferences; however, home language use in classrooms is less common. This study was a microanalysis of home language use during Instructional Conversations at a linguistically diverse English-medium preschool. Data sources included 27
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Translanguaging: Process and power in education Linguistics and Education (IF 1.6) Pub Date : 2024-08-14 Marianne Turner, Angel M.Y. Lin
In this article we develop translanguaging as a theoretical perspective in education by drawing together ideas of process and symbolic power. We first outline critiques of translanguaging, most particularly the issue of deconstructivism and concerns about transformative limitations. We then focus on the potential of translanguaging as a conceptual frame for how language mediates learning in the context
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“I Have Magic in My Mouf!”: Embodied languaging enactments of African American multilingual students in a Spanish-English immersion program Linguistics and Education (IF 1.6) Pub Date : 2024-08-07 Eurydice Bauer, Lenny Sánchez
There is limited research that examines African American students’ language learning experiences in Spanish-English dual-language program settings, which exacerbates the narrative that African American students are not the “ideal” demographic for bilingual programs. To address these concerns, we highlight the experiences of two African American multilingual children to examine how they form their translanguaging
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“Because we bilingual”: Examining an early career ESOL teacher's humanizing approach to language use Linguistics and Education (IF 1.6) Pub Date : 2024-08-02 Megan Madigan Peercy, Melanie Hardy-Skeberdis, Jessica Crawford
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
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Thorny issues with academic language: A perspective from scientific practice Linguistics and Education (IF 1.6) Pub Date : 2024-07-24 Scott E. Grapin, Lorena Llosa
A debate over the construct of academic language (AL) has engendered significant polarization in the field of language education. The issues at the heart of the AL debate are thorny and persistently elusive to resolve. Yet they are not unpredictable, particularly when viewed from the perspective of how scientific communities advance knowledge. In this article, we highlight two thorny issues with AL
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Demographic silencing, ableism, and racialization in dual language bilingual education: A call for intersectional and program-level data reporting to assess gentrification Linguistics and Education (IF 1.6) Pub Date : 2024-07-23 M. Garrett Delavan, Trish Morita-Mullaney, Juan A. Freire
Drawing on a LangCrit perspective conscious of overlapping (or intersectional) processes of privilege and marginalization, we used a QuantCrit-informed critical discourse analysis to assess how the websites of 12 of the largest US school districts were communicating student demographics related to their dual language bilingual education (DLBE) programs across race, socioeconomics, ability, and English-learner
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Translanguaging in second language writing processes Linguistics and Education (IF 1.6) Pub Date : 2024-07-20 Sheng Tan
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Using the chat function for L2 learning in video-mediated interaction Linguistics and Education (IF 1.6) Pub Date : 2024-07-19 Jenny Gudmundsen
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Between a rock and a hard place: Introduction program teachers’ narrated experiences of residency and citizenship language requirements in Scandinavia Linguistics and Education (IF 1.6) Pub Date : 2024-07-17 Marte Nordanger, Birgitta Ljung Egeland
This study investigates how language requirements for residency and citizenship influence the professional identities and sense of agency of introduction program language teachers throughout Scandinavia. While Denmark introduced formal language requirements two decades ago, language requirements were effectuated in Norway starting in 2017. In Sweden, requirements have been proposed, but not introduced
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What are university students doing with language?: A proportional description of student processing mode and register use in an American university Linguistics and Education (IF 1.6) Pub Date : 2024-07-15 Brett Hashimoto
The extent to which university students read, write, speak, and listen in a range of registers is not completely understood, but such descriptions could lead to better designed curriculum for English learners. The purpose of this study is to estimate the proportions of time American university students spend reading, writing, speaking, and listening in various registers. The present study combines
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Creating a safe house for active literary book-group discussions in a contact zone classroom Linguistics and Education (IF 1.6) Pub Date : 2024-07-06 Angelica Granqvist
