刊讯｜SSCI期刊《语言学与教育》 2022年第67卷
Linguistics and Education
Volume 67, February 2022
Linguistics and Education（SSCI二区，2022 IF：1.592）2022年第67卷共发文7篇。研究论文涉及多模态对话分析、种族语言斗争、同伴互动实践、元认知体验等方面。
目录
Research article
■ That word “abuse” is a big problem for us: South Sudanese parents’ positioning and agency vis-à-vis parenting conflicts in Australia, by Anikó Hatoss.
■ Recruiting help in word searches in L2 peer interaction: A multimodal conversation-analytic study, by František Tůma, Tamah Sherman.
■ Examining raciolinguistic struggles in institutional settings: A duoethnography, by Christian Fallas-Escobar, Luis Javier Pentón Herrera.
■ Peer interaction practices as part of a Sweden Finnish spatial repertoire, by Lasse Vuorsola.
■ Synchronizing and amending: A conversation analytic account of the “Co-ness” in co-teaching, by Allie Hope King.
■ Attitudes toward regional British accents in EFL teaching: Student and teacher perspectives, by Alex Baratta, Nicola Halenko, Pages.
■“In writing, I simply do not distinguish between the sounds:” The metacognitive experience of emergent biliterate children., by Mila Schwartz, Hanan Assad, Inas Deeb.
摘要
That word “abuse” is a big problem for us: South Sudanese parents’ positioning and agency vis-à-vis parenting conflicts in Australia
Anikó Hatoss, University of New South Wales, School of Humanities and Languages, Faculty of Arts, Design and Architecture, 220 Morven Brown Building, Sydney NSW 2052, Australia
Abstract This study explores South-Sudanese parents’ accounts of parenting conflicts in Australia through oral narratives collected in an interview setting. The paper takes a historical perspective looking back to the early years of settlement, focussing on the way participants positioned themselves and voiced their parental agency (and lack of it). The findings of this study contribute to our understanding of cultural conceptions of good parenting and intergenerational conflicts in culturally and linguistically diverse migrant communities. The study provides empirical evidence for the utility of positioning theory in unpacking identity positionings vis-à-vis moral duties and rights and social forces as entextualised in storylines (Slocum-Bradley, 2009). The results of this study demonstrate that South Sudanese parents felt disempowered in their parenting role and feared the consequences for their children's future. The study has implications for education and parenting in intercultural contexts and the study of identity work in oral narratives.
Key words Cultural conceptions of parenting, Intergenerational conflict, Narratives, Positioning theory, Agency, Sudanese refugees, Australian immigrant families, Child rearing, Child protection
Recruiting help in word searches in L2 peer interaction: A multimodal conversation-analytic study
František Tůma, Tamah Sherman, Department of English and American Studies, Faculty of Arts, Masaryk University, Brno, Czech Republic
Abstract This study investigates how students recruit their peers’ assistance in collaborative word searches during speaking tasks in English as a foreign language (EFL) classes. Multimodal Conversation Analysis was used on a dataset of recordings from 18 upper-secondary classes to scrutinize how accountability and sanctionability of (not) responding are treated by the participants when a peer's help was not initially available. The analysis showed that there are several resources employed to adjust the participation framework in favor of co-operation when a peer is engaged in another activity, namely gaze, gesture, metapragmatic search markers, address terms and turning the word search into an explicitly formulated request. The co-participant may continue pursuing an institutionally relevant task (e.g., note-taking) or account for the lack of response by claiming hearing problems. These findings shed light on the multiple ways in which assistance in peer interaction can be recruited in classroom settings.
Key words Word searches, Recruiting help, Accountability, Classroom interaction, English as a foreign language, Multimodal conversation analysis
Examining raciolinguistic struggles in institutional settings: A duoethnography
Christian Fallas-Escobar, University of Texas at San Antonio 15651 Chase Hill Blvd 1002 San Antonio, Texas 78256 United States
Luis Javier Pentón Herrera, University of Warsaw, Poland
Abstract In this duoethnography, we draw on the zone of (non)being (Fanon, 2010) and linguistic citizenship (Stroud & Kerfoot, 2020) to examine the struggles that we—a high school teacher and a doctoral fellow/teacher educator of color—face in our institutional contexts. We illustrate the ways our language practices become excluded and the ways we are misrepresented as Latinos. Our analysis sheds light on how we engage with the raciolinguistic ideologies at the heart of these exclusions and misrepresentations. Our findings add to the existing literature on raciolinguistic ideologies by centering our struggles within institutional structures of inequity and marginalization, and illuminating the ways contextual factors shape our critical engagement with these structures.
Key words Duoethnography, Raciolinguistic struggles, Linguistic citizenship, Zone of being and non-being
Peer interaction practices as part of a Sweden Finnish spatial repertoire
Lasse Vuorsola, Department of Slavic and Baltic Studies, Finnish, Dutch and German, Section for Finnish, Stockholm University, Stockholm SE-106 91, Sweden
Abstract
Canagarajah's (2018) notion spatial orientation presupposes that communication is the sum of semiotic resources being used in a material ecology by a social network. This collaboratively facilitated way of meaning making forms a spatial repertoire. Based on these tenets, the current study focuses on the social network and its role when a group of Sweden Finnish minority pupils with varying linguistic proficiencies interact during Finnish class in a bilingual Sweden Finnish school. The study proposes the term peer interaction practice (PIP) to describe the mechanism of variable peer interactions. The study uses appraisal as a method for identifying PIPs in class room observations.
