刊讯｜SSCI 期刊《语言与教育》2022年第1期
Language and Education
Volume 36, Issue 1, June 2022
Language and Education（SSCI一区，2020 IF：2.032）2022年第1期共发文7篇，其中研究性论文5篇，书评2篇。研究论文涉及语言意识形态研究、语言教育、教学法、语言加工等。
目录
ARTICLE
■Complicating methods for understanding educators’ language ideologies: transformative approaches for mixing methods, by Kate T. Anderson, Eric Ambroso, Joshua Cruz, Steven J. Zuiker, Sara Rodríguez-Martínez, Pages 1–19.
■ Mediational tools, private speech and disciplinary literacy practices: an adolescent’s personal learning space, by Ambarin Mooznah Auleear Owodally, Pages 20–42.
■ Teacher use of genre pedagogy: engaging students in dialogue about content area language during text deconstruction, by Lisl Fenwick, Michele Herrington, Pages 43–58.
■ The reasons why parents choose to transfer students with special educational needs from Irish immersion education, by Sinéad Nic Aindriú, Pages 59–73.
■ The effects of a multi-tiered system of language support on oral narrative language, writing, and reading comprehension in India, by Brenna Scadden Nelson, Douglas B. Petersen, Anuradha Rai, Pages 74–94.
BOOK REVIEW
■ Teaching Arabic as a heritage language, by Frida Akmalia, Yunita Laila Zulfa, St. Kuraedah, Pages 95–98.
■ Classroom culture in China: collective individualism learning model, by X. Zhu and J. Li, Singapore, Springer, 2020, xv + 122 pp., £89.99 (hbk), ISBN: 9789811518263, £71.50 (eBook), ISBN: 9789811518270, by Wu Xinxin, Pages 99–102.
摘要
Complicating methods for understanding educators’ language ideologies: transformative approaches for mixing method
Kate T. Anderson, Division of Educational Leadership and Innovation, Arizona State University, Tempe, AZ, USA
Eric Ambroso, Division of Educational Leadership and Innovation, Arizona State University, Tempe, AZ, USA
Joshua Cruz, Division of Educational Leadership and Innovation, Arizona State University, Tempe, AZ, USA
Steven J. Zuiker, Division of Educational Leadership and Innovation, Arizona State University, Tempe, AZ, USA
Sara Rodríguez-Martínez, Division of Educational Leadership and Innovation, Arizona State University, Tempe, AZ, USA
Abstract This study enlists a transformative approach to mixed methods research in order to problematize what different methods can offer for expanding understandings of educator language attitudes and ideologies. Analyses consider Likert-scale survey responses and linguistic autobiography data from a sociolinguistics course in an online Educating Multilingual Learners master’s degree program at a Southwestern U.S. university. A regression analysis of survey data suggests that older participants are predicted to orient more positively to linguistic diversity and participants with more teaching experience are predicted to orient less positively. Meanwhile, a discursive analysis of autobiographical essays from the oldest participants (over 45) and those with the most teaching experience (over 10 years) illuminate reflexively constructed stances, which we draw on to complicate (not necessarily triangulate) statistically significant findings. Discussion considers the methods by which we examine educators’ language ideologies with implications for both research and teacher education.
Key words Linguistic diversity, teacher attitudes, language ideologies, discourse, methods
Mediational tools, private speech and disciplinary literacy practices: an adolescent’s personal learning space
Ambarin Mooznah Auleear Owodally, Department of English Studies, Faculty of Social Sciences and Humanities, University of Mauritius, Réduit, Mauritius
Abstract The present case study is inspired by preliminary observations of a young adolescent’s use of private speech within pretend play to develop disciplinary knowledge in the home domain. Using audio-recordings of the learner’s pretend play as a starting point, followed by informal conversations with her, the parent-as-researcher investigates the learner’s choice and use of mediational tools and texts as she engages with disciplinary contents and navigates disciplinary challenges. The findings indicate that the informant uses a combination of mediational tools and texts, both digital and non-digital, as part of her disciplinary literacy practices. Interestingly, she also uses vocalized private speech within the privacy of her pretend play to develop, extend and practise her disciplinary language and literacy skills. It is argued that the informant authors her personal learning space as an empowered and an increasingly autonomous learner by choosing and using different mediational tools and texts, each of which has its own affordances. It is also argued the informant’s choice and use of each of the mediational tools and texts available to her are shaped and constrained by the physical environment which she inhabits.
