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What Makes adolescents want to read? Examining adolescents’ contemporary print and new media (fiction) leisure reading through mobile ethnography Language and Education (IF 2.432) Pub Date : 2024-03-15 Chin Ee Loh
Drawing on data from a mobile ethnography study of 12 adolescents from one secondary school, this article proposes to examine the everyday digital reading resources and practices of Singapore adole...
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Reading for pleasure: scrutinising the evidence base – benefits, tensions and recommendations Language and Education (IF 2.432) Pub Date : 2024-03-09 Teresa Cremin, Laura Scholes
Compelling international evidence illustrates the potential of reading for pleasure for enhancing student reading achievement along with other learning and wellbeing outcomes. Yet profound challeng...
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Interesting facts: holistic interviews on children’s nonfiction engagement Language and Education (IF 2.432) Pub Date : 2024-03-07 Anežka Kuzmičová, Markéta Supa
Nonfiction has long been left out of the discourse on literacy and little is known about the affective experiences that children seek when they choose to engage with facts via reading and otherwise...
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Productive classroom dialogue and its association with student achievement in knowledge-building environments Language and Education (IF 2.432) Pub Date : 2024-02-28 Yuyao Tong, Yifan Ding
The first purpose of the present study was to characterize progressive and metacognitive dialogue in knowledge-building classrooms. The second purpose was to examine the association between the qua...
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Using participatory approaches with children and young people to research volitional reading Language and Education (IF 2.432) Pub Date : 2024-02-22 Charlotte Webber, Elena Santi, Julia Calabrese, Sarah McGeown
Children and young people’s volitional book reading has declined consistently over the last two decades, and research efforts to reverse this trajectory would benefit considerably from the input an...
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Macro-level engagement in computer engineering MOOC lectures: comparing a high-rated and a low-rated course Language and Education (IF 2.432) Pub Date : 2024-02-22 Xiaoyu Xu, Siân Alsop, Helen Tsui
Although digital advances have enabled hundreds of universities to offer massive open online courses (MOOCs) to millions of students worldwide, the high dropout rate on these MOOCs indicates a disj...
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Volitional reading, ‘disturbing’ books, and the transformation of readers Language and Education (IF 2.432) Pub Date : 2024-02-19 Gay Ivey, Peter Johnston
Although reading comprehension research and instruction commonly focus on individuals’ ability to extract meaning from text, eighth-grade students whose teachers chose to focus on engaged volitiona...
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How teachers emphasize their speech: gestures and self-repetitions during group interaction with toddlers Language and Education (IF 2.432) Pub Date : 2024-02-21 Marta Casla, Ana Moreno-Núñez, Florencia Alam, Celia Rosemberg
When interacting with young children, adults often self-repeat their own utterances that vary in sequences of adjacent utterances called variation sets (VS) (Küntay and Slobin 1996). These repetiti...
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Language portraits going digital and multimodal: deciphering the translanguaging space and linguistic repertoires among multilinguals Language and Education (IF 2.432) Pub Date : 2024-02-20 Siqing Mu, Lili Han, Zhisheng (Edward) Wen
In recent years, language portraits (LPs) have emerged as a valuable tool for visually representing multilingual learners’ linguistic repertoires. However, previous studies have primarily relied on...
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Exploring student motivation and engagement in EMI: a latent profile analysis Language and Education (IF 2.432) Pub Date : 2024-02-19 Lianjiang Jiang, Nan Zhou, Michelle Mingyue Gu, Xiaohui Li
While English medium instruction (EMI) programs proliferate around the globe, research on students’ motivation and engagement (ME) in EMI remains underrepresented. Informed by a multidimensional co...
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The ups and downs of CLIL lessons: a qualitative study on 21st century skills promotion in physical education Language and Education (IF 2.432) Pub Date : 2024-02-15 Celina Salvador-Garcia, Oscar Chiva-Bartoll, Carlos Capella-Peris, María Maravé-Vivas
The promotion of 21st century key skills is crucial to build 21st century citizenship. The purpose of this research was to examine teachers’ and students’ views on the use of Content and Language I...