Key words Sweden Finnish, APPRAISAL, Spatial orientation
Synchronizing and amending: A conversation analytic account of the “Co-ness” in co-teaching
Allie Hope King, Applied Linguistics and TESOL Program, Teachers College, Columbia University, Box 66, 525 W. 120th Street, New York, NY 10027, United States
Abstract Despite extensive interdisciplinary research on co-teaching over the last few decades, the existing body of work still leaves unanswered questions about what teacher collaboration looks like and how, precisely, co-teaching might enhance student learning or even teacher experience. In the first conversation analytic study to be done on co-teaching for gifted students, I examine one first-grade classroom where two head teachers with equal roles instruct accelerated children. I identify two interactional practices (synchronizing and amending) that co-teachers deploy which underlie and maximize the “co-ness” of their collaborative dynamic. In analyzing and describing these practices in detail, I reveal some of the ways in which co-teachers accomplish collaboration, and I also present evidence for how such collaboration can enhance both learning and teaching in a classroom with young students. Findings contribute to a nascent body of discourse analytic research on co-teaching, provide novel insight on co-teaching in gifted classrooms, and lay the groundwork for some practical suggestions for training materials for co-teachers.
Key words Co-teaching, Gifted education, Collaboration, Classroom discourse, Conversation analysis
Attitudes toward regional British accents in EFL teaching: Student and teacher perspectives
Alex Baratta, University of Manchester, Manchester Institute of Education, Ellen Wilkinson Building, Room A1.10, Oxford Road, Manchester M13 9PL, United Kingdom
Nicola Halenko, University of Central Lancashire, School of Humanities, Language and Global Studies, Adelphi Building, Room 140, Preston, Lancashire PR1 2HE, United Kingdom
Abstract
In this attitudinal-based study, British EFL teachers report on their regional accents, both in terms of their own attitudes, and the reported attitudes of their EFL students. Drawing on interviews with 20, mostly, Northern EFL teachers, there are three broad findings. First, the participating teachers reported that EFL students sometimes found their accents difficult to understand, but appreciated, and often celebrated, their ‘difference’ nonetheless. Second, student attitudes contrast with that of one particular senior staff member, who instructed a teacher to adopt more ‘standard’ Southern pronunciation. Finally, the teachers themselves expressed pride in their accents, and explained that outside of a perceived need to modify their accents to be better understood, otherwise exercised agency and resisted suggestions that their accents needed to change. Overall, the students’ reported positive engagement, and teachers’ pride in their regional accents are key implications of our findings.
Key words Language attitudes, Accent, Modification, (Non-Southern) regional accents
“In writing, I simply do not distinguish between the sounds:” The metacognitive experience of emergent biliterate children.
Mila Schwartz, Department of Research and Evaluation Authority, Oranim Academic College of Education, Kiryat Tivon, 36006, Israel
Hanan Assad, Ministry of Education, Israel
Inas Deeb, Pedagogical Consultant, Minerva Center for Human Rights, Faculty of Law, Hebrew University
Abstract The role of children as social agents in applied linguistics research has been mostly ignored to date. In this qualitative study, we investigated how first-grade students experienced literacy acquisition in two Semitic languages (Arabic and Hebrew) simultaneously by adopting a sociolinguistic approach. We held dialogic conversations with seven children and observed their behavior during literacy lessons. Through these data sources, we explored children's general metacognitive knowledge about biliteracy acquisition as well as about the challenges facing them and their peers in this process. To increase the credibility of children's testimonies, we triangulated their reflections on emergent biliteracy with our observations during their classroom interactions with peers and teachers. We found consistency between scientific data from psycholinguistic research and our sociolinguistic data on how our children experienced learning Arabic and Hebrew scripts. The pedagogical implications of the findings are that teachers must explicitly address the salient orthographic similarities and differences between these languages, to enhance children's learning experience.
Key words Metacognitive knowledge, metacognitive experience, first grade, emergent biliteracy, Arabic, Hebrew
期刊简介
Linguistics and Education is an international peer-reviewed journal that welcomes submissions from across the world that advance knowledge, theory, or methodology at the intersections of linguistics and education. The journal is concerned with the role played by language and other communicative/semiotic systems in mediating opportunities for learning and participation in a globalized world. Research published in the journal engages with the complexities and changing realities of educational contexts and practices, focusing on all levels of formal education, as well as a wide variety of informal learning contexts throughout the lifespan and across modes, genres and technologies.
Linguistics and Education encourages submissions that incorporate theories and methodologies from all traditions of linguistics and language study to explore any aspect of education. Areas of study at the intersection of linguistics and education include, but are not limited to: sociolinguistics, discourse analysis, critical discourse analysis, conversation analysis, linguistic anthropology, ethnography of communication, language socialization, narrative studies, gesture/sign/visual forms of communication, social semiotics, literacy studies, language policy, language ideology, functional grammar or text/corpus linguistics.
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