刊讯｜SSCI 期刊 《语言、身份与教育》第1-6期
2022-12-26
2022-12-24
Journal of Language, Identity and Education
Volume 21, Issue 1-6, 2022
Journal of Language, Identity and Education（SSCI二区，2021 IF：1.77）2022年第1-6期共发文37篇，其中研究性论文26篇，书评9篇，引言1篇，评论1篇。研究论文涉及多语研究、文学阅读、社会语言学研究、语言认同、语言教学、TESOL、语言焦虑等方面。
目录
ARTICLES
■An Elementary School EFL Teacher’s Emotional Intelligence and Emotional Labor, by Dae-Min Kang, Pages 1–14.
■ Facing the Other: Language and Identity in Multicultural Literature Reading Groups, by Yael Poyas, Ilana Elkad-Lehman, Pages 15–29.
■ International Students and Faculty across the Disciplines: A Language Socialization Perspective, by Jason Schneider, Li Jin, Pages 30–45.
■ “A Different Story to Share”: Asian American English Teachers in Taiwan and Idealized “Nativeness” in EFL, by Ming-Hsuan Wu, Genevieve Leung, Jhih-Kai Yang, Ivy Haoyin Hsieh & Kelly Lin, Pages 46–59.
■ Speaking Ortensvenska in Prestigious Spaces: Contemporary Urban Vernacular and Social Positioning at an Inner-city Stockholm School, by Hannah Botsis, Mari Kronlund Rimfors & Rickard Jonsson, Pages 67–82.
■ EFL Student Teachers’ Professional Identity Construction: A Study of Student-Generated Metaphors Before and After Student Teaching, by Gang Zhu, Mary Rice, Guofang Li & Jinfei Zhu, Pages 83–98.
■ Teaching the English Language Learner at the Elementary School: Sense of Responsibility in an Ill-Defined Role, by Mike Yough, Alsu Gilmetdinova, Emily Finney, Pages 99–115.
■ Language Ideological Multiplicity and Tension within Dual Language Bilingual Education Teachers, by Kathryn Henderson, Pages 116–132.
■Preparing Pre-Service Content Area Teachers Through Translanguaging, by Zhongfeng Tian, Qianqian Zhang-Wu, Pages 144–159.
■ Engaging Opportunities: A Small Moments Reflexive Inquiry of Translanguaging in a Graduate TESOL Course, by Matthew R. Deroo, Ryan W. Pontier, Zhongfeng Tian, Pages 160–173.
■ Growing Critical Bilingual Literacies in a Bilingual Teacher Residency Program, by Luz Yadira Herrera, Pages 174–190.
■ Translanguaging Interpretive Power in Formative Assessment Co-Design: A Catalyst for Science Teacher Agentive Shifts, by Caitlin G. McC. Fine, Pages 191-211.
■ Language Anxiety of Colonial Settler Group Members Learning an Indigenous Language: Pākehā Learners of te reo Māori, by Awanui Te Huia, Pages 217–230.
■ Analyzing Elementary Teachers’ Advocacy for Emergent Bilinguals as Identity Dissonances from Cognitive, Emotional, and Social Perspectives, by Jihea Maddamsetti, Pages 231–247.
■ From DACA to Dark Souls: MMORPGs as Sanctuary, Sites of Language/Identity Development, and Third-Space Translanguaging Pedagogy for Los Otros Dreamers, by Steve Daniel Przymus, M. Martha Lengeling, Irasema Mora-Pablo, Omar Serna-Gutiérrez, Pages 248–264.
■The Scale of Modernity in the Heritage Language Classroom, by Işıl Erduyan, Pages 265–279.
■Bridging Language Education and “New Literacy Studies”: Reinvigorating Courses of General English at an Iranian University, by Seyyed-Abdolhamid Mirhosseini, Mohsen Shirazizadeh, Houra Pakizehdel, Pages 287–302.
■Investigating the Needs of Foreign Language Learners of Tuvan, by Rossina Soyan, Pages 303–315.
■ Between Inheritance and Commodity: The Discourse of Japanese Ethnolinguistic Identity among Youths in a Heritage Language Class in Australia, by Kenta Koshiba, Pages 316–329.
■Girls Becoming Mathematicians: Identity and Agency in the Figured World of the English-Medium Primary School, by Sally Ann Jones, Mark Fifer Seilhamer, Pages 330–346.