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Creating a reading culture in primary and secondary schools Language and Education (IF 2.432) Pub Date : 2024-02-07 Krystal Gagen-Spriggs
Published in Language and Education (Ahead of Print, 2024)
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Multilingual literacies: Romanian Roma children learning to read and write in an English primary school Language and Education (IF 2.432) Pub Date : 2024-01-30 Yiyi López Gándara, Kate Pahl
The study sought to understand how three multilingual Romanian Roma learners approached and made sense of literacy-related activities in an English primary school so that this can illuminate classr...
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Tiered vocabulary and raciolinguistic discourses of deficit: from academic scholarship to education policy Language and Education (IF 2.432) Pub Date : 2024-01-25 Ian Cushing
Tiered vocabulary is a pervasive concept in academic scholarship, education policy, and schools. It involves placing individual words into hierarchically arranged tiers, based on their apparent sim...
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Syncretic literacy practices among Arab heritage students in Denmark Language and Education (IF 2.432) Pub Date : 2024-01-25 Ulla Lundqvist, Işıl Erduyan
This study inquires how students of Arab heritage in an urban setting in Denmark interpret Islamic literacy artefacts available in their homes, and how these interpretations reflect broader faith l...
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Critical Ethnography, Language, Race/ism and Education Language and Education (IF 2.432) Pub Date : 2024-01-10 Brenda Ortiz Torres
Published in Language and Education (Ahead of Print, 2024)
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Introduction: researching multilingually to rethink EMI policy and practices Language and Education (IF 2.432) Pub Date : 2023-12-26 Xuesong Andy Gao, Yongyan Zheng
The unprecedented growth of EMI in contexts where English has not been widely used raises a few critical challenges related to the sustenance of multilingualism, educational equity, and the desired...
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Examining the reading comprehension pedagogical practices developed by ESL teachers in Namibian primary schools Language and Education (IF 2.432) Pub Date : 2023-12-12 Marta Ndakalako Alumbungu, Nhlanhla Mpofu
Many studies addressing methods to improve reading comprehension in English Language Learners (ELLs) primarily focus on WEIRD (Western, Educated, Industrialized, Rich, and Democratic) samples. Unfo...
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Umuzigo w’inyongera: girls’ differential experiences of the double-burden of language and gender in Rwandan English medium secondary education Language and Education (IF 2.432) Pub Date : 2023-12-06 Lizzi O. Milligan, Aline Dorimana, Aloysie Uwizeyemariya, Alphonse Uworwabayeho, Terra Sprague, Laela Adamson, Kuchah Kuchah
This paper argues that learning in an unfamiliar language of learning and teaching (LoLT) negatively impacts Rwandan girls in the early years of lower secondary education. Based on classroom observ...
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Sustaining linguistic heritage: an exploration of early Chinese input and biliteracy acquisition among Chinese heritage language students Language and Education (IF 2.432) Pub Date : 2023-12-07 Haomin Zhang, Zhen Hu, Tuoxiong Wang, Jie Sun
Given that input-based language and literacy environments provide socioculturally-enriched contexts for bilingual and biliteracy acquisition, the current study aims to explore the contribution of e...
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‘Hidden in My lunch box’: Chinese American heritage language learners’ racialized and embodied identities Language and Education (IF 2.432) Pub Date : 2023-11-27 Jialei Jiang
Pairing affect theory with raciolinguistic perspectives, this study examines the racialized and embodied identities of second-generation Chinese American heritage language learners. Drawing on the ...
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Adolescents’ critical, multimodal analysis of social media self-representation Language and Education (IF 2.432) Pub Date : 2023-11-27 Aslaug Veum, Marthe Øidvin Burgess, Kathy A. Mills
In a digital society, adolescents’ lives are heavily influenced by various multimodal texts published on social media platforms. Digital texts challenge conventional forms of literacy teaching whil...
