刊讯｜SSCI 期刊《语言学与教育》2022年第68-72卷

Linguistics and Education

Volume 68-72, 2022

Linguistics and Education（SSCI二区，2022 IF：1.592）2022年第68-72卷共发文81篇，其中以“去中心化和谈判专业知识”为主题的特殊栏目共计5篇。研究论文涉及沉默即缺席、即在场，互动议程研究，多语学校的语言能见度，还有关于难民的意识形态紧张和隐蔽隐喻等多角度的探析。

目 录

RESEARCH ARTICLES

■Into the void of discourse, by Diana J.Arya

■Silence as Political and Pedagogical: Reading Classroom Silence Through Neoliberal and Humanizing Lenses, by Laura A. Taylor.

■Examining silenc(ing) in literature discussion groups, by Kathryn Mitchell Pierce, Carol Gilles.

■Silence as absence, silence as presence: A discourse analysis of English language arts teachers’ descriptions of classroom silences, by Mark A.Sulzer.

■Listening for silences: Discursive constructions of class within reflections of black male study abroad travelers from the USA, by Ashley N. Patterson. 

■Examining silences in an English teacher inquiry group focused on critical conversations: A facilitator's reflexive analysis, by Amy Vetter, Melissa Schieble, Kahdeidra Monét Martin.

■Meanings and metaphors: What do they tell us about silence? by Catherine Compton-Lilly.

■School-positive practices outside the classroom, by Astrid Ag.

■Designing knowledge construction in pre-service teachers’ collaborative planning talk, by Eija Aalto, Sanna Mustonen.

■“Be a better version of you!”: A corpus-driven critical discourse analysis of MOOC platforms' marketing communication, by Hülya Mısır, Hale Işık-Güler.

■Translanguaging practices in the EFL classroom - the Polish context, by Paweł Sobkowiak.

■“Everybody has to be with everybody”: Languaging relational and intellectual work with multilingual learners in a science class community, by Kongji Qin, Faythe Beauchemin.

■Going beyond the post-observation's interactional agenda: The observers’ references to their practices and pedagogical understandings, by Pınar Topal, Nur Yiğitoğlu Aptoula.

■Peer involvement in dealing with teacher's insufficient response to student initiatives, by Merve Bozbıyık, Nilüfer Can Daşkın.

■Homework in a bi-national family: The mobilisation of others in resolving language-related epistemic issues, by Tim Roberts.

■Word sketches of descriptive modifiers in children's short stories for teacher training in teaching English as a foreign language, by Belén Labrador.

■(Mis)Guided interpersonal deictic choices in primary school writing under language assessment, by Mafalda Mendes, Mário Martins.

■Gatekeeping EpiSTEMic territories: Disciplinary requirements in Engineering and Natural Sciences undergraduate admissions interviews at the University of Cambridge, by Daniel Weston.

■“What do you think?” How interaction unfolds following opinion-seeking questions and implications for encouraging subjectification in education, by Johanna van Balen, Myrte N. Gosen, Siebrich de Vries, Tom Koole.

■Linguistically responsive teaching: A requirement for Finnish primary school teachers, by Leena Maria Heikkola, Jenni Alisaari, Heli Vigren, Nancy Commins.

■Written metalinguistic reflections of 4th graders on scientific explanations: A bridge between conceptual, discursive, and lexicogrammatical dimensions, by Evelyn Hugo, Alejandra Meneses.

■Multimodality in the English language classroom: A systematic review of literature, by Fei Victor Lim, Weimin Toh, Thi Thu Ha Nguyen.

■“I think they're Hispanic”: Agency and meaning-making in Latinx students’ discussions about text, by María José Aragón.

■Personas of plagiarism: The construction of the ‘plagiarist’ in Australian university subreddits, by Daniel W.J. Anson.

■Children's discussions about texts: Integrating and evaluating practices, by Maaike Pulles, Jan Berenst, Kees de Glopper, Tom Koole.

■Language visibility in multilingual schools: An empirical study of schoolscapes from India, Samrat Bisai, Smriti Singh.

■‘Doing being an expert’: A conversation analysis of expertise enactments in experience discussions in medical education, by Marije van Braak, Mike Huiskes.

■Teacher candidates’ ideological tensions and covert metaphors about Syrian refugees in Turkey: Critical discourse analysis of telecollaboration, by John Turnbull, Bedrettin Yazan, Sedat Akayoglu, Baburhan Uzum, Latisha Mary.

■Undergraduate thesis supervisory conference: Academic discourse socialisation multiple-case study, by Kiyomi Yamada. 

■Transforming habitus and recalibrating capital: University students’ experiences in online learning and communication during the COVID-19 pandemic, by Mingyue Michelle Gu, Corey Fanglei Huang.

■“Can we stop cleaning the house and make some food, Mum?”: A critical investigation of gender representation in China's English textbooks, by Luoxiangyu Zhang, Yi Zhang, Rongnan Cao.

■Classroom norms as resources: Deontic rule formulations and children's local enactment of authority in the peer group, by Nicola Nasi.

■Transworlding and translanguaging: Negotiating and resisting monoglossic language ideologies, policies, and pedagogies, by Jill Koyama, Julie Kasper.

■Altruistic capital and refugee-background youth: Creating educational counter-stories and opportunities, by Shawna Shapiro.

■Teaching students from refugee backgrounds: The link between language ideologies and policy appropriation, by Eric Patrick Ambroso.

■Exploring a linguistic orientation to facilitating refugee-background youth's meaning-making with texts: A self-study, by Carrie Symons, Yue Bian.

■Teacher scaffolding and immersion language learning of refugee-background students in an elementary immersion classroom, by Saem Heo.

■Support use in Chinese writers’ English argumentative models: Status and linguistic subjectivity, by Peishan Chen, Huhua Ouyang.

■Ideological becoming through study abroad: Multilingual Japanese students in Turkey, by Işıl Erduyan, Emre Murat Bozer.

■Constructing identities of disability in narratives about high school, by Josephine Cuda.

■Navigating the German school system when being perceived as a student ‘with migration background’: Students’ perspectives on linguistic racism, by Martina Oldani, Naomi Truan.

■Linguistic Othering and “knowledge deserts”: Perspectives on Arabic use in linguistically diverse Islamic institutions, by Shyla Gonzalez-Dogan.

■Target-like and non-target-like conjunctive relations in L2 Swedish beginner writing, by Eva Lindström, Dorota Lubińska.

■Beyond individual language brokering: Family literacy brokering, by Narges Ghandchi.

■Enacting relationships through dialogic storytelling, by Erin Elizabeth Flynn.

■Es un mal castellano cuando decimos ‘su’: Language instruction, raciolinguistic ideologies and study abroad in Peru, by Devin Grammon.

■Linguistics and Education Article Collection. Introduction: Tracing themes in the evolution of the academic language construct, by Alison L. Bailey, Louise C. Wilkinson.

■“I relate everything in my life to music”: How music pre-service teachers make sense of and envision using English language development standards, by Scott E. Grapin.

■Navigating tensions and asserting agency in language teacher identity: A case study of a graduate teaching assistant, by W. Boden Robertson, Bedrettin Yazan.

■The impact of translanguaging-driven training on in-service EFL teachers: Complexity theory prism, by Muhammet Yaşar Yüzlü, Kenan Dikilitaş.

■Embodiment in action: Engaging with the doing and be(com)ing, by Maverick Y. Zhang.

■What made primary English education in Japan different from the global trend? A policy process analysis, by Takunori Terasawa.

■Representing transition experiences: A multimodal critical discourse analysis of young immigrants in children's literature, by Xiaoyan Gu, Theresa Catalano.

■Eliciting student participation in synchronous online L2 lessons: The use of oral and written DIUs, by Yujong Park, Sungmin Park.

■Request for permission to Switch to L1: Treatment for unlocatable problems in English medium of instruction classrooms, by Mika Ishino.

■Balancing between uncertainty and control: Teaching reflective thinking about language in the classroom, by Astrid Wijnands, Jimmy van Rijt, Gerhard Stoel, Peter-Arno Coppen.

■Developing practices for first-time encounters: Pursuing mutual understanding and relational achievement in conversations-for-learning, by Sangki Kim.

■Digital social reading: Exploring multilingual graduate students’ academic discourse socialization in online platforms, by Elif Burhan-Horasanlı.

■Recontextualization as embodied and embedded sense-making activity: An ecosocial semiotic approach to languaging dynamics of teacher talk in university literature classrooms, by Dan Shi.

■The professional identity of Iranian young-learner teachers of English: A narrative inquiry, by Mahbube Tavakol, Mansoor Tavakoli.

■Caring is pedagogy: Foreign language teachers’ emotion labor in crisis, by Chantelle Warner, Wenhao Diao.

■Language policy and multilingualism in semi-peripheral higher education research: Two cases from a University in Catalonia, by Helena Torres-Purroy, Sònia Mas-Alcolea.

■Negotiating collaborative and inclusive practices in university students’ group-to-group videoconferencing sessions, by Tuire Oittinen.

■Teacher's and students’ use of gestures and home-language during classroom-talk to elicit a shared understanding of structure in figural patterns: A case study in a multilingual mathematics classroom, by Rabih El Mouhayar.

■Designedly incomplete utterances as prompts for co-narration in home literacy events with young multilingual children, by Olga Abreu Fernandes, Helen Melander Bowden.

■Culturally sustaining systemic functional linguistics: Towards an explicitly anti-racist and anti-colonial languaging and literacy pedagogy, by Jason D. Mizell.

■Legitimating meritocracy as part of the American Dream through the ritual of commencement speeches, by Victoria Martín de la Rosa, Luis Miguel Lázaro.

■Demonstrating active listenership through collaborative turn completion to display epistemic access in multi-party interactions, by Sajjad Pouromid, Khatereh Hosseininasab.

■Re-thinking inspiration as in-betweens in arts-integrated literacy practices, by Sofia Jusslin.

■A sojourning multilingual family's sense-making in a science museum: A repertoire approach, by Min-Seok Choi.

■Lived narratives: Female investment and identity negotiation in learning English in rural Pakistan, by Shawwal Sharif, Liaquat Ali Channa.

■Structuring written arguments in primary and secondary school: A systemic functional linguistics perspective, by Damon P. Thomas.

■Students’ unsolicited initiations in a science classroom as displays of competence, by Anna Filipi, Amanda Berry, Minh Hue Nguyen.

■Joining the adventures of Sally Jones – Discursive strategies for providing access to literary language in a linguistically diverse classroom, by Robert Walldén, Pia Nygård Larsson.

■Unbiased but ideologically unclear: Teacher beliefs about language practices of emergent bilingual students in the U.S., by Pramod K. Sah, Huseyin Uysal.

■Student essays as evidential resource in placement meetings, by Gabriele Kasper, Eunseok Ro.