■Mapping Out Unequal Englishes in English-Medium Classrooms, by Ruanni Tupas, Csilla Weninger, Pages 347–362.
■ CLIL Students’ Affectivity in the Transition between Education Levels: The Effect of Streaming at the Beginning of Secondary Education, by María Fernández-Agüero, Elisa Hidalgo-McCabe, Pages 363–377.
■ Students as Language Education Policy Agents: Insights from Rural High School English Learners in China, by Jing Zhang, Pages 393–407.
■ “A Good Start”: A New Approach to Gauging Preservice Teachers’ Critical Language Awareness, by Lijuan Shi & Kellie Rolstad, Pages 408–422.
■ Multilingualism and Reading Identities in Prekindergarten: Young Children Connecting Reading, Language, and the Self, by Christopher J. Wagner, Pages 420–438.
■ How Teachers Balance Language Proficiency and Pedagogical Ideals at Universities in Indigenous and Postcolonial Societies: The Case of the University of Greenland, by Anette Lykke Hindhede & Karin Højbjerg, Pages 439–452.
BOOK REVIEWS
■ The Translanguaging Classroom: Leveraging Student Bilingualism for Learning, by García, O., Johnson, S.I., & Seltzer, K., by Remy Rummel, Pages 60–62.
■ Language for Teaching Purposes: Bilingual Classroom Discourse and the Non-native Speaker Language Teacher, by Riordan, E., by Qiuhong Ju, Yicheng Wu, Pages 599–602.
■ Clare Kramsch and Lihua Zhang: The Multilingual Instructor: What Foreign Language Teachers Say about their Experience and Why it Matters, by Xinxin Wu, Pages 63–65.
■ Language, Culture and Identity in Two Chinese Community Schools: More than One Way of Being Chinese, by Ganassin, S., by Hanxi Li, Honggang Liu, Pages 136–138.
■ Identity in Applied Linguistics Research, by McEntee-Atalianis, L., by Matteo Fuoli, Isobelle Clarke, Viola Wiegand, Hendrik Ziezold, Michaela Mahlberg, Pages 569–595.
■ Innovation in Language Learning and Teaching: The Case of China, by Reinders, H., Nunan, D. & Zou, B. (Eds.)., by Jiang Hui, Pages 280–282.
■ Study Abroad, Second Language Acquisition and Interculturality, by Howard, M. (Ed.), by Xuemei Chen, Pages 283–286.
■ Linguistic Justice: Black Language, Literacy, Identity, and Pedagogy, by Baker-Bell, A., by Kalie Chamberlain, Pages 453–454.
■ Language Teacher Identity in TESOL: Teacher Education and Practice as Identity Work, by Yazan, B. & Lindahl, K. (Eds.)., by Xinfeng Xie, Guiying Jiang, Pages 455–457.
INTRODUCTION
■ Paradigmatic Tensions in Translanguaging Theory and Practice in Teacher Education: Introduction to the Special Issue, by Ryan W. Pontier, Zhongfeng Tian, Pages 139–143.
COMMENTARY
■ Towards Educational Dignity: Translanguaging y la Preparación de Maestros, by Guadalupe Valdés, Pages 212–216.
摘要
An Elementary School EFL Teacher’s Emotional Intelligence and Emotional Labor
Dae-Min Kang, Guilin University of Technology
Abstract The current study looked at an English as a foreign language (EFL) teacher’s emotional intelligence (EI) and emotional labor (EL). A Korean elementary fifth-grade classroom was observed eight times in a non-participant way. Further, the teacher and the students were interviewed in a semi-structured way, and the teacher was asked to write reflective journals about her classroom teaching. The results showed that a number of factors influenced the processes of her EI and EL. Principal among these factors was her teacher agency, which related to her focus on her pedagogical goal of enabling her students to learn EFL better. Based on the findings of the study, implications are suggested.