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Can the Monkey King break through the ‘Jin-Gang-Quan’ (金剛圈)? Overcoming the multiple contradictions in EMI education Language and Education (IF 2.432) Pub Date : 2023-11-21 Angel M. Y. Lin
Upholding a critical, ethical, multilingual stance presents numerous challenges amidst a myriad of institutional, infrastructural, and societal pressures. Despite significant breakthroughs, such as...
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Stories and early literacy education in Zambia: donor-initiated projects, educational policy and teacher beliefs Language and Education (IF 2.432) Pub Date : 2023-10-03 Jonas Yassin Iversen, Juliet Munden, Margaret Nambao
Limited access to reading material written in local languages is considered a contributing factor to poor reading achievement in Sub-Saharan Africa. Several non-government projects are attempting t...
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Global CLIL: critical, ethnographic and language policy perspectives Language and Education (IF 2.432) Pub Date : 2023-10-03 Yu Sun, Jinsong Yang
Published in Language and Education (Vol. 38, No. 1, 2024)
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Developing professional capacity for Content Language Integrated Learning (CLIL) teaching in Vietnam: tensions and responses Language and Education (IF 2.432) Pub Date : 2023-09-28 Hoa Thi Mai Nguyen, Hang Thi Thu Nguyen, Xuesong Gao, Trang Hong Hoang, Sue Starfield
In this paper, we report on an international collaborative project designed to address the professional development needs of Vietnamese teachers for the implementation of Content and Language Integ...
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To survive or to thrive? Synthesizing the narrative trajectories of students’ self-regulated listening practice in an EMI transnational higher education context Language and Education (IF 2.432) Pub Date : 2023-09-25 Sihan Zhou, Nathan Thomas
English-medium instruction (EMI) has burgeoned alongside two decades of L2 self-regulated learning research. In both areas, listening remains under-researched, longitudinal designs are under-employ...
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Paradoxes of access to equity: multilingual primary school classroom practices Language and Education (IF 2.432) Pub Date : 2023-09-23 Catarina Schmidt, Lisa Molin
This paper draws on an intervention study focussing on translanguaging pedagogies. The study was carried out in 2020–2022 in collaboration with principals and teachers at one school located in a so...
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English-medium instruction and translanguaging Language and Education (IF 2.432) Pub Date : 2023-09-22 Xinyue Li, Citing Li
Published in Language and Education (Vol. 38, No. 1, 2024)
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Constructing deficit from diversity: assessment and placement networks and the raciolinguistic enaction of ESL Language and Education (IF 2.432) Pub Date : 2023-08-31 Tasha Darbes
The category of ‘English as a Second Language’ or ‘ESL’ student is no longer a label of someone in the process of learning English. Rather, linguistic categorization is a complex social processes o...
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Re- Exploring translanguaging in teacher education Language and Education (IF 2.432) Pub Date : 2023-08-24 Ramirez Pablo, Faltis Christian
Abstract This special volume examines the role translanguaing has in teacher education. Authors explore how pre and inservice teachers enact translanguaging pedagogy in linguistically and culturally diverse K-12 classrooms and community settings. The special issue explores some of the current tensions and perspectives in the field of multilingual education and teacher education in ways that illuminate
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Epistemic (in)justice in English medium instruction: transnational teachers’ and students’ negotiation of knowledge participation through translanguaging Language and Education (IF 2.432) Pub Date : 2023-08-25 Yongyan Zheng, Yixi Qiu
Informed by a combined framework of ‘translanguaging’ and ‘epistemic injustice’, this paper examines how a group of teachers and students from diverse linguistic and cultural backgrounds negotiated...
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Which pupils have access to CLIL? Investigating the schools’ choice for English-based CLIL programmes in Belgium Language and Education (IF 2.432) Pub Date : 2023-08-25 Thomas Caira, Jill Surmont, Esli Struys
Despite its non-elitist goals, there is growing concern over the potentially elitist nature of content and language integrated learning (CLIL) programmes in English. Previous European studies have ...