Special section

■ Introduction to special issue: De-centering and negotiating expertise: youth voices and language play in the enregisterment of academic discourses, by Sarah K. Braden, Andrea R. Leone-Pizzighella.

■Creating and sustaining representations of academic language: Curricularization and language ideologies in second grade, by Mark C. Lewis.

■Displaying double-voiced expertise in a ‘difficult’ class, by Andrea R. Leone-Pizzighella.

■The science nerd as the science expert: Enregistering asociality to achieve disciplinary expertise in high school physics, by Sarah K. Braden.

■Reflexive expertise and channel reconfiguration, by Angela Reyes.

摘要

Into the void of discourse

Diana J.Arya, University of California, Santa Barbara, United States

Abstract In this conceptual essay, I propose a way of viewing silence or silent texts in discourse for educators and educational researchers who are facing the growing call to bring to light hidden biases, histories and other sociocultural phenomena largely hidden from public audiences. Specifically, I explore the potential affordances from going against the grain of the long and widely established view of silence as anything but void. Taking up the scientific notion of void as the known unknown, I examine what we can gain as educators and researchers when viewing silence as unexplored time-space of social matter, a view acknowledged long ago by literary giant James Baldwin. Using media about recent sociopolitical movements such as #MeToo and #BlackLivesMatter, I explore the void of discourse–the unpublished works, hidden exchanges, and forgotten or misrepresented experiences that are brought forth through the guidance of those with respective cultural knowledge and expertise, once given the space to do so. Viewing silence as a discursive void positions the educational researcher as a co-learner who attends to the contextual aspects of social interactions with open acknowledgement of the racialized and gendered systems that bind our social spaces. Implications for epistemological approaches are discussed.

Key words discourse,discursive silence, literacies, community learning

Silence as Political and Pedagogical: Reading Classroom Silence Through Neoliberal and Humanizing Lenses

Laura A.Taylor, Assistant Professor of Educational Studies at Rhodes College, Memphis, Tennessee, United States of America

Abstract Attending to both the political and pedagogical dimensions of silence in schools, this article engages in a close analysis of the silences constructed within an interaction between one first-grade student and his teacher in order to build theory regarding how silence is constructed in the classroom. Drawing on theories of neoliberalism as well as humanizing pedagogy, it presents multiple readings of this interaction to illustrate how interpretation of silence is shaped by ideology. Further, it emphasizes the mediating role of mandated standardized curriculum in the production of silence in this interaction. Through this analysis, it argues that neoliberalism creates both ideological and material barriers to the practice of silence in contemporary classrooms, while also suggesting how silence might be strategically used by teachers as a humanizing pedagogical resource.

Key words Silence, Neoliberalism, Humanizing pedagogy, Discourse analysis, Literacy

Examining silenc(ing) in literature discussion groups

Kathryn Mitchell Pierce, School of Education, Saint Louis University, 217 Fitzgerald Hall, 3500 Lindell Blvd., St. Louis, MO 63103, United States

Carol Gilles, University of Missouri, Emerita, 2251 Concordia Drive, Columbia, MO 65203, United States

Abstract Though researchers have documented literature discussion groups and the importance of accountable/academic talk, fewer studies have examined how students and ideas have been silenced in small autonomous groups. This case study draws on a sociocultural perspective and dialogic participation in these spaces as sites of knowledge generation. Our study investigated the question, “What factors may contribute to the silencing of students and ideas in autonomous literature groups?” Focusing on a sixth grade class of 21 students (11 boys and 10 girls) in a private school, we gathered a variety of data: formal and informal interviews from Nora (the teacher) and her students; recorded transcripts of discussion groups; field notes from classroom observations; selected student and teacher journal entries; artifacts from Nora's professional presentations and information shared with parents; and, think alouds and member checks from Nora.

Findings indicated that there were multiple factors that might contribute to silencing: those related to the teacher's discourse routines and instructional scaffolding decisions and those related to the students’ academic and social histories, including classroom gender norms and social hierarchies. More importantly, these factors were in transaction with one another, which affected the strength of the factors. For example, the turn-taking norm advocated by the teacher, was intended to ensure that all participants had access to the floor. However, this norm also functioned to silence topics or individuals. Students focused on the norm rather than on exploration of ideas, sharing journal entries in a pro forma fashion. Students who moved to follow this norm sometimes interrupted discussion of another student's ideas in order to make time for all to share. Other students cited this norm when attempting to hold the floor or to avoid a complex conversation. Some students seemed to use this norm to privilege certain voices over others. The complexity of the transaction of factors offers a more nuanced understanding of how silencing occurs. Teachers and researchers, leaning into this complexity, may be better equipped to help students recognize and disrupt such silencing.

Key words Silencing, Literature discussion groups, Instructional scaffolding, Protocols, Gender and power

Silence as absence, silence as presence: A discourse analysis of English language arts teachers’ descriptions of classroom silences

Mark A.Sulzer, University of Cincinnati, School of Education, 615E Teachers College, P.O. Box 210022, Cincinnati, OH 45221-0022, United States

Abstract This article reports on a discourse analysis of five English language arts teachers' descriptions of classroom silences. Drawing on sociolinguistic and poststructuralist influences on discourse analysis, silence was theorized as a resource for building significance about aspects of classroom life and as an interface that connects local circumstances to social, cultural, and historical processes. Data analysis focused on teacher descriptions of silence in post-observation interviews and an excerpt from a 10th grade class discussion. Findings demonstrate how the teachers drew on two discourses of silence: silence as an absence of verbal participation and silence as a presence of dynamic interpretation. Teachers in the study used both of these discourses of silence to call forth particular aspects of their classrooms that would otherwise remain hidden to an outside observer, which is further analyzed through one teacher’s use of discourses of silence to add layers of meaning to a one-minute excerpt from a class discussion about Edgar Allan Poe's “The Masque of the Red Death.” These findings are complemented by a critical analysis of silencing in the class discussion, arguing close reading interpretive practices as applied to a canonized text contributed to the silencing of students’ backgrounds and knowledges. Implications of the study include using silence as a site of critical reflection in teacher education and theorizing silence, paradoxically, as (a) nonexistent and (b) a constant accompaniment to what is “sounded” in the classroom.

Key words Critical discourse analysis, classroom talk, teacher experience, silence, English language arts, reflection

Listening for silences: Discursive constructions of class within reflections of black male study abroad travelers from the USA

Ashley N.Patterson, The Pennsylvania State University, 165 Chambers, University Park, PA 16802, USA

Abstract This article features a critical discourse analysis of narratives gathered from Black men reflecting upon their travel experiences. Though the participants consistently referenced their race and gender through explicit mention and self-naming, ideas concerning the identity marker of class were most often communicated through silence characterized by imprecise, obfuscating language and indirect, euphemistic word choices. Using the tools of critical discourse studies, I explored the nature of these silences and the understandings they revealed in spite of being only indirectly spoken. The implications of this work are both conceptual and applied in nature. Conceptually, the analysis offers a model for considering, grappling with and ultimately mobilizing a data corpus’ instances of silence. The insights gained about the self-understandings of this underrepresented subgroup of study abroad travelers provide helpful information for student affairs and international education practitioners seeking to attract and better serve Black male students.

Key words Silences, Critical discourse analysis, Race, Class, Gender, Study abroad

Examining silences in an English teacher inquiry group focused on critical conversations: A facilitator's reflexive analysis

Amy Vetter, University of North Carolina Greensboro, United States

Melissa Schieble, Hunter College CUNY, United States

Kahdeidra Monét Martin, Postdoctoral Fellow, Stanford Graduate School of Education, United States

Abstract Facilitating critical conversations includes helping students unpack dominant ideologies, interrupting stereotypes, creating a context for marginalized voices, and strategizing ways for taking action. Oftentimes, that means that teachers must recognize what silences are occurring, interpret why those silences are happening, and figure out the best moves to make to either interrupt or protect that silence. As facilitators of critical conversations with teachers, we explored the silences that occurred in a teacher inquiry group focused on improving the facilitation of such dialogue in high school English classrooms. Critical discourse analysis and reflexive analysis were used to examine transcripts from those inquiry discussions. Findings suggest that privileged and veiled silences circulated, and indirect silences disrupted, race-evasive discourses with a diverse group of teachers. Implications discuss how teachers and teacher educators can engage in reflexivity, specifically in relation to how they may inadvertently support white-centered discourse, to improve their facilitation of critical conversations by using an expanded notion of silence as a tool for critical discourse analysis.

Key words Silence, Critical discourse analysis, Critical conversations, Teacher inquiry groups

Meanings and metaphors: What do they tell us about silence?

Catherine Compton-Lilly, Available online 20 August 2021, Version of Record 27 March 2022.

Abstract  A special issue of a journal is like a room in a museum. It gathers together different specimens of a particular type of artifact. The room might be filled with Roman coins, fossils, pre-Raphaelite artwork, or mummies, but the museum does not attempt to present every example of a phenomenon. Instead, it presents multiple examples, inculcations, and applications. Walking into a museum gallery, one is presented with multiple views and perspectives embedded in particular renderings. I believe that our special issue can be viewed as a gallery of empirical explorations and theoretical renderings of silence.

I intentionally invoke the metaphor of museum as I apply meta-ethnographic methods to explore and discuss the articles presented in this special issue. Meta-ethnography uses metaphors as linguistic tools to explore meanings operating within ethnographic research (Noblit & Hare, 1988), allowing me to explore, albeit as a discussant rather than an investigator, meanings across this set of articles. While there are many ways to respond to articles in a special issue or a journal, I chose meta-ethnography as an organizing framework because it allows me to think with the authors and dig beneath individual texts to explore and compare how scholars conceptualize and operationalize silence. This article extensively references words and phrases used in other articles featured in this special issue of Linguistics and Education. Unless otherwise indicated, the quotes included in this article are from other articles in this same special issue. Please note that page numbers were not available for citation purposes due to the publication timeline.

School-positive practices outside the classroom

Astrid Ag, Postdoctoral researcher at the Department of Nordic Studies and Linguistics, University of Copenhagen

Abstract This article focuses on the uses of and interactions about popular culture and social media in order to examine school-positive practices and social identification. Through analysis of various kinds of interactional data, I argue that the focal participant of the study is not identified as the widely recognizable social type “nerd” despite her performance of practices associated with such a social position. I investigate practices taking place outside the classroom and show how a focus solely on students’ interactions inside a classroom will not always provide an adequate portrait of students’ affiliations with school and of their learning potential. The study also provides evidence that social media and popular cultural practices can facilitate school-positive practices and educational agendas and can therefore advantageously be embraced in school.