Key words English as a foreign language (EFL); EFL teacher; emotional intelligence; emotional labor; teacher agency
Facing the Other: Language and Identity in Multicultural Literature Reading Groups
Yael Poyas, Oranim College of Education
Ilana Elkad-Lehman, Levinsky College of Education
AbstractThe reactions of learners who read literature together in multicultural groups shed light on how their interpretations are interweaved in the sociopolitical context. The present study describes such dynamics in mixed Arab-Jewish teacher groups in Israel. The study’s raw data were group discourse transcripts, group and individual written comments and interviews. These data were analyzed using qualitative approaches with reference to Levinas’ ethical approach to the Other. The findings suggest that despite willingness to talk and share feelings on various issues, the participants find it difficult to see the Others, and acknowledge responsibility for them. Minority political opinions are silenced or blurred in the group discourse, and excluded from the group texts to avoid public disputes, but they resurface in the individual writings. The findings are significant for understanding learning/teaching processes in academic multicultural contexts and call lecturers’ attention to the complexity of ethical reading in a conflictual reality.
Key words classroom discourse; cultural identities; ethical reading; Levinas; multiculturalism; teachers
International Students and Faculty across the Disciplines: A Language Socialization Perspective
Jason Schneider, DePaul University
Li Jin, DePaul University
Abstract The number of international students in U.S. higher education has increased in recent years. Many of these students face English language challenges, but we know little about what faculty across the disciplines are doing to support their linguistic needs. This article presents findings from a qualitative study comprised of interviews with 15 faculty members at one institution to answer two questions: a) To what extent do faculty across the disciplines recognize the role of socialization in second language learning? and b) What practices do faculty across the disciplines claim to use to linguistically socialize international students into local communities? Findings indicate that most faculty in the study recognize basic tenets of language socialization and claim to enact pedagogies to support international students’ socialization experiences. However, a smaller number of participants are resistant to acting as language socializers. The authors offer suggestions to administrators and faculty interested in supporting international students.
Key words English language learning; faculty across the disciplines; international students; language socialization; qualitative research
“A Different Story to Share”: Asian American English Teachers in Taiwan and Idealized “Nativeness” in EFL
Ming-Hsuan Wu, Adelphi University
Genevieve Leung, University of San Francisco
Jhih-Kai Yang, University of San Francisco
Ivy Haoyin Hsieh, Tamkang University Lanyang Campus
Kelly Lin, Tamkang University Lanyang Campus
AbstractIn a broader context where English is marketed as a desirable product of consumption, hiring English speakers as language teachers and de facto cultural ambassadors is a common practice in some East Asian countries. This paper investigates how 20 self-identified Asian American teachers in Taiwan teaching English in local schools wrestle with the positionality of their racialized selves and idealized “nativeness.” Using an informal interview approach, a grounded theory framework, and narrative analysis, we investigated how participants made sense of their Asian American-ness in the ELT profession in Taiwan. Findings include complex feelings involving the image of Asian Americans, strategic language use to construct Asian-American-in-Taiwan identities, and unique interpretations of teaching U.S. culture. We discuss the emotional labor and strategic discourses these teachers undertook to convert their cultural and linguistic capital and offer suggestions for professional and curriculum development.
Key words Asian Americans; English as a foreign language; English language teaching; identity; Taiwan
Speaking Ortensvenska in Prestigious Spaces: Contemporary Urban Vernacular and Social Positioning at an Inner-city Stockholm School
Hannah Botsis, Stockholm University
Mari Kronlund Rimfors, Stockholm University
Rickard Jonsson, Stockholm University
Abstract This article investigates how a contemporary urban vernacular (CUV) called Ortensvenska is used for social positioning at a prestigious inner-city Stockholm school. Previous studies have indicated that CUV is often a feature of those on the societal margins, but little research has focused on prestigious spaces where high-achieving students challenge these stereotypes. Drawing on linguistically oriented ethnographic fieldwork among students at a prestigious school, we show how Ortensvenska is used to construct space, class, and identity in everyday school life. It was found that the use of Ortensvenska maintains social asymmetries between class, ethnicity, and place among students at the school. The paper also shows how these linguistic practices blur a fixed separation between languages, styles, and places. We suggest, therefore, that space plays an important role in the analysis of youths' language practices.
Key words contemporary urban vernacular; Ortensvenska; prestigious school; social positioning; space
EFL Student Teachers’ Professional Identity Construction: A Study of Student-Generated Metaphors Before and After Student Teaching
Gang Zhu, East China Normal University
Mary Rice, University of New Mexico
Guofang Li, University of British Columbia
Jinfei Zhu, Zhejiang Normal University
AbstractMetaphors are powerful windows to gain insight into EFL teachers’ professional identity constructions. This study examined 33 Chinese EFL student teachers’ (STs) self-generated metaphors about teaching before and after their student teaching. Before their teaching practicum experience, they were: (a) optimistic, but had naïve perceptions about their roles, (b) worried about their inadequacy to teach professionally, and (c) anxious about their relationship with cooperating teachers. Post-practicum, we noted (a) increased transformative perceptions about their role, (b) professional knowledge growth, (c) the participants explicated a broad array of challenges of building good student relationships, and (d) the placement-school contexts exert a significant influence on their identity formation. Implications for facilitating EFL student teachers’ professional identity (trans)formations during the field experiences are discussed.