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‘This is not right!’ Teachers telling stories about multilingual family engagement during COVID-19 Language and Education (IF 2.432) Pub Date : 2023-08-21 Barbara Ettenauer, Kathryn McIntosh, Cory Buxton
Many teachers collaborated with and spoke up for multilingual families during the pandemic. Yet, little is known about how and why teachers’ understanding of multilingual family engagement changed ...
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Preparing teachers for young and adolescent multilingual learners: The use of reflective narratives Language and Education (IF 2.432) Pub Date : 2023-08-14 Ying Xiong
Published in Language and Education (Ahead of Print, 2023)
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Between multilingual ethos and English pathos: how do multilingual scholars navigate international academia? Language and Education (IF 2.432) Pub Date : 2023-08-12 Sílvia Melo-Pfeifer
This paper reports on a research project which asked scholars to speak about their multilingual and collaborative academic practices. This case study sheds light on the complex and multilayered lin...
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EMI in Moroccan high schools: multilingualism or multiple monolingualisms, ambivalent linguistic identities, and language use Language and Education (IF 2.432) Pub Date : 2023-08-07 Hamza R’boul, Hassan Belhiah, Anissa Elhaffari
The mainstream colonial lenses that have been used to understand multilingualism in the peripheries may not account for the realities of Southern multilingualisms. This article takes up these epist...
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A comparison of content learning outcomes between Japanese and English medium instruction Language and Education (IF 2.432) Pub Date : 2023-08-02 Ikuya Aizawa, Heath Rose, Jim McKinley, Gene Thompson
Abstract In the growing body of English medium instruction (EMI) research, few studies have directly compared the effects of medium of instruction on subject learning. This study compares direct measures of content knowledge and perceptions of knowledge acquisition for students studying Chemistry via English (n = 27) and Japanese Medium Instruction (JMI) (n = 26). Data were collected at a university
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Dialogic teaching of controversial issues: discursive moves to enact two-sided discussions Language and Education (IF 2.432) Pub Date : 2023-07-31 Yuchen Shi, Zihong Zhang, Shu Cao, Qunying Liu
Dialogic teaching – in which teachers and students address controversial issues – has become increasingly common in school education to promote civic participation in deliberative democracy. This s...
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‘I found comfort in Spanglish:’ translanguaging and the linguistic experiences of bilingual teacher candidates in rural California Language and Education (IF 2.432) Pub Date : 2023-07-31 Adam Sawyer, Fernando/Ferran Rodríguez-Valls
Abstract A new bilingual/plurilingual education renaissance in California was ushered in with the passage of state Proposition 58 in 2016. Program planners, however, have struggled to meet the need for bilingual/plurilingual teachers within a linguistic context ravaged by two decades of restrictive policies. This restrictionism has resulted in an entire generation of would-be bilingual teacher candidates
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Mapping the opportunities of attending bilingual schools in Spain Language and Education (IF 2.432) Pub Date : 2023-07-27 Alberto Álvarez-Sotomayor, Juan Miguel Gómez-Espino, Ricardo Barbieri
Abstract Spanish-English bilingual education programmes have spread widely in Spain in recent years. Although some evaluation research has already been conducted, the effects of this policy in terms of equity have received little attention. We analyse whether the supply of ‘bilingual schools’ is modulated by a set of factors that may affect the equality of opportunities available to students to access
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It’s more the invisible benefits – multilingual parents’ experiences of immersion education and their reasons for choosing immersion Language and Education (IF 2.432) Pub Date : 2023-07-26 Aisling Ní Dhiorbháin, Sinéad Nic Aindriú, Lorraine Connaughton-Crean, Pádraig Ó Duibhir
Abstract The participation of multilingual children in minority language immersion programmes is under-researched internationally. The Republic of Ireland (RoI) has become a linguistically and culturally diverse society. In the RoI, parents have the opportunity to educate their child in English-medium or Irish-medium (IM) schools. However, the cohort of multilingual children attending IM schools is