Key words School, Leisure time, Social media, Popular culture, Social identification, Normativity

Designing knowledge construction in pre-service teachers’ collaborative planning talk

Eija Aalto, Sanna Mustonen, Department of Teacher Education, University of Jyväskylä, Jyväskylä, P. O. Box 3540014, Finland

Abstract In this paper, we report on a qualitative study of student teachers’ collaboration in planning and implementing a course that integrated physics and the Finnish language. Audio-recorded planning sessions and interviews were examined using qualitative content analysis, first, to discover what kind of space for knowledge construction student teachers designed for learners and, second, to identify the characteristics of their collaboration in developing a new cross-disciplinary pedagogical practice. The analysis revealed challenges in integrating meaning-making resources for knowledge construction; especially the role of language remained mostly invisible. This indicates a need to develop teachable strategies of translanguaging. Student teachers' varied forms of academic knowledge were interpreted as a resource for their collaboration across disciplines. Consequences for teacher education were acknowledged: supervision is needed to make the collaborative process visible and more profoundly conceptualized. More studies on the phases of the collaboration are needed.

Key words multimodal meaning-making resources, knowledge construction, translanguaging, collaboration, pre-service teachers, teacher education

“Be a better version of you!”: A corpus-driven critical discourse analysis of MOOC platforms' marketing communication

Hülya Misir, Cappadocia University, Mustafapaşa Campus, Yeni, 50420 Ürgüp/Nevşehir, Turkey

HaleIşik-Güler, Middle East Technical University, Üniversiteler, Dumlupınar Blv. 1/6 D:133, Çankaya, Ankara 06800, Turkey

Abstract This study examines the representation, reconstruction, and promotion of the 'ideal subject' of the job market in the promotional materials of the online/life-long learning platforms known as Massive Open Online Courses (MOOCs). We take a corpus-driven critical discourse analysis to investigate the marketing language in the subscription e-mails and websites of six English-medium MOOC platforms. The analysis shows that the platforms use an array of promotional persuasion strategies, including advice-giving, autonomization and responsibilization of individuals and reinforce a self-betterment discourse to create marketable employees. Through the use of a distinct blend of higher education, marketing, and self-help discourses, the skills-oriented language explicitly references job insecurity and urges the individual to (re)build oneself tirelessly to remain demandable/marketable, neglecting an intellectual advancement angle. This ideology legitimizes the neoliberal demands for the enterprising-self and employability and feeds into one's fear of failure, ranking individuals in the society based on a value-adding/detracting practice.

Key words Massive Open Online Courses, Enterprising-self, Higher education discourse, Job market discourse, Self-help discourse, Corpus-driven critical discourse analysis

Translanguaging practices in the EFL classroom - the Polish context

Paweł Sobkowiak, Faculty of Law and Administration, Adam Mickiewicz University, Poznań, Poland

Abstract This paper reflects on classroom observations and focus group interviews with teachers to explore translanguaging by teachers and students in the Polish educational context. This qualitative research aimed at investigating teachers’ attitudes toward intertwining the L1 and L2 and other semiotic resources in the English as a foreign language (EFL) classroom and attempted to determine to what extent translanguaging practices are implemented. To this end, the question was addressed whether teachers encouraged students to leverage their fluid, entire linguistic resources and other modalities to convey more information and get engaged in a range of tasks and activities. The collected data revealed that the teachers declared giving priority to the exclusive use of English in the classroom, but, in practice, expressed a pragmatic orientation toward the L1 deployment. Albeit the teachers reported to accept students’ recourse to students’ mother tongue, considering it a support and scaffold for more effective learning, shuttling between languages, in their own view, was not a daily classroom routine. In the same vein, the study participants did not position their students as emergent bilinguals, nor did they intentionally hardwire flexible bilingual pedagogy into their teaching. Both the L1 and L2, employed to a various extent depending on students’ proficiency of English, were regarded as separate entities. The very few examples of translanguaging discussed in the paper were unmarked and produced mostly by students spontaneously.

Key words Translanguaging, Bilingual repertoires, Foreign language education

“Everybody has to be with everybody”: Languaging relational and intellectual work with multilingual learners in a science class community

Kongji Qin, New York University, Department of Teaching and Learning, 239 Greene Street, 422 East Building, New York, NY 10003, United States

Faythe Beauchemin, University of Arkansas, Department of Curriculum and Instruction, 763 W. Maple Street, Fayetteville, AR 72701, United States

Abstract Research has long underscored the centrality of relationships in education. In this article, we explore how relations are constituted through moment-to-moment classroom talk in one U.S. multilingual science classroom. Drawing on the theory of languaging relations, we explore how the teacher and his students collaboratively languaged relationships during classroom interaction. Through discourse analyses of interactional and interview data, we illustrate that the teacher languaged a fun, caring relationship with and among students through creating opportunities for humor, translanguaging care and critical love, and valuing students’ epistemic rights. The emotional, relationally engaging classroom talk created ways of being together that sustained the students’ learning of science content. Instead of viewing relationships shaping classroom interaction, we argue for a theorization of relationships as constituted through languaging, and classroom intellectual work as intertwined with relational encounters. We conclude the article with discussion of the implications of this theorization for research and practice.

Key words Relational pedagogy, Languaging relations, Science classroom discourse study Humor, Translanguaging care, Multilingual learners

Going beyond the post-observation's interactional agenda: The observers’ references to their practices and pedagogical understandings

Pınar Topal, Department of Foreign Language Education, Faculty of Education, Middle East Technical University, Ankara, Turkey

Nur Yiğitoğlu Aptoula, Department of Foreign Language Education, Faculty of Education, Bogazici University, Istanbul, Turkey

Abstract The recent proliferation of studies on the language of reflection unveiled post-observation conferences (POC) as an essential setting in teachers’ professional development. As the studies on these conferences have mainly focused on pre-service settings, research on in-service context where the peers are the providers of feedback remains limited. In an attempt to address this gap, this study micro-analyzes the video recordings of 14 in-service POC sessions at an English preparatory school with the theoretical and methodological tenets of conversation analysis. The findings reveal that reflective accounts are not limited to the observed, but generated by observers, too. Observing peers’ references to their past teaching events are found to function both as an interactional tool for the mitigation of critiques and as a tool for doing reflection in talk-in-interaction. The findings are conducive to the conversation analytic literature on language of reflection and expand the potential affordances of post-observation interactions.

Key words Post-observation conference, Feedback interaction, Teacher education, Conversation analysis, Professional development

Peer involvement in dealing with teacher's insufficient response to student initiatives

Merve Bozbıyık, Department of Foreign Language Education, Faculty of Education, Middle East Technical University, Ankara 06800, Turkey

Nilüfer Can Daşkın, Department of Foreign Language Education, Faculty of Education, Hacettepe University, Block B, Ankara 06800, Turkey

Abstract In this study, we examine instances of peer involvement in L2 classroom interaction when student initiatives receive an observably insufficient teacher response. The data for this study consists of video-recordings of an EFL classroom in higher education. Using Conversation Analysis (CA), this study shows that peers get involved in and extend student-initiated sequences (1) to provide a response to student initiatives that receive the teacher’s display of lack of knowledge and (2) to offer support in challenging a teacher response to student initiatives. In this way, peers contribute to resolving emergent knowledge-related troubles in teacher responses. Such peer involvement is found to create learning opportunities not only for the students but also for the teacher by changing the epistemic asymmetry and participation framework in the classroom. The analysis reflects the dynamics of classroom interaction and provides implications for our understanding of peer roles in whole-class interactions.

Key words Peer involvement, Student initiative, L2 classroom interaction, Conversation analysis

Homework in a bi-national family: The mobilisation of others in resolving language-related epistemic issues

Tim Roberts, Department of Language, Literature and Intercultural Studies, Karlstad University, Karlstad, Sweden

Abstract This study adopts a conversation analytic approach to present a close analysis of the sequential organisation of a parent-child homework activity in a Swedish-English bi-national family. Families formed within migration contexts are increasingly common in an ever-globalised world, but current research has not fully investigated how parent-child homework practices are affected by parents who possess differing levels of expertise in the societal language. This article examines a number of episodes where the progressivity of a homework activity is halted due to language-related epistemic issues. More specifically, these halts in progressivity are caused due to the homework tasks being written in Swedish in combination with the English mother's lack of language expertise in Swedish. The episodes exemplify how these epistemic deadlocks are resolved through the mobilisation of a more knowledgeable party, the Swedish father, who orients to translation as a trouble resolution tool which facilitates epistemic progression and the progressivity of the homework activity.

Key words bilingualism, conversation analysis, epistemics, homework, Sweden

Word sketches of descriptive modifiers in children's short stories for teacher training in teaching English as a foreign language

Belén Labrador, Departamento de Filología Moderna, Facultad de Filosofía y Letras, University of León, Campus de Vegazana, 24071, Spain

Abstract Stories have proved to be an important didactic resource in language teaching; therefore, teacher trainees are often encouraged to design story-based tasks. However, they may find difficulties in identifying the language typically found in children's stories. For this reason, the present paper aims at exploring a relevant feature of this genre, descriptive modifiers, in order to raise student teachers’ genre awareness and prompt them to use high-frequency words and phrases. In this corpus-based study, a number of key elements were first identified, then classified, and finally, their occurrences were analyzed to obtain patterns in their grammatical behavior and an inventory of their most common collocates. SketchEngine was used both to compile the corpus and to retrieve word sketches of each modifier. Gaining more insight into the language of stories can contribute to helping teacher trainees to perceive characteristic language in children-oriented text types and to develop their own storytelling abilities.

Key words Word sketches, Descriptive modifiers, Children's stories, Corpus, Young English language learners, Genre

(Mis)Guided interpersonal deictic choices in primary school writing under language assessment

Mafalda Mendes, Center for the Study of General and Applied Linguistics, Coimbra Portugal

Mário Martins, Federal Rural University of Semiarid Region, Rio Grande do Norte Brazil

Abstract This paper aims to present a research on modal and temporal deictic choices in texts written by 4th graders under the 2008 National Assessment of Portuguese Language, conducted by the Ministry of Education of Portugal. These texts were produced as a response to a writing task under the title “If I were one… for a day”, which guided students towards writing hypothetical narratives. In the specialized literature on language development of school-age children and adolescents, linguistic constructions of hypothetical referential meanings are described as an indicator of late writing development, achieved in the final years of schooling. This study is based on the systemic-functional linguistics principles on language as a socio-semiotic system for the realization of the socio-semiotic system of culture. Portuguese descriptive grammars are used to describe the verbal system of the Portuguese language. The corpus consists of 50 texts, on which information about verbal morphology and deictic choices were annotated. Results point to different patterns of deictic choices in the students’ texts, ranging from texts entirely constructed with temporal deixis; texts entirely constructed with modal deixis; and texts with mixed patterns of both deictic choices. Such results suggest that writing hypothetical narratives does not seem to fit the meaning potential developed by 4th grade children. This may be explained not by the lack of lexicogrammatical resources, but by children's unfamiliarity with the kind of socio-semiotic activity requested in the task, which cannot be recoverable from social writing situations in primary school literacy contexts.