Key words EFL student teachers; metaphor; professional identity; teaching practicum
Teaching the English Language Learner at the Elementary School: Sense of Responsibility in an Ill-Defined Role
Mike Yough, Oklahoma State University
Alsu Gilmetdinova, Kazan National Research Technical University
Emily Finney, Cameron University
Abstract ESL environments are often spaces where the negotiation of responsibility for students may affect a teacher’s sense of responsibility in unique ways. Without a sense of responsibility to apply one’s competence, the impact on student learning will be minimal. The purpose of the present study was to identify factors that shape elementary ESL teachers’ sense of responsibility. Ten ESL teachers across four districts in two states participated in this phenomenological study. Findings indicate that sense of responsibility pertained to obtaining the necessary knowledge and skills to be effective with ELLs, student academic progress, and non-learning outcomes such as student well-being outside the classroom. This sense of responsibility is affected by the supports and obstacles in the environment and impacts the emotions teachers experience. These factors all shape the boundaries teachers create regarding their sense of responsibility. Implications are discussed.
Key words elementary ESL teacher; ELL; language teaching; sense of responsibility
Language Ideological Multiplicity and Tension within Dual Language Bilingual Education Teachers
Kathryn Henderson, University of Texas at San Antonio
Abstract Dual language bilingual education (DLBE) programs are critical sites for exploring language ideologies given the policy goals of student bilingualism, biliteracy, and biculturalism. Drawing on a larger study of language ideological inquiry, this article used predominantly interview data to explore the articulated language ideological stances of teachers implementing a district-wide DLBE program in central Texas. The article builds from the assimilationist/pluralist distinction and contributes to an understanding of how language ideologies interact and are articulated at the individual level and reflect these broader societal discourses in multiple and contradictory ways. To disrupt the binary of ideological orientations I drew on the concept of a continuum to present and make sense of the educators’ ideological stances. Analysis revealed language ideologies articulated across three dimensions: language status, variation, and participation. Implications for DLBE policy and implementation are discussed including the need for ideological consistency and reflection at the program level.
Key words assimilationist discourse; bilingual education; dual language; language ideologies; pluralist discourse; teacher language beliefs
Preparing Pre-Service Content Area Teachers Through Translanguaging
Zhongfeng Tian, The University of Texas at San Antonio
Qianqian Zhang-Wu, Northeastern University
Abstract In response to the multilingual and multicultural realities in U.S. classrooms, it is important to prepare all teachers who understand translanguaging and are capable of implementing it across contexts. This exploratory qualitative study investigates how five pre-service content area teachers grappled with translanguaging in a graduate-level teacher education course which was designed from a translanguaging perspective. Data sources include teachers’ written coursework and exit interviews, and class observations. Using an inductive coding approach, we found that our content area teacher candidates developed a dynamic, holistic view to understand bilinguals’ meaning-making practices. They also perceived students’ home languages as a valuable resource that needs to be incorporated in general education classrooms to boost emergent bilinguals’ academic learning and socioemotional well-being. In addition, all five participating teachers employed a variety of translanguaging strategies (e.g., grouping based on home languages and providing translations) in their content area lesson plans.
Key words emergent bilinguals; pre-service content area teachers; teacher education; translanguaging
Engaging Opportunities: A Small Moments Reflexive Inquiry of Translanguaging in a Graduate TESOL
Matthew R. Deroo, University of MiamiRyan W. Pontier, Florida International UniversityZhongfeng Tian, The University of Texas at San AntonioAbstract This article draws upon a small moments writing strategy to support language teacher educator learning as a form of reflective practice. Three language teacher educators formed a community of practice to analyze audio recordings of a graduate level TESOL course focused on dynamic bilingualism and translanguaging to identify opportunities where a professor and his students might leverage and enact their own linguistic repertoires to enhance their meaning-making about translanguaging as theory and praxis. Findings reveal four types of engaging opportunities: to expand and continue the co-construction of knowledge about translanguaging; to create space for teachers and students to translanguage; to engage students in clarifying inaccuracies or misunderstandings about translanguaging; and to complicate prior understandings of and socialization into language and how it works. Implications are provided to support the language teacher education community in developing pedagogy that better supports students’ understandings of translanguaging as a theory of language and practice.