This study explores student-led literary book-group discussions in a linguistically diverse upper-secondary language classroom. It employs linguistic ethnography and focuses on minoritized migrant students’ fictive and factive readings of a novel; the participation roles they assumed; and how they reflected on different book-group formations over time. A stance analysis based on chronotopic concepts
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Cultural representation in foreign language textbooks: A scoping review from 2012 to 2022 Linguistics and Education (IF 1.6) Pub Date : 2024-07-01 Hong Zhang, Runyi Li, Xilu Chen, Fangshuo Yan
This scoping review aims to examine the literature regarding cultural representation in foreign language textbooks. This review identifies eight research foci by systematically mapping and synthesizing 62 studies spanning from 2012 to 2022. In addition, it reviews theoretical/conceptual frameworks, methodologies, and implications for stakeholders involved in cultural representation studies in foreign
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The development of an ESL teacher's ability in constructing a virtual translanguaging space in synchronous online language tutorials Linguistics and Education (IF 1.6) Pub Date : 2024-06-24 Kevin W.H. Tai, Miaomiao Zuo
The COVID-19 pandemic has rapidly increased the use of synchronous online teaching for English-as-a-second-language (ESL) courses. However, there is a scarcity of research on the necessary teaching abilities for online ESL instruction and the advantages of real-time technologies in supporting students' L2 learning. This virtual ethnographic research examines how an ESL teacher utilizes diverse multilingual
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Inspired by Asian migrants: An adult English learner's imagined communities and study abroad trajectory Linguistics and Education (IF 1.6) Pub Date : 2024-06-17 Aika Ishige
In today's globalized world, language learners gain inspiration for who they want to be and the community to which they want to belong through unconventional ways. This study investigates the unconventional language aspirations of a male Japanese adult sojourner who studied English in the Philippines and Canada and projected his imagined self as aligning with the Asian migrants he met in Japan. Data
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Whiteness as the standard: Shifting ideologies, race, and social context Linguistics and Education (IF 1.6) Pub Date : 2024-06-07 Kelsey Swift
In previous work, I have documented and analyzed the persistence of mainstream ideologies around 'standard' and 'nonstandard' American English in the adult ESOL classroom and their connection to linguistic racism and anti-Blackness. This study explores how these ideologies developed more broadly, employing elements of raciolinguistic genealogy and metapragmatics to analyze historical language scholarship
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A multimodal analysis of character-character interaction in LGTB picture books and its educational implications Linguistics and Education (IF 1.6) Pub Date : 2024-05-30 Arsenio Jesús Moya-Guijarro
This paper aims to identify the interpersonal strategies utilized by writers and illustrators to forge the interaction of characters in three LGTB picture books. The stories were selected because they foster progressive gender discourses, and still gain international recognition long after their first publication. The study is drawn on Halliday's (2004) Systemic Functional Linguistics and Kress & van
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Language teacher candidates of color's critical emotional work toward interrogating raciolinguistic shame Linguistics and Education (IF 1.6) Pub Date : 2024-05-23 Hazel Vega, Christian Fallas-Escobar
This study draws on raciolinguistic perspective (Rosa & Flores, 2017) and theorization of emotions (Benesch, 2018) to examine two teacher candidates of color's (TCCs’) experiences of racialization. Data come from two research projects the authors conducted as part of their dissertations. Findings demonstrate TCCs’ experienced raciolinguistic shame or a hovering sense of embarrassment that results from
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Revisiting parental engagement: Creating, crossing, and blurring the boundaries of the home-school language divide Linguistics and Education (IF 1.6) Pub Date : 2024-05-23 Nikolett Szelei, Stefan Ramaekers, Graziela Dekeyser, Orhan Agirdag
Persisting divides between ‘multilingual homes’ and ‘monolingual schools’ exist around the world, including Flanders, the Dutch-speaking region of Belgium. Applying the lens of space production, we explore how ‘parental engagement’ is established, and the role it plays in shaping language separation. Discourse analysis on interviews with 24 parents of multilingual children revealed parental engagement
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Language learning, gender and education: Understanding the agency and affordances of refugee-background women with emergent literacy Linguistics and Education (IF 1.6) Pub Date : 2024-05-21 Hanna Svensson
Forced migration can bring adults who have previously been denied formal education and print literacy into contact with highly technological and literacy dependent societies that lack the knowledge and expertise to cater to them as simultaneous learners of language and literacy. As educational disadvantages are often conditioned by gender, many of these learners are also women and mothers who may continue