Key words Interpersonal deictic choices, Hypothetical meanings, Primary school writing, Writing assessment

Gatekeeping EpiSTEMic territories: Disciplinary requirements in Engineering and Natural Sciences undergraduate admissions interviews at the University of Cambridge

Daniel Weston, Room 7.50, 7/F Run Run Shaw Tower, School of English, Centennial Campus, Pok Fu Lam, University of Hong Kong, Hong Kong

Abstract  This article explores the gatekeeping practices involved in undergraduate admissions interviews comprising two “STEM” disciplines, Engineering and the Natural Sciences, at the University of Cambridge. It finds that the processes of inclusion and exclusion are not, unlike other gatekeeping encounters, determined primarily by rhetorical modes of self-presentation. They are instead determined by candidates’ ability to engage with and complete a series of problem sets that embed the discipline-specific epistemic and interactional requirements that comprise each discipline's “epistemic territory” (Heritage 2013). How candidates accomplish this goal is explored in each of the relevant disciplines, and contrasted with the requirements of non-STEM admissions interviews.

 key words Gatekeeping, University of Cambridge under     

 graduate admissions interviews, STEM disciplines, Epistemics, 

  Interactional sociolinguistics

“What do you think?” How interaction unfolds following opinion-seeking questions and implications for encouraging subjectification in education

Johannavan Balen, University of Groningen, Center for Language and Cognition, Oude kijk in ‘t Jatstraat 26, Groningen 9712 EK, the Netherland; NHL Stenden Hogeschool, University of Applied Sciences, Rengerslaan 10, Leeuwarden 8917 DD, the Netherland

Myrte N.Gosen, University of Groningen, Center for Language and Cognition, Oude kijk in ‘t Jatstraat 26, Groningen 9712 EK, the Netherland

Siebrichde Vries, University of Groningen, Center for Language and Cognition, Oude kijk in ‘t Jatstraat 26, Groningen 9712 EK, the Netherland; NHL Stenden Hogeschool, University of Applied Sciences, Rengerslaan 10, Leeuwarden 8917 DD, the Netherland

Tom Koole, University of Groningen, Center for Language and Cognition, Oude kijk in ‘t Jatstraat 26, Groningen 9712 EK, the Netherland; Health Communication Research Unit, University of the Witwatersrand, Johannesburg, South Africa

Abstract This study investigates how classroom interaction unfolds following an opinion-seeking question asked by teachers or students. By using conversation analysis as a research method, the authors found that to an opinion-seeking question the preferred response of a student is to express an opinion as if it originated from their own thoughts. These responses are often followed by a non-minimal follow-up by both teachers and peers. We illustrate that the non-minimal follow-ups are formulated in two different ways: generic or specific, whereby a specific non-minimal follow-up appears to offer the best opportunity for subjectification. Subjectification is about the existence of the student as subject of his own life. If a student provides a specific non-minimal follow-up, the student expresses himself as a subject, with his own thoughts and a unique voice, which appears to prompt a dialogue in which fellow participants are also invited to express themselves.

Key words Classroom interaction, Subjectification, Opinions, Follow-up, Conversation analysis

Linguistically responsive teaching: A requirement for Finnish primary school teachers

Leena Maria Heikkola, Åbo Akademi University, Tehtaankatu 2, Turku 20500, Finland; Center for Multilingualism in Society Across the Lifespan (MultiLing), University of Oslo, Norway

Jenni Alisaari, University of Turku, Assistentinkatu 5, 20014, Finland

Heli Vigrenc, University of Turku, Assistentinkatu 5, 20014, Finland

Nancy Commins, University of Turku, Assistentinkatu 5, 20014, Finland

Abstract We investigated Finnish primary school teachers’ understandings of processes of language learning, their reported linguistically responsive practices, their reported professional learning needs, and the links between these. The teachers (n = 246) responded to an online survey. Frequencies, possible links between the teachers’ background factors and their understandings and reported practices (one-way analysis of variance) and possible correlations between teachers’ understandings, reported practices and personal learning needs were investigated. Respondents had a solid understanding regarding the investigated language learning processes and reported using additional semiotic scaffolding practices, such as visual cues, most often. Over half of the respondents reported needing more information about their students’ backgrounds, experiences, and skills. The teachers with the highest levels of understanding reported using linguistically responsive practices the most and also sought the most professional learning. However, most Finnish primary school teachers would benefit from both theoretical and practical training in linguistically responsive pedagogy.

Key words Primary school teachers, Linguistically responsive teaching, Language learning, Teaching practices, Professional learning

Written metalinguistic reflections of 4th graders on scientific explanations: A bridge between conceptual, discursive, and lexicogrammatical dimensions

Evelyn Hugo, Alejandra Meneses, Facultad de Educación, Pontificia Universidad Católica de Chile, Av. Vicuña Mackenna 4860, Macul, Santiago, RM, 7820436, Chile.

Abstract Writing disciplinary texts is difficult for upper-elementary students, but it is a core practice for subject learning. A dimension under-explored in disciplinary writing contexts is metalinguistic reflection; however, this could help students attend to the different dimensions of writing, building bridges between them. This study characterizes the metalinguistic reflections of 96 monolingual Spanish-speaking 4th graders on the school scientific explanations genre throughout a pedagogical intervention. It also explores relations between metalinguistic reflections and scientific explanations written by two students. The results showed that the students’ reflections changed throughout the learning sequence, since at the beginning, they mainly focused on conceptual aspects, while at the end, they also incorporated discursive notions. The case analysis highlights relations between reflections that integrate multidimensional writing dimensions and high scientific explanation performance. More research is required to understand the relations between the different dimensions of metalinguistic reflection —conceptual, discursive, and lexicogrammatical— and the quality of written texts.

Key words Metalinguistic reflection, Scientific explanations, Disciplinary writing

Multimodality in the English language classroom: A systematic review of literature

Fei Victor Lim, Weimin Toh, Thi Thu Ha Nguyen, National Institute of Education, Nanyang Technological University, 1 Nanyang Walk, Singapore 637616, Singapore

Abstract A number of systematic reviews on multimodal pedagogies in English language classrooms were conducted from the 1990s to early 2010s. However, there is no recent review examining the thematic issues related to multimodal pedagogies in the English language classroom. This systematic review addresses this gap by examining research articles published from 2010 to 2021 on multimodal pedagogies in the primary and secondary English language classrooms. A qualitative thematic analysis of 98 articles gathered from the search uncovered five common themes including engagement with multimodal texts from students’ lifeworld, the use of critical, creative and culturally responsive multimodal pedagogies, explicit teaching of multimodal literacy, affect in multimodal learning, and concerns over multimodal assessment. The article discusses these themes in relation to the thematic findings of existing review studies with the same focus of multimodality in the English language classroom, and proposes directions for future research.

Key words Multimodality, Multimodal pedagogies, Multimodal literacy, Systematic review, Qualitative thematic analysis, English language classroom

“I think they're Hispanic”: Agency and meaning-making in Latinx students’ discussions about text

María José Aragón, Department of Education Studies, UC San Diego, 9500 Gilman Drive, La Jolla, CA 92093-0070, USA

Abstract This article presents an interactional analysis of peer discussions among Latinx bilinguals during “close reading” activities. The analysis draws from a larger ethnographic study which documented language and literacy practices in a sixth-grade classroom. Findings suggest that students were strategic and intentional in employing a variety of meaning-making practices, which allowed them to interpret and reframe the narrative presented in an academic text to make it relevant to their lived experiences inside and outside the classroom. Students’ linguistic practices challenge how close textual analysis is conceptualized in the Common Core State Standards and have implications for how bilinguals’ analytical skills and unique perspectives can be leveraged to support their critical engagement with texts.

Key words Bilingualism, Emergent bilinguals, Literacy, Close reading, Discourse analysis

Personas of plagiarism: The construction of the ‘plagiarist’ in Australian university subreddits

Daniel W.J.Anson, Academic Literacies Unit, Macquarie University, NSW, Australia

Abstract  Plagiarism is a central concern of universities, students, and researchers. Despite this, investigations into student perspectives of plagiarism remain relatively rare in the literature. This paper draws on Systemic Functional Linguistics to analyze the language used to describe “the plagiarist” in Australian university subreddit discussions. The findings reveal that the plagiarist is consistently construed as a criminal, and that this categorization could be further analyzed into specific sub-types, or personas. Implications for pedagogy include the need to carefully consider responses to plagiarism against the different personas. Implications for theory and research include the potential for dialogue between Linguistics, Education, and Criminology in order to further explore the connection between the plagiarist and the criminal.

Children's discussions about texts: Integrating and evaluating practices

Maaike Pulles, NHL Stenden University of Applied Sciences, Rengerslaan 10, P.O. Box 1080, 8900 CB Leeuwarden, the Netherlands;University of Groningen, Faculty of Arts, P.O. Box 716, 9700 AS Groningen, the Netherlands

Jan Berenst, NHL Stenden University of Applied Sciences, Rengerslaan 10, P.O. Box 1080, 8900 CB Leeuwarden, the Netherlands

Keesde Glopper, University of Groningen, Faculty of Arts, P.O. Box 716, 9700 AS Groningen, the Netherlands

Tom Koole, University of Groningen, Faculty of Arts, P.O. Box 716, 9700 AS Groningen, the Netherlands; University of the Witwatersrand, School of Human and Community Development, Johannesburg, South Africa

Abstract This paper examines how primary school students discuss deeper comprehension and evaluation of text, while involved in dialogic reading in the context of inquiry learning. It takes a conversation analytic perspective on reading for understanding and critical reading. Analysis of the conversational details of peer talk, revealed how students collaboratively construct deeper meaning of text and take a more critical stance toward the text by means of integrating and evaluating actions. We found that how students understand and interpret the text, is reflected in different types of integrating practices they use: comparing text components with previous knowledge, giving additional information, applying information from the text to the present interactional situation. Evaluating practices, on the other hand, are also based on integrating actions, but they display an explicit critical stance to the text as well

Key words Dialogic reading, Peer interaction, Primary education, Reading comprehension, Critical reading, Conversation analysis

Language visibility in multilingual schools: An empirical study of schoolscapes from India

Samrat Bisai, Ramakrishna Mission Brahmananda College of Education, Rahara, Kolkata - 700118

Smriti Singh, Department of Humanities and Social Sciences, Indian Institute of Technology Patna, Bihar, 801106 India

Abstract Studies of schoolscapes explore the material environment of schools where both images and text intermingle with each other to produce and transform language ideologies (Brown, 2012). This paper discusses various issues and complexities of material culture i.e., visual images, symbols, and material artifacts present in schools, which Brown (2012) describes as "schoolscapes". It uses schoolscape to explore the status of minority languages in multilingual schools and the teachers' attitudes towards those languages. The data were collected from eleven primary schools in Jhargram and Paschim Medinipur districts of West Bengal, India, by using the diversity sampling or heterogeneity sampling method. The study shows the dominance of majority languages over minority languages in the schoolscape . The study also solicits teachers' and students' attitudes towards minority languages. Both teachers and students demonstrate negative attitudes towards minority languages.