Key words mediational tools, private speech, disciplinary literacy practices, pretend play, personal learning space, adolescent
Teacher use of genre pedagogy: engaging students in dialogue about content area language during text deconstruction
Lisl Fenwick, Education, University of South Australia, Adelaide, Australia
Michele Herrington, Institute for Learning Sciences and Teacher Education, Australian Catholic University, Melbourne, Australia
Abstract Research from the fields of science representation, genre pedagogy and disciplinary literacy for adolescents indicates that achievement for students, including those from linguistically diverse backgrounds, will improve if they engage with the meaning-making conventions of disciplinary texts, but there is no current agreement on the nature of teaching practices for supporting such work. This paper reports on the pedagogical changes that occurred when a high-school biology teacher was supported to develop knowledge about systemic functional linguistics and to use genre pedagogy. The case study of one biology teacher discussed here demonstrates that student participation in dialogue about the language patterns of scientific texts improves when the teacher uses genre pedagogy during text deconstruction. Student involvement in dialogue about content area language increases when the teacher focuses on specific parts of texts, prepares students for what to look for within texts, and elaborates on student input. Preparation included converting language to everyday meanings, while elaboration involved recasting to academic language, as well as prompting to reword and expand meaning.
Key words Genre pedagogy, science representation, systemic functional linguistics, classroom dialogue, CLIL
The reasons why parents choose to transfer students with special educational needs from Irish immersion education
Sinéad Nic Aindriú, School of Inclusive and Special Education, Institute of Education, Dublin City University, Dublin, Ireland
Abstract There have been many instances when parents have been advised by educational professionals against bilingualism or immersion education for their child with special educational needs (SEN). Some parents follow the advice given and decide to use only one language with their child, mainly the majority language of the community. This study investigated the reasons why students with SEN transferred from Irish immersion primary education in the Republic of Ireland. The data presented contains information from a questionnaire completed by a random stratified sample of Irish immersion primary schools (20%, N = 29). It also contains data from semi-structured interviews with the parents of six students with a range of SEN who transferred from this form of education due to their learning difficulties. Questionnaires were analysed using SPSS and the interviews were analysed using thematic analysis. The findings of this study are particularly important, as internationally, the reasons why students with SEN transfer from immersion education is under researched. Furthermore, having an understanding of why these transfers occur will enable Irish immersion education and other forms of immersion education to gain an insight as to how they can adjust their practices in order to better meet the needs of all their students and subsequently, improve their student achievement and retention rates.
Key words special educational needs, second language acquisition, immersion education, transfer, parents
The effects of a multi-tiered system of language support on oral narrative language, writing, and reading comprehension in India
Brenna Scadden Nelson, Department of Communication Disorders, Brigham Young University, Provo, UT, USA
Douglas B. Petersen, Department of Communication Disorders, Brigham Young University, Provo, UT, USA
Anuradha Rai, Department of Communication Disorders, Brigham Young University, Provo, UT, US
AbstractBackground: Children in India are among the lowest performing students on international reading comprehension and writing assessments. Oral language instruction may improve these literacy outcomes. Aim: This pilot study investigated whether a multi-tiered system of language support (MTSLS) improved oral narrative language comprehension, reading comprehension, and writing in second and third grade students in India. Methods & Procedures: There were 121 second and third grade participants in this quasi-experimental study. Twelve classrooms were randomly assigned to a treatment, an alternate-treatment, or a no-treatment control condition. The treatment group participated in 8 weeks of multi-tiered Story Champs oral language intervention, the alternate-treatment group participated in 8 weeks of shared storybook intervention, and the no-treatment group served as a control. Teachers in India received training and feedback from researchers in the U.S. using videoconferencing. Videoconferencing was also used to deliver the small group, tier-2 Story Champs intervention. Results: Results indicated that students who received Story Champs instruction had significantly higher scores across all outcomes compared to the students in the alternate-treatment and in the no-treatment control groups. Conclusions: This pilot study indicates that oral narrative MTSLS instruction may help students in India improve their oral language, reading comprehension, and writing performance.
Key words Academic literacy, elementary education, innovative pedagogy, language comprehension, language teaching, oral language
期刊简介
Language and Education provides a forum for the discussion of recent topics and issues in language and literacy which have an immediate bearing upon thought and practice in education. Articles draw important and well-communicated implications from their subject matter for one or more of the following: policy, curriculum, pedagogy or evaluation in education.
《语言与教育》为讨论与教育思想和实践直接相关的语言和读写方面的最新主题和问题提供了平台。文章的主题对以下一项或多项产生重要且广泛传播的影响：政策、课程、教育学和教育评价。
The task of the Journal is to encourage language specialists and researchers in language in education and educational linguists to organise and present their material in such a way as to highlight its educational implications, thereby influencing educational theorists and practitioners and leading to improved educational outcomes for students.
本刊的任务是鼓励语言专家、语言教学研究人员以及教育语言学家以突出其教育意义的方式组织和展示他们的材料，从而影响教育理论家和实践者，并改善学生的教育成果。
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