Key words translanguaging; language education; teacher learning; community of practice; TESOL
Growing Critical Bilingual Literacies in a Bilingual Teacher Residency Program
Luz Yadira Herrera,California State University, Channel Islands
Abstract This qualitative case study seeks to understand teacher residents’ journeys as they develop culturally and linguistically sustaining pedagogies and grow a translanguaging stance in a bilingual teacher residency program in California, U.S. This study is situated within university coursework that prepares teacher residents to support their future students’ dynamic language use through a teaching practice anchored in translanguaging theory and pedagogy. I examine how teacher residents negotiate the creation of translanguaging spaces in their clinical placements in a dual language bilingual classroom to support and nourish children’s bilingual identities and language practices. I also analyze the challenges and opportunities that teacher residents experience in their dual language bilingual education student-teaching placements as they engage in the theories and pedagogies in their university coursework and grow their critical bilingual literacies.
Key words bilingual education; bilingualism; critical bilingual literacies; culturally sustaining pedagogies; teacher residency; translanguaging
Translanguaging Interpretive Power in Formative Assessment Co-Design: A Catalyst for Science Teacher Agentive Shifts
Abstract All learners bring ideas about science phenomena to classroom learning, including formative assessment tasks. Educators and scholars have long been interested in making school science, including assessment, more equitable and culturally meaningful for (bi)multilingual learners. Translanguaging is increasingly seen as an important assessment design principle in (bi)multilingual classrooms, including science classrooms. Despite the increasing popularity of translanguaging as a pedagogical and assessment tool, questions remain about how teachers co-design and interpret translanguaging on formative assessments when teachers do not share multiple linguistic resources with their students. This manuscript explores the journey of one experienced and highly qualified teacher, Emily, as she participates in a teacher-researcher co-design collaborative focused on inviting students to draw on and deploy translanguaging in science formative assessment. I qualitatively analyze illustrative conversations during the Reflect and Modify phase of four sequential (Trans)Formative Assessment Co-design (TAC) cycles. Findings point to the ways in which Emily began to develop translanguaging interpretive power to understand (bi)multilingual work as well as the confidence to lean into the knowledge she brought to the conversation. Ultimately, participation in collective conversations about (bi)multilinguals’ work supported Emily to expand her ideological stances into more concrete, agentive actions.
Key words co-design; formative assessment; interpretive power; science education; teacher education; translanguaging
Language Anxiety of Colonial Settler Group Members Learning an Indigenous Language: Pākehā Learners of te reo Māori
Abstract Te reo Māori (the Māori language) continues to be learned by Māori and Pākehā from Aotearoa New Zealand. The concept of language anxiety has been the topic of study by numerous authors due to its ability to interfere with second language production from cognition to output. For a group of Pākehā (New Zealand European) learners of te reo Māori, language anxiety appears to be tied to the impact of colonisation on Māori and the colonial history of Aotearoa. This study included 13 Pākehā participants, seven who identified as female and the remaining six who identified as male. The results of this study were divided into three major themes: fear of making linguistic errors in the presence of others, being Pākehā in Māori language dominant classrooms, and coping with language anxiety. Within this study, issues associated with learning an indigenous language as members of the colonial settler group contribute to language anxiety.
Key words indigenous language; language anxiety; Pākehā; te reo Māori
Analyzing Elementary Teachers’ Advocacy for Emergent Bilinguals as Identity Dissonances from Cognitive, Emotional, and Social Perspectives
Abstract This study investigates how an elementary-level content classroom teacher and an elementary-level ESL teacher in a metropolitan region in Massachusetts negotiated teachers’ identities and identity dissonances in teachers’ attempt to advocate for emergent bilinguals. Using critical discourse analysis of qualitative data, this study examines the cognitive, emotional and social dimensions of teacher advocacy identity negotiations. Furthermore, the current study illuminates two teachers’ different ways of negotiating with advocacy identity dissonances, dependent on teachers’ sense of agency and affordances in their social identity positionings and working contexts. The findings point to the importance of using teachers’ identity dissonances as a tool to develop teachers’ agency and enact advocacy actions. Specific suggestions are made for preparation and professional development of teachers of emergent bilinguals in the fields of language teacher education and teacher education in general.