Key words Schoolscape, Multilingualism, Minority language, Teachers' attitude

‘Doing being an expert’: A conversation analysis of expertise enactments in experience discussions in medical education

Marijevan Braak, Department of General Practice, Erasmus Medical Centre, Rotterdam, the Netherlands

Mike Huiskes, Discourse and Communication, Rijksuniversiteit Groningen, the Netherlands

Abstract Traditionally, medical experts are key actors in the socialization of future doctors. In this paper, we focus on how medical teachers and residents enact for the teachers the institutionally provided identity of ‘expert’, and how that enactment contributes to the socialization of medical professionals. Using Conversation Analysis, we analyze a collection of instances where teachers ‘do being an expert’ in group discussions about experiences from practice in the context of Dutch postgraduate training of General Practitioners. We show how enactment of expertise is an interactional accomplishment. Participants enact expertise in two sequential contexts, which are consequential for the interactional function of the displays of expertise and contribute to socialization in various ways. Theoretically, this detailed description of contributes to our understanding expertise in educational context. The practical suggestions derived from the analyses can contribute to training of future medical professionals in a variety of educational contexts.

Key words ‘Doing being an expert’, Expert identity, Professional socialization, Medical education, Conversation analysis

Teacher candidates’ ideological tensions and covert metaphors about Syrian refugees in Turkey: Critical discourse analysis of telecollaboration

John Turnbull, University of Texas at San Antonio, 7207 Snowden Rd. Apt. #1007 San Antonio, TX 78240, USA

Bedrettin Yazan, University of Texas at San Antonio, 1681 River Rd. Apt. # 3315 Boerne, TX 78006, USA

Sedat Akayoglu, Bolu Abant Izzet Baysal University, BAİBÜ Gölköy Yerleşkesi, 14030 Merkez, Bolu, Turkey

Baburhan Uzum, Sam Houston State University, 9989 Hyacinth Way, Conroe, TX 77385, USA

Latisha Mary, University of Strasbourg, France, 5 Rue Monseigneur Schoepfer, 68920 WETTOLSHEIM, France

Abstract This study draws data from an asynchronous discussion to which teacher candidates (TCs) from France, Turkey, and USA contributed as part of their participation in a semester-long telecollaboration in 2017. The analysis focused on the contributions of TCs (n=34) from Turkey and explored how they represented Syrian refugees in their responses to a question about refugees and immigration in their country. Using critical discourse analysis, the study examined metaphorical expressions in participants’ representation of Syrian refugees in Turkey. Findings present six metaphorical constellations about Turkey's acceptance of refugees fleeing the Syrian war and these metaphors involve three ideological tensions that were dominant in TCs’ discourse: (a) similarity and togetherness/difference and separation, (b) gift/scarcity, (c) openness and bridging/spreading and disruption. The paper discusses these tensions in relation to the earlier research on the use of metaphors in discourses about immigrants and provides implications for educating teachers to work with refugee children.

Key words Teacher candidates, Telecollaboration, Metaphors, Ideological tensions, Syrian refugees, Turkey

Undergraduate thesis supervisory conference: Academic discourse socialisation multiple-case study

Kiyomi Yamada, School of Humanities, Arts and Social Sciences, University of New England, Armidale, New South Wales 2351, Australia

Abstract It is widely understood that research experience is important for university graduates. Japanese undergraduates in Arts/Humanities are commonly required to conduct research and write a thesis. Adopting academic language socialization (Duff, 2010) as a theoretical and analytical approach and the triangulation of multiple data sources, this multiple-case study examines the processes of two Japanese undergraduate students' socialization into the thesis genre with focus on face-to-face supervisory conferences and oral feedback. Findings revealed that the supervisors mostly dominated the conferences and frequently gave disapproval feedback and reinforcement. However, they employed some mitigation strategies to soften the critical nature of their feedback. The students favourably and constructively accepted their supervisors' feedback. The student who established a closer relationship with his supervisor, had more academic and social interactions with both his supervisor and peers and received more academic and affective support appeared to be socialized into the undergraduate thesis writing more comfortably.

Key words Academic discourse socialization, Undergraduate thesis, Supervisory conference, Oral feedback, Mitigation strategies

Transforming habitus and recalibrating capital: University students’ experiences in online learning and communication during the COVID-19 pandemic

Mingyue Michelle Gu, Corey Fanglei Huang, Department of English Language Education, The Education University of Hong Kong, China

Abstract  The COVID-19 pandemic has brought various challenges to the education domain globally. This study examines how a group of non-local university students studying at EMI universities in Hong Kong adjusted to the dominant online mode of learning and communication based on their lived experiences in learning and intercultural social networking during the pandemic. Employing the theory of digital literacies and Bourdieu's concepts of habitus and capital, we show how students expanded, redeveloped and transferred existing awareness, knowledge, competences and practices to engage in a range of digitally mediated academic and social activities in this condition. We conclude by discussing how the findings may inform refinement or readjustment of digitalized/zing international higher education.

Key words Online learning, Digital communication, Habitus, Capital, Higher education

“Can we stop cleaning the house and make some food, Mum?”: A critical investigation of gender representation in China's English textbooks

Luoxiangyu Zhang, YiZhang, Rongnan Cao, Department of Applied Linguistics, Xi'an Jiaotong-Liverpool University, Suzhou, China

Abstract his study offers a critical investigation of gender representation in China's English textbooks to examine potential gender bias. We analyzed a series of middle school English textbooks in Jiangsu Province to examine the feminine-masculine pronouns ratio, occupational/social roles and activities associated with people of different gender. Approximately balanced occurrences of feminine and masculine pronouns were identified in the corpus, suggesting rising gender-fair awareness. We further scrutinized the gender roles and activities by coding all female and male characters’ occupational/social roles and identifying associated activities thematically. We observed that gender disparity is still pervasive as females were frequently assigned with familial relationships and engaged in less physically-demanding activities, whereas males were portrayed in wider social roles and frequently depicted in sport-related activities. Thus, we suggest a critical approach both in identifying and subverting gender stereotypes in textbook design.

Key words China, English textbooks, Equality, Gender, Stereotypes

Classroom norms as resources: Deontic rule formulations and children's local enactment of authority in the peer group

Nicola Nasi, University of Bologna, Postal address: Via Filippo Re 6, Bologna 40126, Italy

Abstract The paper explores children's peer co-construction and negotiation of classroom norms, focusing on rule formulations as a resource to assume an authoritative position in the group hierarchy. Drawing from a larger ethnographic research documented with video recordings in two primary schools in northern Italy, this study adopts a CA-informed approach to analyze children's situated deployment of rules (here, rules regarding academic tasks) after peers’ behavior that is deemed inappropriate. As the analysis illustrates, children formulate ethical and procedural rules with the deontic modality (must, i.e. the Italian dovere) in order to a) sanction peers’ previous conduct and/or b) account for a previous action that has been problematized. In the discussion it is argued that such practices are relevant to children's socialization to expected ways of behaving in the classroom and to the local negotiation of authoritative positions and valued identities within the peer group.

Key words Peer socialization, Rule formulations, Authority, Deontics, Classroom interaction, Conversation analysis

Transworlding and translanguaging: Negotiating and resisting monoglossic language ideologies, policies, and pedagogies

Jill Koyama, Arizona State University, United States

Julie Kasper, University of Arizona, United States

Abstract Many resettled refugees speak multiple languages, yet they are often identified primarily as English Learners in US schools, where they are placed in English language development classes driven by monoglossic language ideologies that are incongruent with the refugees’ multicultural and multilingual lives. Drawing on data collected in an 18-month ethnographically-informed case study in the language-restrictive, monoglossic context of Arizona public schools, we explore the transnational, translanguaging, and transworlding behaviors of refugee students. We focus on refugee students from Somalia, Democratic Republic of Congo, and Bhutan, the three countries from which the majority of refugees resettled in Arizona came during our study. We demonstrate the ways in which their heteroglossic transworlding interacts with schools’ policies and teachers’ practices. Discussing the implications for policy and practice, we argue that transworlding pedagogies have the potential to create more inclusive, joyful, and equitable teaching and learning spaces for refugees in resettlement, displacement, and migration contexts.

Key words Language policy, Refugee education, Translanguaging, English learners, Pedagogy

Altruistic capital and refugee-background youth: Creating educational counter-stories and opportunities

Shawna Shapiro, Middlebury College, 17 Foster Street, Burlington, VT 05401, USA

Abstract This theory-based article argues that the theme of altruism should be a central focus of educational research and practice with refugee-background (RB) students and families. Echoing work by Rogers and Anderson (2019), I suggest that altruistic capital, as a form of community cultural wealth (CCW), can be part of counter-storytelling oriented in Critical Race Theory (CRT), which can challenge deficit-oriented “master narratives” about RB students. I draw on data from previously published research to illustrate the prevalence and power of altruistic capital in RB students’ lives. The analysis is structured according to three themes: Prosociality and Willingness to Sacrifice, Critical Awareness and Collective Advocacy, and Preparation for Altruistic Career Paths. After discussing pedagogical and curricular implications for each of these aspects of altruistic capital, I present a heuristic of questions that can guide educational policy, instructional practice, and future research with RB students and other marginalized groups.

Key words Forced migration, Refugee resettlement, Refugee students, Critical race theory, Asset, Cultural capital

Teaching students from refugee backgrounds: The link between language ideologies and policy appropriation

Eric Patrick Ambroso, Arizona State University, United States

Abstract In the United States, where the instruction of students from refugee backgrounds (SRBs) is generally guided by each state's language policy, English as a second language (ESL) teachers play an especially important role in SRBs’ educational experiences (Mthethwa-Sommers & Kisiara, 2015). Yet, while there is a scarcity of research on SRBs’ academic experiences (Koyama & Bakuza, 2017), even less has been written about teachers working with this student population (Roxas, 2011). In this year-long, ethnographic case study, I examine how teachers’ language ideologies shape their implementation of Structured English Immersion (SEI), the official language policy in the state of Arizona. I consider the experiences of teachers (n = 3) and SRBs (n = 32) in three different classrooms, which serve as the units of analysis. The participating SRBs, who made up at least 60% of the selected classrooms, came from a wide variety of home countries and spoke a combined 15 different home languages. Findings highlight the link between language ideologies and the implementation (or appropriation) of authorized language policy.