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Language teacher candidates’ representation of Türkiye's East and West: A critical discourse analysis of online discussions in a telecollaboration Linguistics and Education (IF 1.6) Pub Date : 2024-05-03 Ufuk Keleş, Bedrettin Yazan, Babürhan Üzüm, Sedat Akayoğlu
This study explores data collected from a telecollaboration project between two universities in Türkiye and the US. We draw upon the notion that how language teacher candidates from Türkiye (LTCTs) situate themselves contextually pertain to their professional learning and practices and future language teacher identity. Focusing on their telecollaboration discourse, we specifically examine these LTCTs’
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Bargaining identity: A transnational multilingual student's fight against raciolinguistic positioning in English departments Linguistics and Education (IF 1.6) Pub Date : 2024-05-02 Qianqian Zhang-Wu, Allison Skerrett, Shreya Sangai
This study contributes to the limited research on linguistic racism in higher education settings. It examines a transnational multilingual student's experiences with the English language and English literature across Indian and US universities, and the influences of language ideologies on her academic pursuits. Qualitative methods were used to collect data that include the student's written reflection
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Language policy on the ground in Norwegian kindergartens Linguistics and Education (IF 1.6) Pub Date : 2024-04-25 Eli Bjørhusdal, Gudrun Kløve Juuhl, Jorunn Simonsen Thingnes
The study explores literacy conditions for preschool children acquiring , a lesser used Norwegian written language. Norway has no official language policy for the use of and , the majority written language, in preschool education. By observing when and how Nynorsk, Bokmål, and other varieties are involved in activities where texts and print play a role, we examine language policy appropriation in kindergartens
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Critical interactional strategies for selecting candidate translations in online translation tools in collaborative EFL writing tasks Linguistics and Education (IF 1.6) Pub Date : 2024-04-20 Nigel Musk, Sofie van der Meij
With the increased frequency in the use of online translation tools (OTTs), such as Google Translate, in the foreign language classroom, teachers are reported to be concerned about students’ overdependence on these tools, their potential detrimental effects on learning, ethical issues of using them inappropriately and students’ lack of skills to use them critically. Thus, this study sets out to investigate
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Accomplishing feedback through inscription during reading assessment interaction Linguistics and Education (IF 1.6) Pub Date : 2024-04-11 Joseph S. Tomasine
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Teacher contingency in the Chinese immersion classroom of young learners: A translanguaging perspective Linguistics and Education (IF 1.6) Pub Date : 2024-04-10 Ying Xiong
Previous research on Chinese-English dual language programs in the United States has found that teaching effects are often compromised by communication and classroom management issues due to cultural differences. Since classroom teaching does not always unfold as language teachers’ planning, it is important for teachers to be able to cope with unscripted actions, and maintain the flow of teaching.
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Playing with identities: Negotiating coauthorship and role-playing interactions across game and metagame talk Linguistics and Education (IF 1.6) Pub Date : 2024-04-06 Alex Corbitt
Role-playing games (RPGs) are interactionally complex activities in which participants use talk to coauthor narratives across player and character identities. Taking an interest in how talk and interaction mediate collaborative text production, I drew upon concepts and methods of conversation analysis (CA) to examine RPG play. Despite a breadth of CA scholarship that examines storytelling and gameplay
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Critical literacies, imagination and the affective turn: Postgraduate students’ redesigns of race and gender in South African higher education Linguistics and Education (IF 1.6) Pub Date : 2024-04-03 Belinda Mendelowitz, Navan Govender
In this paper, we build on critical literacy scholarship and the affective turn, focusing particularly on the redesign process. A close and critical textual analysis of student responses to two assignments in the postgraduate education module Language and Literacy, Theories and Practices, enables us to trace the critical-creative-affective moves that students made when required to analyse and redesign
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Prompting learners to use target language forms: Elicitation practices in one-on-one instructional sessions Linguistics and Education (IF 1.6) Pub Date : 2024-04-02 Yoshiyuki Hara
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Visions and missions: Stance in the marketisation discourse of selected Ghanaian universities Linguistics and Education (IF 1.6) Pub Date : 2024-03-29 Guangwei Hu, Ramos Asafo-Adjei, Emmanuel Mensah Bonsu