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Translanguaging through the body: centering geographies of selves in Latinx pre-service teacher education Language and Education (IF 2.432) Pub Date : 2023-07-25 Cinthya M. Saavedra, Monica Ybarra Gonzalez
Abstract Traversing metaphorical, literal, and epistemological borders everyday creates and produces new ways of being and knowing. These migrations have afforded many with ways to live in the in-betweenness of multiple languages, identities, and knowledges. In this conceptual essay, we focus on Gloria Anzaldúa’s concept of geographies of selves to support ideas of translanguaging as a theory and pedagogy
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Pedagogical collaboration for multilingual support in Swedish compulsory schools – multilingual study guidance tutors’ perspectives Language and Education (IF 2.432) Pub Date : 2023-06-27 Christa Roux Sparreskog
Abstract 26% of the students in Swedish compulsory school have an immigrant background. To support the simultaneous development of their language proficiency as well as their academic skills and knowledge, several measures may be implemented by schools. This study focuses on one of those measures, namely multilingual study guidance, and illustrates the perspectives of multilingual study guidance tutors
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“The spirit is willing, but the content is weak?” Enacting the mother tongue policy in teaching information and communication technology to preschoolers in Zimbabwe Language and Education (IF 2.432) Pub Date : 2023-06-26 Morrin Phiri, Loyiso C. Jita, Thuthukile Jita
Abstract This mini-ethnographic case study examined the enactment of the mother tongue (MT) medium of instruction policy in teaching information and communication technology (ICT) to preschoolers or early childhood development (ECD) learners in a Zimbabwean school. The study employed an eclectic cognitive sense-making, ethnography of language policy and planning (ELPP), and technological, pedagogical
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Conversations on bilingualism Language and Education (IF 2.432) Pub Date : 2023-06-23 Rui Zhang, Xueqing Lv
Published in Language and Education (Ahead of Print, 2023)
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What is visible and invisible: the portrayal of dual language programs on school websites Language and Education (IF 2.432) Pub Date : 2023-06-13 Elisabeth Kim, Minhye Son
Abstract Dual Language Bilingual Education (DLBE) programs have expanded rapidly in a large Northeastern urban school district in the United States in recent years, but multilingual families, particularly those from immigrant backgrounds, receive limited information about program offerings from school websites. In this qualitative study, utilizing critical discourse analysis, 21 websites of district
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Trans-speakerism: a trioethnographic exploration into diversity, equity, and inclusion in language education Language and Education (IF 2.432) Pub Date : 2023-06-13 Takaaki Hiratsuka, Matthew Nall, Joachim Castellano
Abstract In this article, we cast a critical eye over a culturally dominant ideology—native-speakerism. This ideology postulates that those deemed to be native English-speaking teachers (NESTs) are preferable over non-native English-speaking teachers (NNESTs), both as legitimate language models of English and as effective practitioners of western teaching methodologies (Holliday, Citation2006Holliday
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Teachers’ construction of their roles and responsibilities for inclusive language practices with multilingual parents - a case from Norway Language and Education (IF 2.432) Pub Date : 2023-06-13 Hilde Thyness
Abstract While Norwegian educational policy documents construct an overarching role for the teacher as the main party responsible for inclusion in the parent-school cooperation, there are conflicts in the associated discourses on language and inclusion. This can lead to uncertainties in terms of the teachers’ responsibilities for inclusion in the parent-teacher interaction. This paper considers some
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In pursuit of a multilingual equity agenda: SFL teacher action research Language and Education (IF 2.432) Pub Date : 2023-06-13 Bernard Richard Nainggolan
Published in Language and Education (Ahead of Print, 2023)
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Language-related episodes in EMI: Types and the effects on students’ vocabulary development Language and Education (IF 2.432) Pub Date : 2023-06-13 Ju Chuan Huang