Key words Refugee education, Language ideologies, Language policy, Structured English immersion, Education in resettlement contexts

Exploring a linguistic orientation to facilitating refugee-background youth's meaning-making with texts: A self-study

Carrie Symons, Department of Teacher Education, Michigan State University, Office 308, 620 Farm Lane, Erickson Hall, East Lansing, MI 48824, USA

Yue Bian, School of Educational Studies, University of Washington Bothell, Box 358531, 18115 Campus Way NE, Bothell, WA 98011, USA

Abstract Multilingual refugee-background youth (RBY) in U.S. schools are often faced with the challenge of learning English, as the language of instruction, alongside content. Given that, in both formal and informal educational settings, content is usually text-based, teachers need to know how to facilitate multilingual RBY's meaning-making with a wide range of texts. To explore how teachers can leverage RBY's backgrounds and support their meaning-making and negotiation of written and multimodal texts, this self-study examined the first author's instructional practices and decision-making in a Reading Lab designed for RBY in a community-based summer camp. Collaborative inquiry and analyses yielded findings that illustrate the teacher's linguistic orientation to meaning-making, which centers the role of language and the learners themselves in dialogic engagement with texts.

Key words meaning-making, refugee-background youth, language and literacy development, instructional practices, community-based education, self-study

Teacher scaffolding and immersion language learning of refugee-background students in an elementary immersion classroom

Saem Heo, University of Minnesota

Abstract Scaffolding generally offers students intensive and temporary assistance until they become autonomous and independent in learning (Hammond & Gibbons, 2005). However, the importance of scaffolding in language immersion classrooms cannot wane even if students grow older, as students engage with more complicated subject content while learning an immersion language (Tedick & Lyster, 2020). In this qualitative study, I examined types of scaffolding that an elementary Korean immersion teacher used for her instruction in ways that supported her refugee-background (RB) students’ understanding of an immersion language, including content knowledge. Findings illustrate that the teacher provided RB students with a variety of verbal, procedural, and instructional scaffolding to promote their comprehension and language production, such as acting out shapes of vowels through body movement, while remaining attuned to their socioemotional learning. This study suggests that teachers serving young RB students in language classrooms need to provide scaffolding in multiple ways and attend to RB students’ socioemotional behavior and learning with non-judgmental attitudes and constructive approaches.

Key words Refugee-background students, Language immersion education, Teacher scaffolding, Immersion language learning, Learning through body movement

Support use in Chinese writers’ English argumentative models: Status and linguistic subjectivity

Peishan Chen, Dongguan Polytechnic, Guangdong, PR China

Huhua Ouyang, Guangdong University of Foreign Languages, Guangdong, PR China

Abstract The study investigates support use and its linguistic subjectivity in English argumentative models contributed by L1 Chinese and L1 English writers in the context of Chinese IELTS writing instruction from the perspective of writing as writer activity framed by Hunston's conceptualization of status. Through analysis in two datasets of 60 L2 and 60 L1 essays, the study has revealed seven statuses of support use including assessment, empathy interpretation, inference, cause-effect supposition, prediction, authoritative report, and fact. There is a contrast regarding linguistic subjectivity of support use in the two datasets. More subjective support statuses are found in the L2 essays, whereas objective support statuses are dominant in the L1 essays. Plausible factors including writing instruction and culture-specific communicative styles are discussed. The study has implications for L2 writing research and pedagogy.

Key words Support use, Status, Linguistic subjectivity, English argumentative models, L1 Chinese writers

Ideological becoming through study abroad: Multilingual Japanese students in Turkey

Işıl Erduyan, Faculty of Education, Department of Foreign Language Education, Boğaziçi University, Bebek, İstanbul 34342, Turkey

Emre Murat Bozer, Second Language Acquisition PhD Program, University of Wisconsin-Madison

Abstract Against the background of the current interest in identity in study abroad scholarship in applied linguistics, we focus in this paper on the case of non-Western students enrolled in study abroad programs based in non-Western countries. Drawing on face-to-face interviews with 25 multilingual Japanese undergraduates who studied in Turkey for a year and returned home 3–4 years ago as advanced speakers of Turkish, we problematize the Bakhtinian concept of ideological becoming that students experience as a result of their sojourn. More specifically, we investigate how ideological becoming is constructed across the three languages in the students’ repertoires that are in play in their study abroad experiences: Japanese, Turkish, and English. Our findings demonstrate that ideological becoming in the case of study abroad students concerns multiple languages in which students take active roles drawing on various timescales of their sojourn experience.

Key words Study abroad, Identity, Ideological becoming, Turkish, Japanese, Scales

Constructing identities of disability in narratives about high school

Josephine Cuda, Department of Teaching, Curriculum, and Society, Lynch School of Education and Human Development, Boston College, Boston College, Lynch School of Education and Human Development, Campion Hall, 2599 Beacon St., Chestnut Hill, MA 02467, USA

Abstract This article examines how autistic youth and youth with learning disabilities (LD) discursively position themselves within narratives telling of their high school experiences to construct identities of disability. Analysis of the narrative episodes of 12 participants revealed advocacy and associated traits of disability as two superordinate themes reflective of recounted experiences of disability. A microanalysis examined narratives at three levels, in accordance with Bamberg's model of positioning. Participants position themselves within, and outside of their narratives to mark themselves as protagonists in relation to school professionals, index levels of agency in achieving goals in high school, and near or distance themselves from certain behaviors and characteristics associated with membership to their disability – all to construct identities related to disability. Describing how autistic youth and youth with LD construct identities related to disability advances understanding within research as to how these marginalized groups build their relationships to disability.

Key words Autism spectrum disorder, Learning disabilities, Identity, Narrative analysis, Positioning, Indexicality

Navigating the German school system when being perceived as a student ‘with migration background’: Students’ perspectives on linguistic racism

Martina Oldani, Naomi Truan, University of Leipzig, Institut für Germanistik, Beethovensr. 15, 04107 Leipzig, Germany

Abstract  Standard language ideologies, as a construct characterizing presumably unmarked and stable ways of speaking or writing, pervade all aspects of social life, and schools make no exception. The classroom realities in Berlin, our field of investigation, remain fixed on idealized notions of (White) monolingual standard German. On the basis of eight interviews with multilingual women aged 16–23 who speak German and Turkish, we show how young women who are constructed as having a ‘migration background’ partially align with, but also challenge, teachers’ expectations regarding their use of German. Specifically, we show that because of their perceived ethnicity, the interviewees are viewed as ‘having an accent’ or ‘using non-standard German’ across contexts. Based on these findings, we argue for a renewed focus on addressivity. Following Flores and Rosa (2015), we propose that in order to value heteroglossic repertoires, a shift from the speakers to the addressees needs to take place.

 key words Standard language ideology, Interviews, Berlin  schools, Heteroglossic repertoires, Migration, Multilingualism, 

Ethnicity, Race, Accent, Linguistic racism

Linguistic Othering and “knowledge deserts”: Perspectives on Arabic use in linguistically diverse Islamic institutions

Shyla Gonzalez-Dogan, Arizona State University, United States

Abstract Linguistic capital is context-specific: the power of a language in one context changes in another. While English might be the language of highest linguistic capital in many settings in “Western” countries, that trend can shift when in a different linguistic context. This is the case for Islamic institutions in the “West” and how Arabic use is oftentimes perceived by non-Arabic speakers. This article examines views on Arabic use by attendees of three linguistically diverse Islamic institutional settings through the responses provided by 15 members of the Islamic community in one city in the U.S. Qualitative data was collected over a period of two years using semi-structured interviews. This work draws attention to three primary findings: 1) Arabic maintains linguistic capital within Islamic institutional spaces, 2) “linguistic othering” (Jaspal and Coyle, 2010) occurs in Islamic institutional settings and can have a significant effect on the way that attendees view their relationship to the institution, and 3) education and teaching methods can contribute to linguistic marginalization in Islamic education spaces. The subsequent sense of isolation can lead to decreased institutional attendance and may have a significant negative impact on the identity of institutional attendees. The conclusion of this paper offers recommendations on how Arabic can be incorporated into Islamic spaces without it being a source of alienation through the method of translanguaging.

Key words Linguistic capital, Linguistic othering, Language teaching, Arabic, Equity in education, Islamic School, Islamic Institution, Translanguaging

Target-like and non-target-like conjunctive relations in L2 Swedish beginner writing

Eva Lindström, Linköping University, Department of Culture and Society (IKOS), SE-581 83 Linköping, Sweden

Dorota Lubińska, Stockholm University, Department of Teaching and Learning, SE-106 91 Stockholm, Sweden

Abstract The purpose of this paper is to explore conjunctive relations in recounts written by adult L2 Swedish beginners with a wealth of language learning experience as well as advanced literacy. Conjunctive relations were analyzed based on the following analytical categories: additive, temporal, comparative, causal, generally subordinating ‘att’ (that), and non-target-like. The principal results show the dominating category to be the additive. More unexpected was the relatively high proportion of comparative conjunctive relations, often associated with more advanced L2 levels. Relative to previous studies, the number of non-target-like conjunctives was small. Our major conclusion is that temporal conjunctives are challenging to these learners, who show a tendency to activate their L2 English rather than their L1 when learning and using an additional language. Further, participants with advanced literacy in prior languages might be underestimated regarding their ability to use conjunctives in beginner writing in additional languages.

Key words Swedish as a second language, Second language acquisition, Conjunction, Second language writing, Crosslinguistic influence, Error analysis

Beyond individual language brokering: Family literacy brokering

Narges Ghandchi, Aarhus University/Danish School of Education

Abstract Drawing on ethnographic data from everyday practices within an Afghan-origin family in Denmark, the present study takes a language brokering perspective to investigate literacy—doing things with texts. It shows that literacy is social, multilingual, multimodal, and imbued with attitudes, norms, and values. Additionally whereas several previous research concentrate on one youth or child language broker, the study illustrates that language brokering involves multiple parties and develops multidirectional interactions, particularly when the family is relatively newly arrived. Furthermore, focusing on literacy events provides insights into how discussing language within interactional settings may advance processes of learning and participation in social practices. Methodologically, the study applies a linguistic ethnographic approach and engages both emic and etic views to the family members’ negotiations of social and linguistic practices, identities, and relations.

Key words Textually-mediated communication, Multilingualism, Family brokering literacy, Afghan families in migration, Linguistic ethnography

Enacting relationships through dialogic storytelling

Erin Elizabeth Flynn, Associate Professor of Child, Youth, & Family Studies, Portland State University, United States

Abstract This study investigates the dialogic affordances of story circles, a small group storytelling activity, enacted in three lower socioeconomic status preschool classrooms. Results show that children employed a range of dialogic strategies from ideationally populating their stories with other children to negotiating participation and making evaluative appraisals of children's stories. Boys, in particular, engaged in a more pronounced co-constructive storytelling style as the children used stories to enact relationships through the discourse systems of ideation, negotiation, and appraisal. The children's storytelling reveals the importance of child-led, dialogic talk for supporting meaning making in early childhood education.