A key manifestation of market forces permeating higher education is the marketised discourse in universities’ vision and mission statements, promoting institutional brands and offerings. This study set out to explore how 59 Ghanaian universities marketise themselves in their vision and mission statements. Drawing on critical discourse analysis (CDA) and a metadiscourse model of stance, a textual analysis
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Resolving asymmetry of access in peer interactions during digital tasks in EFL classrooms Linguistics and Education (IF 1.6) Pub Date : 2024-03-28 Minttu Vänttinen
In face-to-face classrooms, when mutual visual and/or aural access to a digital device is needed but lacking during digital tasks, participants display an orientation to asymmetric access and resolve the issue through multimodal resources. This study examines the trajectory of negotiating access to digital devices held or handled by a coparticipant in peer classroom interactions. The data are audio-video
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Constructing the 'New Worker-Self': Discursive Strategies in 'English Works!' Program brochures within the Pakistani Education System Linguistics and Education (IF 1.6) Pub Date : 2024-03-22 Rukhsana Ali, Rauha Salam-Salmaoui
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Peer-advice in practical nursing study circles: Demonstrating knowing-that and knowing-how in sequences that contain reported speech Linguistics and Education (IF 1.6) Pub Date : 2024-03-22 Saija Merke, Mika Simonen
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Student writing in higher education: From texts to practices to textual practices Linguistics and Education (IF 1.6) Pub Date : 2024-03-11 Gustav Lymer, Oskar Lindwall, Christian Greiffenhagen
In this article, recordings of academic supervision interactions are examined to inform a discussion of how ‘texts’ and ‘practices’ have been conceptualized in Academic Literacies (AL) research. AL perspectives have contributed to a shift in focus, from texts as linguistic objects to the practices in which texts are embedded. With a starting point in ethnomethodology and conversation analysis, we demonstrate
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Connecting chronotopes and language ideologies: Educator views on migrants’ majority language use in vocational education Linguistics and Education (IF 1.6) Pub Date : 2024-03-06 Pauliina Puranen
This study explores the role of language and migrant students’ language use in the interplay of chronotopes (Bakhtin 1981) and language ideologies (Blommaert 1999) in vocational education and training (VET) in Finland. The study scrutinises how 16 educators imagined and situated migrant students’ language use and constructed values for the majority language and migrant students’ other languages. Data
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Orientations to teaching in reflective talk: Tracking co-teaching pre-service teachers’ reflections longitudinally Linguistics and Education (IF 1.6) Pub Date : 2024-03-04 Emir Ertunç Havadar
Teachers operationalize various strategies to deal with lack of student participation in classroom interaction. Using longitudinal conversation analysis, this study examines three pre-service teachers’ orientations to their co-teaching in their reflections. I describe how the co-teaching pre-service teachers problematize the lack of student participation and attempt to resolve it. For this purpose
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The gender representation of women and men in the occupational areas of STEM and care work in German textbooks Linguistics and Education (IF 1.6) Pub Date : 2024-02-29 Bernhard Fruehwirth, Michael Heilemann, Heidrun Stoeger
Science, technology, engineering, and mathematics (STEM) occupations and care work occupations are highly segregated by gender. School textbooks play an essential socializing role in determining which occupations are perceived as typically male or female. Existing research on the gender representation of STEM and care work occupations in textbooks is limited in scope. Therefore, we used quantitative
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Different as deficient: Challenging the language of difference in constructions of Marshallese and other minoritized students Linguistics and Education (IF 1.6) Pub Date : 2024-02-29 Elise Berman
This paper presents a discourse analysis of the role the label “different” plays in mitigating or constructing deficit discourses of Asian-Pacific Islander students in a school in the U.S. Some scholars argue that discourses of linguistic difference play a positive role in countering deficit ideologies (e.g., Paris & Ball 2009). Others disagree, claiming that discourses of difference index deficiency
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Teachers’ management of students’ incorrect answers in oral examinations Linguistics and Education (IF 1.6) Pub Date : 2024-02-26 Maria Njølstad Vonen
During oral examinations, students sometimes fail to provide correct answers, which creates a challenge for examiners regarding how to respond. We know much about teacher feedback in classrooms from decades of research on IRE and IRF sequences. However, less is known about feedback in oral examination contexts. This study seeks to identify how teachers, as examiners, manage incorrect answers during