Key words advocacy identity dissonances; cognitive; emotional and social aspects of teacher identity; teacher advocacy for emergent bilinguals; teacher advocacy identities
From DACA to Dark Souls: MMORPGs as Sanctuary, Sites of Language/Identity Development, and Third-Space Translanguaging Pedagogy for Los Otros Dreamers
Abstract Informed by the stories of transnational youth’s participation in massive multiplayer online role-playing games (MMORPGs) in Mexico, this study explores the language/identity development and successful (re)integration of these youth in Mexican schools and communities. Drawing on students’ voices, we utilize a multimodal systemic functional linguistics framework to explain how engagement in MMORPGs allows youth to creatively demonstrate fields of knowledge and critically reposition themselves with positive in-the-moment and imagined identities. We call for teachers to create third spaces for youth to meet and play MMORPGs. Findings suggest that creating these blended affinity spaces may create opportunities for transnational youth to translanguage, find sanctuary within peer-interest-based communities of practice, maintain meaningful online connections with friends in the United States, form new important friendships, and create the identities needed for successful (re)integration in Mexico.
Key words blended affinity; spacesgame-ecology; intra-game discourse; meta-game discourse; MMORPGs; third spaces; translanguaging
The Scale of Modernity in the Heritage Language Classroom
Abstract Discourse and identity practices in heritage language contexts have received significant attention in applied linguistics in recent years. One line of research in this realm has sought to adopt scales, the spatiotemporal niches within which social identification and learning take place. This article problematizes modernity as a scale of its own and investigates it in the context of the heritage language classroom discourse at a German high-school in Berlin. Microethnographic analyses of 10th-grade classroom interactional data reveal how Turkish heritage language students appropriate Turkish modernity and debate identity models around it while at the same time bringing to the table German/Western modernity and its contents. The article sheds light on the multiplicity of heritage language identities and situates scales as an important determinant in their construction.
Key words classroom discourse; identity; microethnography; scales; Turkish as a heritage language
Bridging Language Education and “New Literacy Studies”: Reinvigorating Courses of General English at an Iranian University
Abstract This article explores the opportunities and challenges created by teaching a General English (GE) course at an Iranian university based on New Literacy Studies (NLS). Over a whole semester and relying on various types of qualitative data, we examined how NLS-based pedagogy can be received as an alternative to mainstream GE instruction that is mainly based on traditional teaching of skills and components. Several bodies of data were gathered and explored based on a grounded theoretical approach. A thematic structure emerged from data analysis under two themes: Opportunities (comprising Relevance, Non-fragmentation, Discovery, and Assessment) and Challenges (shaped by Preconceptions, Abilities, and Practicalities). Despite its challenges, NLS-based language teaching appeared to provide important possibilities in tackling not only some of the long-held challenges of teaching GE in Iran, but also many of the common language education concerns in contexts where students come from diverse linguistic, educational, and sociocultural backgrounds.
Key words ELT in Iran; general English; Iranian universities; language teaching in higher education; New Literacy Studies
Investigating the Needs of Foreign Language Learners of Tuvan
Abstract Where do you start the course design for a minority language? One starting point is identifying and surveying a community of possible learners. This paper explores the needs of learners of Tuvan, a language spoken primarily in the Republic of Tuva, Southern Siberia, Russia. The study was conducted in two steps: an online questionnaire (March 2019) and semi-structured interviews (April 2019). The results showed a limited interest in Tuvan as a foreign language (13 responses) on the one hand, but a long-standing one on the other, more than two decades in some cases. The identified learner needs fell into three broad categories: needs related to “throat” (overtone) singing; needs related to travelling to Tuva and surviving in a new environment; and needs unique to each participant (e.g., academic research). The study contributes to the underresearched issue of indigenous languages as objects of foreign language study.