Key words Storytelling, Early childhood, Dialogic talk

Es un mal castellano cuando decimos ‘su’: Language instruction, raciolinguistic ideologies and study abroad in Peru

Devin Grammon, Department of Romance Languages, School of Global Studies and Languages, University of Oregon, Eugene, United States

Abstract This article explores how two Quechua language teachers negotiated and reproduced raciolinguistic ideologies in the classroom during a Spanish immersion study abroad program that focused on indigenous communities in Peru. Specifically, it examines the ways that they conveyed the sociolinguistic appropriateness of racialized “double-possessive” constructions from the local variety of Spanish to a cohort of U.S. undergraduate students in Cuzco. An analysis of ethnographic data reveals that both instructors drew learners’ attention to these constructions, depicted them as signs of an incompetent Quechua-speaking identity, and affirmed the normative appropriateness of racially-unmarked sociolinguistic variants within the host society. These findings suggest that racialized language attitudes can underlie the ways that learners are taught appropriate target language practices during study abroad. This study illustrates how language instructors and study abroad programs can foster racialized ideologies of language that students may internalize as part of their development of sociolinguistic competence.

Key words Sociolinguistic competence, Raciolinguistic ideologies, Morphosyntactic variation, Study abroad, Spanish, Quechua

Linguistics and Education Article Collection. Introduction: Tracing themes in the evolution of the academic language construct

Alison L.Bailey, School of Education & Information Studies, UCLA, Los Angeles, CA, USA

Louise C.Wilkinson, Syracuse University, School of Education, Syracuse, New York, NY, USA

Key words Academic language, Code-switching, Decontextualized language, Disciplinary discourse and literacy, Multilingual learners, Multi-semiotic, Raciolinguistics, Translanguaging

“I relate everything in my life to music”: How music pre-service teachers make sense of and envision using English language development standards

Scott E.Grapin, School of Education and Human Development, Department of Teaching and Learning, University of Miami, Merrick Building 319-E, Coral Gables, FL 33146, USA

Abstract Content area teachers need specialized knowledge about language to teach a growing population of multilingual learners (MLs). This includes knowledge of English language development standards and how they can be applied to classroom instruction in each teacher's content area. Traditionally, the preparation of pre-service teachers (PSTs) for teaching MLs has revolved around core content areas (e.g., science, math). However, MLs’ learning takes places across a range of settings in K-12 schools, including in non-core content areas (e.g., music, art). This study investigated how music PSTs made sense of language, as represented in the latest English language development standards in U.S. K-12 education, by making connections to music. It also investigated how PSTs envisioned using the standards in their future music classrooms with MLs. Findings highlight the need to adopt an asset-based view of non-core PSTs as bringing rich disciplinary knowledge and experiences to their preparation for teaching MLs.

Key words Pre-service teachers, Multilingual learners, English language development standards, Music education

Navigating tensions and asserting agency in language teacher identity: A case study of a graduate teaching assistant

W. Boden Robertson,The University of Alabama, College of Education, Department of Educational Research, 520 Colonial Drive, Tuscaloosa AL 35487, United States

Bedrettin Yazan, The University of Texas at San Antonio, College of Education and Human Development, Department of Bicultural-Bilingual Studies, One UTSA Circle, San Antonio, TX 78249, United States

Abstract This paper reports on a qualitative case study of an often-overlooked language teacher: The graduate teaching assistant (GTA). The study relies on the theoretical premise that teachers’ professional learning is a process of identity construction. During this process, teachers experience tensions as they are introduced to professional authoritative discourses (ADs) and negotiate internally persuasive discourses (IPDs). In the qualitative case study of Karina, a GTA at a US University (State University, henceforth), we address the research question: How did Karina navigate her identity tensions as a GTA in the German program at State University? Our findings detail the effect of authoritative discourses in the program, and a GTA's agency in developing her own IPD.

Key words Second Language Instruction, Higher Education, Teacher Identity, Qualitative Research, Tensions, Case Study

The impact of translanguaging-driven training on in-service EFL teachers: Complexity theory prism

Muhammet YaşarYüzlü, Zonguldak Bülent Ecevit University, Turkey

KenanDikilitaş, University of Stavanger, Norway

Abstract This study examines the impact of a translanguaging-driven in-service training on English as a Foreign Language (EFL) teachers’ professional identity re-construction. Grounded in complexity theory, the study is based on pre-, while- and post-training interviews with twelve teachers, their reflective journals, online discussions on LMS CANVAS, video-enhanced observations and the trainer first author's reflective journals. The data sets were analysed adopting grounded theory to induce emerging identities. It was found that each participating teacher developed one of three new identities: a) Translanguaging-Romanticised User, b) Translanguaging-Aware User, and c) Translanguaging-Inspired User. Implications for in-service teacher training are discussed.

Key words Translanguaging pedagogy, In-service teacher training, Teacher identity, EFL teachers, Complexity theory

Embodiment in action: Engaging with the doing and be(com)ing

Maverick Y.Zhang, University of Georgia, Athens, USA

Abstract Over the past two decades, embodiment has been seen as valuable in the field of language and literacy education. Drawing on a six-month long ethnographic case study conducted at an R1 university in the U.S., this paper examines how a range of embodied activities, as part of the shared and distinct material←→discursive itineraries (Barad, 2007; Scollon, 2008), were mediated into culturally and linguistically diverse students’ (pre-service teachers’) doing and be(com)ing across time and place. Data analysis includes a mediated approach and theory-informed thematic analysis of classroom discourse and two individual interviews with the students. Findings point to the affordances of using embodied activities to (1) support students from diverse backgrounds in (un)making sense of theories and practices in connection to their lived experiences and identifications, and (2) create critical and dialogic spaces for students to engage with and contest dominant discourses in both school context and society at large.

Key words Embodiment, Mediated discourse study, Multilingual-cultural education, Posthuman, Teacher education, Critical literacy

What made primary English education in Japan different from the global trend? A policy process analysis

Takunori Terasawa, Graduate School of Language, Communication, and Culture, Kwansei Gakuin University, 1-155 Uegahara-1-bancho, Nishinomiya, Hyogo 662-8501, Japan

Abstract This paper aims to examine the policy process of implementing English education in primary schools in Japan, focusing on two reforms: (1) the introduction of a mandatory subject in 2011, emphasising cross-cultural experiences (rather than English skill development) and (2) the introduction of English as a formal subject in 2020. The paper investigates the underlying reasons for these policy changes through the two policy-process theories: windows-of-opportunity theory and historical institutionalism. Analysis of governmental documents revealed that (1) the 2011 reform can be considered a consequence of the path dependence effect accelerated by a peculiar reform in the 1990s, and (2) the 2020 reform can be attributed to a change in the political power balance within the government, originating from the late 1980s. These findings indicate that even some globally orientated policies like English education reform can be determined by historical/political conditions that are largely characterised as domestic, rather than global.

Key words Japan, English language education policy, Policy document analysis, Globalisation, Windows-opportunity theory, Historical institutionalism

Representing transition experiences: A multimodal critical discourse analysis of young immigrants in children's literature

Xiaoyan Gu, Theresa Catalano, Department of Teaching, Learning & Teacher Education, University of Nebraska-Lincoln, Lincoln, NE, USA

Abstract  Because literature can serve as a mirror for children's self-reflection and a window into humanizing insights on immigrants and immigration, it can be a powerful educational tool to promote understanding of immigrant learner's experiences and needs. However, this has not always been the case. As such, informed by our theoretical framework of critical discourse studies (CDS) and raciolinguistics, this study explores the representations of immigrant children's experiences in children's literature. Employing multimodal critical discourse analysis, the authors analyze the visual and verbal representations of immigrant children (and the ideologies behind them) in 18 picture books with immigration themes. Findings reveal how the children are represented visually and/or verbally in ways that create understanding and empathy for the characters, but other times in more problematic ways. The authors conclude with suggestions for how to select (visual and verbal) curricula that avoids problematic ideologies of immigrant children and how to teach children to de-construct these ideologies when they encounter them.

key words Immigration, Children's literature, Multimodal critical discourse analysis

Eliciting student participation in synchronous online L2 lessons: The use of oral and written DIUs

Yujong Park, Sungmin Park, English Language & Literature Department, SungKyunKwan University, 53 Myeongnyun-dong 3-ga, Jongno-gu, Seoul 110-745, Republic of Korea

Abstract This study examines the teacher's use of verbal and written designedly incomplete utterances (DIUs) within the initiation-response-feedback (IRF) sequence by analyzing data collected from synchronous online language learning classrooms conducted via Zoom. Multimodal conversation analysis was employed to demonstrate that both the teacher and the students paid close attention to the construction and completion of DIUs through both written and spoken modes. This practice was primarily deployed by the teacher to elicit talk from students by offering the initial part of the response turn. The 121 sequences containing DIUs solicited participation from students through collaborative writing of their answers on the shared screen. This study may contribute to recent CA research on the embodied work of teaching (Hall & Looney, 2019) and situated learning activities (Goodwin, 2013; Kyratzis & Johnson, 2017) by describing a pedagogic practice that may have been adopted to help students participate in online discourses. The results may also offer a much-needed description of the actual occurrences of DIUs in online L2 classrooms.

Key words DIUs, Online language classrooms, Korean EFL classrooms, Multi-modal conversation analysis

Request for permission to Switch to L1: Treatment for unlocatable problems in English medium of instruction classrooms

Mika Ishino, Faculty of Global and Regional Studies, Doshisha University, 647-20 Shokokuji Monzen-cho, Kamidachiuri-agaru, Karasuma-dori, Kamigyo-ku, Kyoto-shi 602-0898, Japan

Abstract This study illustrates a particular interactional practice that students deploy to initiate language alternation to their first language (L1) in English medium of instruction (EMI) classrooms. Specifically, the study focuses on the students’ request for permission to switch to L1 (i.e., “can I speak in Japanese?”) that is observed in the middle of repair operations. The utterance is designed to invite the teachers’ “go-ahead” as a preferred response. Although the formulation of the students’ request indicated that their interactional troubles were caused by their linguistic incapability in English (i.e., their limited English-speaking skills), conversation analysis revealed that they were caused by their misalignment in the given certain sequential environment. Based on the findings, the study highlights a critical issue in EMI classrooms, where participants share theirL1.