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Offering an olive branch: a study of dissenting rater's practices for resolving placement discrepancies Linguistics and Education (IF 1.6) Pub Date : 2024-02-19 Sangki Kim, Eunseok Ro
Assessment of student writing by human raters often involves discrepancies, necessitating discussions for resolution. This study explores this process within a US university's English for Academic Purposes program, focusing on the exit practices of dissenting raters - strategies used to conclude disagreements. Utilizing multimodal conversation analysis, the study reveals that dissenting raters typically
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Displays of co-constructed content knowledge using translanguaging in breakout and main sessions of online EMI classrooms Linguistics and Education (IF 1.6) Pub Date : 2024-02-17 Merve Bozbıyık, Ufuk Balaman, Hale Işık-Güler
There is a growing research interest in the dynamics of English Medium Instruction (EMI) university classroom interactions in non-Anglophone contexts. In the present study, we track the procedural unfolding of content knowledge co-construction across multiple online activities in an online EMI university classroom. Using Multimodal Conversation Analysis to examine the screen recordings of an undergraduate
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Multidimensional comparison of Chinese-English interpreting outputs from human and machine: Implications for interpreting education in the machine-translation age Linguistics and Education (IF 1.6) Pub Date : 2024-02-15 Yiguang Liu, Junying Liang
Interpreting (i.e., oral translation) is facing challenges due to the prevalence of machine translation, and one urgent question for interpreting educators is what knowledge and skills should be taught in the machine-translation age. Focusing on this issue, the present corpus-based study systematically quantified the differences between interpreting outputs from expert interpreters and two machine
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Contextual elaborations and shifts when adult L2 learners present and discuss workplace-related vocabulary Linguistics and Education (IF 1.6) Pub Date : 2024-02-08 Robert Walldén
This study aims to contribute knowledge about how the meanings of words selected by students based on workplace experiences (placements) in basic adult L2 education were negotiated in classroom discourse. The study, conducted in the context of Swedish for Immigrants (SFI), drew inspiration from practice-based and ethnographic methodology. It focuses on a vocabulary assignment connected to students’
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How refugee background writers develop English proficiency: Focused coding results of a constructivist grounded theory study Linguistics and Education (IF 1.6) Pub Date : 2024-02-02 Miriam Moore
Using a sociolinguistic approach to examine writing practices within a refugee family, this study highlights features of second language learning during resettlement. It examines what defines the process of L2 development for refugee background writers learning to write in English and their writing process over time. After only a few months in the U.S., prominent features of their writing included:
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Medical professionals as reflective practitioners: On the language awareness of L2-speaking doctors Linguistics and Education (IF 1.6) Pub Date : 2024-01-29 Taina Pitkänen, Johanna Vaattovaara
This study investigates language proficiency from the perceptual perspective of L2 medical doctors in the Finnish context. Informed by the principles of Exploratory Practice, the research data were collected in an inclusive co-investigation during a preparatory course for the legalisation examinations of medical doctors qualified outside the EU. The participants were engaged to co-investigate their
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On authentic questions in academic writing tutorials: Epistemic authority and the co-construction of knowledge Linguistics and Education (IF 1.6) Pub Date : 2024-01-19 Eva Ogiermann, Ursula Wingate
The present paper examines dialogic interaction in educational contexts by problematising the role of authentic questions advocated by proponents of dialogic pedagogy. We begin by reviewing research on questions in teacher-fronted discourse, while critically assessing the types of knowledge these questions target and their potential to result in dialogic interaction. We then move to the context of
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Co-constructing and negotiating knowledge propositions in social studies discussion: Exploring an SFL-based framework for close analysis of discourse moves Linguistics and Education (IF 1.6) Pub Date : 2024-01-16 Sida Sun, Mary J. Schleppegrell, Chauncey Monte-Sano
In this article, we explore the affordances of a framework informed by systemic functional linguistics for nuanced analysis of both students’ and teachers’ discourse moves in classroom interaction. Drawing on classroom discourse data from a middle school social studies inquiry context, we highlight coding categories from the analytic framework that help us systematically identify how students develop