Key words less commonly taught language; materials development; minority language; needs analysis; throat singing; Tuvan
Between Inheritance and Commodity: The Discourse of Japanese Ethnolinguistic Identity among Youths in a Heritage Language Class in Australia
Abstract This paper explores how the discourse of Japanese ethnolinguistic identity differently affected three youths in a heritage language class in Australia. Based on a case study involving these informants, I show how the discourse was contested, reproduced, and appropriated. More specifically, I show how language was disaligned from ethnicity and construed as a commodity. This, however, did not make ethnicity irrelevant. It was reconnected with language to give it added value and authenticity. The discourse of ethnolinguistic identity and the discourse of commodification were thus articulated—or expressed together—by some of the youths to construct an interstitial space between these discourses, which allowed them to reap the benefits of their putative inheritance, while exempting themselves from its obligations. The paper thus sheds light on the polycentricity of heritage language classrooms, and on the multiple, layered discourses that operate in such spaces.
Key words discourse; ethnicity; heritage language; identity; Japanese
Girls Becoming Mathematicians: Identity and Agency in the Figured World of the English-Medium Primary School
Abstract This paper focusses on the process of learning mathematics in primary school from the perspectives of 62 girls aged seven to 11. For many of these Singaporean girls, English is not the dominant home language, but they all learn mathematics in English. Despite the fact that achievement in mathematics is high nationally, girls appear to be less confident than boys. Adopting notions of identity and agency at the intersection of language and gender, the paper explores how the girls oriented themselves and others to the figured world of school mathematics as successful or not through their interaction in focus group interviews. While some were confident in their mastery of the subject, for some others, the discipline, its language, and other artefacts, such as model drawing and assessment, restricted and frustrated them. Girls experienced a sense of security in their own fellowship and appreciated considerate pedagogies, such as space for individual agency and for improvisation and expression of language, through which they could achieve understanding and progress.
Key words gender; identity; language; mathematics; multilingual context; primary school
Mapping Out Unequal Englishes in English-Medium Classrooms
Abstract The link between globalization and the spread of English is well established in the literature, resulting in the emergence and burgeoning of studies on the pluralization and localization of English. However, Englishes are also valued unequally and, thus, impact the lives and identities of their speakers differently as well. This paper aims to discuss the politics of Unequal Englishes by mapping out the specific ways inequalities of Englishes are realized in classrooms in Singapore. This requires mapping out accurately both the dynamics of locally produced but globally shaped teaching of English, as well as concrete instantiations of culturally responsive pedagogies which aim to make learning and teaching more nondiscriminatory and equitable.
Key words language and globalization, politics of Englishes, unequal Englishes, world Englishes
CLIL Students’ Affectivity in the Transition between Education Levels: The Effect of Streaming at the Beginning of Secondary Education
Abstract This study looks into the affective factors influencing students’ experiences in Content and Language Integrated Learning (CLIL) at the beginning of bilingual secondary education (at the age of 11–12), when being streamed into two strands with a different degree of exposure to CLIL, depending on their linguistic competence. Results were drawn from 10 structured interviews with students spotted as salient cases in 157 validated questionnaires. Students’ responses to the interviews were analyzed following Grounded Theory. The categories emerging from the analysis are related to students’ values, attitudes and beliefs towards bilingual education, their motivation, perceptions on learning and degree of satisfaction with their strand. Our findings indicate that instrumental motivation plays an important role in these students’ views, which vary depending on the strand: i.e., students in the high-exposure strand seem to see themselves more at ease and in control of their choices, whereas low-exposure strand students experience more ambivalence over the transition.
Key words affective factors, bilingual education, CLIL, educational transition, streaming, student self-image
Translingual Youth Podcasts as Acoustic Allies: Writing and Negotiating Identities at the Intersection of Literacies, Language and Racialization
Abstract U.S. Latinx youth from immigrant backgrounds bring to schools their transnational literacies, complex lived experiences of marginalization and resistance, and politicized translanguaging practices that are seldom recognized in classrooms. This article examines U.S. Latinx bilingual youth who participated in a podcast project within a Chicanx/Latinx Studies high school course that mobilized their bilingualism for literacy instruction. This ethnographic classroom study explores a curricular unit that allowed young people to use new media technologies to tell important stories of themselves and their social worlds at a time of heightened anti-immigrant sentiments in the United States. Through translanguaging and translingual frames, I demonstrate how Latinx young people contest racist narratives, reclaim who they are, and author new spaces for solidarity. Findings detail the ways that students utilized podcasts as a tool to promote creativity and self-expression, and to connect personal experiences to broader pressing discourses about immigration, language, racialization processes, and resistance.