Abstract Due to globalization, English as a medium of instruction (EMI) has gained popularity in higher education. While EMI is mostly adopted in content courses, content instructors may explicitly or implicitly attend to language to help students comprehend course content. However, little research has explored how content instructors provide language support and its impact on students’ learning. Adopting
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‘Translanguaging reminds me to stay humble’: impact of teacher candidates’ pedagogical knowledge of translanguaging on professional identities Language and Education (IF 2.432) Pub Date : 2023-06-09 Chiu-Yin (Cathy) Wong
Abstract This study examined general education teacher candidates (TCs)’s PK of translanguaging and how it shaped their professional identity. Adopting the reflective framework, data were triangulated and included the TCs’ responses from (1) two reflective assignments, (2) a class assignment, and (3) video transcripts of a final self-assessment. The findings demonstrated the TCs’ PK of translanguaging
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Intersectionality of sexuality, ethnicity, and ‘(non-)native-speakerness’: a narrative inquiry of a gay Kurdish ESL teacher in Canada Language and Education (IF 2.432) Pub Date : 2023-06-09 Furkan Sevket Kir
This study uses narrative inquiry as a research method and intersectionality as an analytical tool to explore how a ‘non-native’ gay ESL teacher of Kurdish ethnic background working in Canada (re-)...
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Countering English-prioritised monolingual ideologies in content assessment through translanguaging practices in higher education Language and Education (IF 2.432) Pub Date : 2023-06-08 Bal Ram Adhikari, Prem Prasad Poudel
This paper presents the use of translanguaging in the assessment of content subjects in the context of Nepal’s higher education. Since its proposition in the 1990s, translanguaging has been receivi...
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Rethinking linguistic capitals and asset-based language learning: an examination of bilingual Korean-Chinese instruction for international students in South Korea Language and Education (IF 2.432) Pub Date : 2023-06-08 Hyunjin Jinna Kim, Yue Li, Yong-Jik Lee
This exploratory study attempts to understand how bilingual instruction can be incorporated effectively in a non-English speaking higher education context by examining the effectiveness of bilingua...
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Multimodal conversation analysis and interpretative phenomenological analysis: A methodological framework for researching translanguaging in multilingual classrooms Language and Education (IF 2.432) Pub Date : 2023-06-08 Yohana Dian Rahayu Ningsih, Barli Bram
Published in Language and Education (Ahead of Print, 2023)
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Creating welcome learning environments: using creative arts methods in language classrooms Language and Education (IF 2.432) Pub Date : 2023-06-08 Caroline Linse
Published in Language and Education (Vol. 37, No. 6, 2023)
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Theory, policy, and practice: bridging the gap between teacher training and classroom practice in language of instruction in Zambia Language and Education (IF 2.432) Pub Date : 2023-06-06 Joseph Mandyata, Gift Masaiti, Edith Habwanda, Mary Kapamba, Sinonge Walubita, Joshua Zulu, Stephanie Simmons Zuilkowski
This participatory action research project conducted through the USAID-funded Transforming Teacher Education activity examined how two pre-service teacher education programs in Zambia prepared teac...
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CLIL students’ production of cognitive discourse functions: comparing Finnish and Spanish contexts Language and Education (IF 2.432) Pub Date : 2023-05-31 Ana Llinares, Tarja Nikula
Abstract This article presents findings from an empirical study in which we investigated Content and Language Integrated Learning (CLIL) students’ linguistic resources in the L2 (English) to convey different Cognitive Discourse Functions (Dalton-Puffer 2013; 2016 Dalton-Puffer, C. 2016. “Cognitive Discourse Functions: Specifying an Integrative Interdisciplinary Construct.” In Conceptualising Integration
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Attitudes towards mother tongue education in Manipur, Northeast India Language and Education (IF 2.432) Pub Date : 2023-05-26 Sophayo Khamrang Varah, Deepak Tanaji Pawar
The significance of the mother tongue, and particularly mother tongue education, is widely acknowledged across the world. This study aims to investigate mother tongue attitudes of students, teacher...