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A conversation analytic investigation into displays of expertise of different tutors in small group clinical skills training Linguistics and Education (IF 1.6) Pub Date : 2024-01-10 Meral Demirören, Merve Bozbıyık, Sevgi Turan
Clinical skills training requires a comprehensive understanding of how tutors demonstrate their knowledge, and fulfil their tutoring practices in medical education. This study aims to investigate expertise demonstration of different tutors following students' requests for information during clinical skills training. For this purpose, video recordings of the suturing skill training provided by three
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“Being a native is not enough if you are not White”: The identity construction trajectory of an African American English language teacher at a Saudi university Linguistics and Education (IF 1.6) Pub Date : 2023-12-19 Mayez Almayez
Increasing research has recently been devoted to issues of racism within TESOL; however, most studies have been directed towards the unearned privilege of teachers labelled as ‘native English-speaking teachers’ (‘NESTs’) and the unjust marginalization of those perceived as ‘non-native English-speaking teachers’ (‘NNESTs’). This focusing on the former as the exclusive beneficiaries and the latter as
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Early childhood educators’ viewpoints on linguistic and cultural diversity: A Q methodology analysis Linguistics and Education (IF 1.6) Pub Date : 2023-12-15 Yvette Slaughter, Renata Aliani, Gary Bonar, Anne Keary
Language and linguistic diversity play a key role in disparities in academic achievement. With around 25 % of preschool children in Australia communicating in a language other than English at home, developing a greater understanding of early childhood educators’ viewpoints towards, and engagement with, children's linguistic and cultural resources is vital. This research project asks how educators in
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Community language ideologies: Implications for language policy and practice Linguistics and Education (IF 1.6) Pub Date : 2023-11-08 Lydiah Kananu Kiramba, Qizhen Deng, Xiaoyan Gu, Alexa Yunes-Koch, Kara Viesca
Nebraska is increasingly becoming a linguistically and culturally diverse state. As a designated refugee resettlement state, Nebraska rural and urban communities harbor different world languages. With the current research showing the importance of home languages for educational success and the importance of multilingualism, this study seeks to discuss community language ideologies through data analysis
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An exploratory study of teachers’ metalanguage use to support student writing in science: Foregrounding the science-language connections Linguistics and Education (IF 1.6) Pub Date : 2023-11-09 Lay Hoon Seah
This study explores teachers’ use of metalanguage in science classroom talk that supports students’ science writing. Metalanguage was introduced to science teachers as part of a collaborative researcher-teacher inquiry into student writing. Seventeen lessons taught by three teachers were analyzed for the types of metalanguage used in their lessons and the science-language connections foregrounded by
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Nation, alterity and competing discourses: Rethinking textbooks as ideological apparatuses Linguistics and Education (IF 1.6) Pub Date : 2023-10-29 Waqar Ali Shah
Schools worldwide rely heavily on textbooks to disseminate knowledge and guide pedagogical choices. In critical discourse studies, textbooks have been shown to function as national policy instruments, carry a hidden curriculum, and enact a global agenda. The existing literature, however, pays a little attention to the fact that textbooks also represent competing discourses rather than merely being
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The effects of multilingual pedagogies on language awareness: A longitudinal analysis of students’ language portraits Linguistics and Education (IF 1.6) Pub Date : 2023-10-30 Valentina Carbonara
The purpose of this study is to investigate the use of language portraits as a tool for longitudinally investigating the changes in children's language awareness within a project that combines and implements translanguaging pedagogy and pluralistic approaches in an Italian primary and middle school (from Grade 1 to 8) with a high percentage of immigrant students. The language portraits produced by
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Learning to write or writing to resist? A primary school child's response to a family writing intervention Linguistics and Education (IF 1.6) Pub Date : 2023-10-21 M. Obaidul Hamid, Iffat Jahan
This article examines a primary-school child's response to a writing initiative arranged by his academic parents to address his writing deficiency in a context of “crisis” discourses about children's writing. While the child protested the intervention, he wrote reluctantly for 18 months and produced 205 texts of over 25,000 words. Analyses of the texts using children's “agency” and “subjectification”