Key words Bilingualism; literacies; podcasts; translanguaging; transnational
Students as Language Education Policy Agents: Insights from Rural High School English Learners in China
Abstract With the aim of further exploring students’ engagement with language education policy processes and their decision-making practices that shape their language learning experience, this study carried out a nine-month ethnographic fieldwork to examine the English language learning trajectories of three rural high school students in China. On top of showcasing the nuances involved in the local interpretation and implementation of national English language education curriculum amid on-going reform, this study demonstrates how students creatively navigated interwoven individual expectations and institutional agendas in situated practices. It further highlights the need to give voices to students in exploring the multilayered and highly contextualized policy process, to better understand and serve their various language learning needs.
Key words ethnography of language policy; identity; language education
“A Good Start”: A New Approach to Gauging Preservice Teachers’ Critical Language Awareness
Abstract This study reports findings from a discursive analysis, informed by discursive psychology (DP), of 43 preservice teachers’ 685 written reflections related to critical language awareness (CLA). The findings highlight the discursive features preservice teachers employed to construct their CLA. Three major patterns of discursive changes were unearthed which make the development of preservice teachers’ CLA visible: change from generic statements to deeper scrutiny; change from broad suggestions to specific recommendations; and change from claiming the known to the curiosity of exploring the unknown. The findings of this study offer insights for teacher educators to make sense of preservice teachers’ discursive changes and features in the process of developing CLA and to create stage-appropriate inductive questions to help preservice teachers engage in continuous critiques through written self-reflections.
Key words critical language awareness; discursive psychology; self-reflection
Multilingualism and Reading Identities in Prekindergarten: Young Children Connecting Reading, Language, and the Self
Abstract Reading identities, or the ways that a child constructs the self as a reader across contexts and time, play a role in the development of early reading. Prior research on reading identities has reported primarily on the identities of monolingual children. This multiple case study examines the reading identities of young multilingual children. Participants were 10 four- and five-year-old multilingual children from two prekindergarten classrooms in the United States: one monolingual English classroom and one classroom where English and Spanish were used for instruction. Data were gathered using child-centered interviews, child and classroom observations, teacher interviews, and a family questionnaire. A cross-case analysis led to the identification of three aspects of early reading identities connected to multilingualism. These show the ways that young multilingual children construct concepts of the self as reader that are responsive to the experience of being multilingual.
Key words early childhood, identity, multilingualism, reading, reading identities
How Teachers Balance Language Proficiency and Pedagogical Ideals at Universities in Indigenous and Postcolonial Societies: The Case of the University of Greenland
Abstract Based on Bourdieu’s theory of practice, this article explores pedagogical ideals and educational policies in teachers’ everyday practice in a postcolonial bilingual university setting in Greenland. Greenlandic and Danish teachers’ teaching ideals were explored during a one-year pedagogy qualifying course for assistant professors organised by the (Danish) authors in cooperation with University of Greenland. The overall pedagogical agenda placed an emphasis on student activity. Both Greenlandic and Danish teachers’ representations of their practice accounted for the linguistic and cultural backgrounds of their indigenous students, but they did so in different ways. Whereas Greenlandic teachers tended to emphasise formal correctness in the use of Greenlandic language and student understanding and translation of the learning objectives, Danish teachers tended to lower their own perceived academic norms and graded certain students more leniently in order to compensate for both their dominant role as teacher and for postcolonial dominance.
Key words bourdieu; first-generation students; higher education; indigenous communities; language use; progressive pedagogy
期刊简介
The Journal of Language, Identity, and Education is an international forum for original research on the intersections of language, identity, and education in global and local contexts. We are interested in interdisciplinary studies that examine how issues of language impact individual and community identities and intersect with educational practices and policies.
《语言、身份与教育》是一个关于语言、身份与教育在全球和地方背景下的交汇点的原创研究的国际论坛。我们对跨学科研究感兴趣，研究语言问题如何影响个人和社区身份，并与教育实践和政策交汇。
官网地址：
https://www.tandfonline.com/journals/hlie20
本文来源：Journal of Language Identity and Education官网
课程推荐
2022-12-26
2022-12-27
2022-12-26
2022-12-25
2022-12-24
2022-12-22
2022-12-21
2022-12-20
2022-12-20
2022-12-19
2022-12-15
2022-12-14
欢迎加入
今日小编：欧米伽
审 核：心得小蔓
转载&合作请联系
"心得君"
微信：xindejun_yyxxd