Key words Conversation analysis, Classroom interaction, Repair practices in L2, Language alternation, Request for permission to switch to L1

Balancing between uncertainty and control: Teaching reflective thinking about language in the classroom

Astrid Wijnands, University of Applied Sciences, Utrecht, the Netherlands; Radboud Teachers Academy, Radboud University, Nijmegen, the Netherlands

Jimmy van Rijt, Tilburg Center of the Learning Sciences, Tilburg University, Tilburg, the Netherlands

Gerhard Stoel, Radboud Teachers Academy, Radboud University, Nijmegen, the Netherlands

Peter-Arno Coppen, Radboud Teachers Academy, Radboud University, Nijmegen, the Netherlands

Abstract To stimulate their linguistic awareness, students should be encouraged to think critically and creatively. This requires a reflective thinking attitude, which can be fostered by confronting students with language problems without an indisputable solution. However, the absence of an unambiguous answer can lead to uncertainty among students. Little is known about how language teachers respond to this type of uncertainty. In this qualitative study, we examined how teachers (n = 5) responded to and evaluated lessons in which students (n = 78, ages 15–18) were confronted with an ill-structured language problem. Teachers designed and redesigned the lesson over two iterations. Afterwards the final design was tested and students’ behavior was analyzed qualitatively. Results show that teachers strongly focused on students' cognitive thinking performance, argued for a need of control, and, although realizing the necessity of epistemic doubt for epistemic development, possibly misunderstood reflective thinking as just thinking about language.

Key words L1 grammar education, language awareness, reflective thinking, epistemic beliefs, lesson study

Developing practices for first-time encounters: Pursuing mutual understanding and relational achievement in conversations-for-learning

Sangki Kim, Studies of English and Culture, Konkuk University Glocal Campus, 268 Chungwon-daero, Chungju-si Chungcheongbuk-do 27478, Republic of Korea

Abstract A first-time encounter is an important opportunity for creating social networks, as participants routinely conduct self-presentations during this occasion. Second-language (L2) users, however, face particular difficulties engaging in first-time encounters; but no studies have examined how L2 users’ self-presentational practices develop over time. To fill this gap, this study investigates how an L2 English user calibrates her interactional practices to conduct self-presentations during first-time encounters. The participants were a senior Thai student attending a Thai college and six English instructors whom she met for the first time in a series of dyadic conversations-for-learning over a two-month period. Conversation analysis revealed how the focal participant displayed her orientations toward intersubjective and relational issues, resulting in better recognition of the initiating action. She then accordingly calibrated her response designs over time to resolve repeated intersubjective issues and ensure relational achievement during self-presentational sequences. The results suggest pedagogical implications for learning self-introduction practices.

Key words Longitudinal CA-SLA, First-time encounter, Interactional competence, Self-presentation

Digital social reading: Exploring multilingual graduate students’ academic discourse socialization in online platforms

ElifBurhan-Horasanli, School of Foreign Languages, Yüksek İhtisas University, Çankaya/Ankara, 06520, Turkey

Abstract This qualitative case study explores academic discourse socialization in a digital social reading (DSR) platform through which nine multilingual doctoral students in a second language acquisition program in the U.S. annotated 11 scholarly articles asynchronously over four months. Data included students’ DSR annotations, demographic information questionnaires, and semi-structured interviews and were analyzed via thematic analysis (Glesne, 2015). Through participating in the DSR activity, the students were socialized into: 1) discipline-specific terminology; 2) conventions of academic writing; and, 3) educational research design. To grasp the disciplinary terminology (e.g., agency), the students referenced the definitions of terms and concepts in the articles and built intertextual connections. Annotating the academic language use in the studies, the students became socialized into word choice and citation practice. Additionally, collaborative reading activity facilitated the students’ socialization into data collection procedures. The study offers implications for implementing and exploring DSR platforms in higher education with multilingual learners.

Key words Academic discourse socialization, Digital social reading

Going beyond the post-observation's interactional agenda: The observers’ references to their practices and pedagogical understandings

Pınar Topal, Department of Foreign Language Education, Faculty of Education, Middle East Technical University, Ankara, Turkey

Nur Yiğitoğlu Aptoula, Department of Foreign Language Education, Faculty of Education, Bogazici University, Istanbul, Turkey

Abstract The recent proliferation of studies on the language of reflection unveiled post-observation conferences (POC) as an essential setting in teachers’ professional development. As the studies on these conferences have mainly focused on pre-service settings, research on in-service context where the peers are the providers of feedback remains limited. In an attempt to address this gap, this study micro-analyzes the video recordings of 14 in-service POC sessions at an English preparatory school with the theoretical and methodological tenets of conversation analysis. The findings reveal that reflective accounts are not limited to the observed, but generated by observers, too. Observing peers’ references to their past teaching events are found to function both as an interactional tool for the mitigation of critiques and as a tool for doing reflection in talk-in-interaction. The findings are conducive to the conversation analytic literature on language of reflection and expand the potential affordances of post-observation interactions.

Key words Post-observation conference, Feedback interaction, Teacher education, Conversation analysis, Professional development

Recontextualization as embodied and embedded sense-making activity: An ecosocial semiotic approach to languaging dynamics of teacher talk in university literature classrooms

Dan Shi, School of Education and English, University of Nottingham Ningbo China

Abstract The study aims to investigate the multimodal ensembles represented in teachers’ pedagogic recontextualization of literary texts in university literature teaching, which are designed to understand how the institutional knowledge of literature and literary texts is recontextualized dynamically in teacher talk as an embodied and embedded sense-making activity. The study thus focuses on the embodiment and embeddedness of the teacher talk as the analytical focus to explore teachers’ languaging dynamics when they engage with and recontextualize literary texts in classroom talk. Multimodal interaction analysis is employed to explore not only the embodied semiotic modes but also the environmentally embedded resources used in the pedagogic practices of second language (L2) tertiary literature education. The study demonstrates an ecosocial semiotic approach to explore bodily and extrabodily resources employed in teacher talk, arguing for the interactivity of the environmental affordances with the bodily languaging behaviors in the whole-body sense-making activity. It shows how bodily dynamics such as vocalizing and gesticulating are assembled and coordinated with sociocultural artifacts and environmental affordances in constructing whole-body sense-making activity that affords students’ perception and cognition of the literary text. The paper argues that the dynamic process of literary text recontextualization mobilizes an integrated speech-gesture-environment interactivity in the meaning-making and semiotic process of teacher talk through embodied and embedded pedagogy to support shared knowledge construction and enable text comprehension that are often considered unthinkable.

Key words Languaging dynamics, Embodied, Embedded, Sense-making, Ecosocial semiotics

The professional identity of Iranian young-learner teachers of English: A narrative inquiry

Mahbube Tavakol,Mansoor Tavakoli, Department of English Language and Literature, Faculty of Foreign Languages, University of Isfahan, Iran

Abstract Drawing on positioning analysis and the concept of master narrative, this narrative inquiry explored seven Iranian English-to-young-learner teachers' professional identities. It was conducted through examining the master narratives on the activity of teaching English to young learners (TEYL) and their impact on teachers' self- and other-positioning within their professional communities. The findings revealed that TEYL is dismissed as an appendix to ELT and oversimplified as the activity of teaching basic language to young learners without due attention to the important educational and pedagogical aspects involved in it. As such, young-learner teachers are treated as second-class citizens due to the dominant master narratives of TEYL being inconsequential and inferior as opposed to adult ELT. This treatment has created a discriminatory division, marginalizing young-learner teachers and challenging novice young-learner teachers' self-positioning as legitimate practitioners, and pushing them to consider for themselves a peripheral position at the margin of ELT. This study found such division to negatively impact young-learner teachers' professional commitment and practice. We discuss implications along with suggestions for further research.

Key words Iranian TESOL, Language teacher identity, TEYL, EYL teachers, Discursive positioning, Master narrative

Caring is pedagogy: Foreign language teachers’ emotion labor in crisis

Chantelle Warner, Wenhao Diao,University of Arizona, 301 Learning Services Building, Tucson, AZ 85721-0105

Abstract While the shift to remote teaching at the start of the COVID-19 pandemic was experienced across all sectors of higher education, university-level foreign language teachers were impacted in particular ways. Interpersonal communication, such as discussion of students’ daily lives and their feelings, is integral to language classroom discourse. The decreases in foreign language enrollments and threats to programs the in U.S. in recent decades have also connected emotion labor to other professional discourses of relevance to language educators, namely those related to recruitment and retention. What has been called “teaching-as-caring” is thus central to language teachers’ work (e.g., Miller & Gkonou, 2018 & 2021).  The collective and aggregate crises of the COVID pandemic provide a complex context for studying questions of how professional imperatives to enact these forms of emotion labor are experienced by teachers of languages other than English. This interview-based study thus examines the experiences of university language instructors during the early months of the COVID-19 outbreak. The participants were 19 educators of various languages at institutions of higher education across the U.S. Semi-structured interviews were conducted and analyzed qualitatively. Findings reveal the salience of three interconnected feeling rules. The participants routinely enacted and navigated emotion labor as institutionalized and internalized expectations for maintaining personal contact with students, creating a sense of community, and regulating student feelings in ways that emerged from and extended beyond practices directly related to language teaching. The article concludes with implications for expanding the scope of research on emotion labor in language teaching and for the kinds of professional support offered to both pre- and in-service educators.

Key words Caring as pedagogy, COVID-19, Emotions, Emotion labor, Feeling rules, Language teaching, Language teacher identity

Language policy and multilingualism in semi-peripheral higher education research: Two cases from a University in Catalonia

Helena Torres-Purroy, Sònia Mas-Alcolea, University of Lleida, Spain

Abstract This study aims to contribute to the limited literature on language policy in research, where the increasing domination of English has raised concern about the displacement of other languages. The present ethnographic (multiple) case study tackles this issue from the context of Catalan higher education, whose institutions find themselves in the conundrum of being called to support local language/s and at the same time to embrace the preeminent international language: English. Multiple types of data have been collected from two university research groups, and analyzed through thematic and content analysis as well as through critical discourse analysis. Results suggest that the lack of specific strategies regarding language use in research may result in the imposition of English and in the displacement of local languages. Yet, Catalan institutions’ semi-peripheral position in the global academia, with less pressure than the center, might afford opportunities for alternative practices that might challenge dominant tendencies.

Key words Language policy, Higher education, Research, Science, Multilingualism, Semi-periphery

Negotiating collaborative and inclusive practices in university students’ group-to-group videoconferencing sessions

Tuire Oittinen, University of Oulu, Pentti Kaiteran katu 1, Oulu 90014, Finland

Abstract  In group-to-group videoconferencing (VC), social actions are coordinated between participants in the physical and online environment, which raises the practical problem of how to manage the interactional space in a collaborative and inclusive manner. This can be particularly challenging for less experienced (i.e., novice) users of VC. The present study uses multimodal conversation analysis (CA) to investigate how university students, who speak English as a foreign language, organise their conduct in the moment-by-moment unfolding of VC. It focuses on moments that make additional interactional work to include the remote party salient, namely transitions regarding next-speaker selection and topic change. The analysis illustrates the reflexive use of different constellations of talk and screen-oriented behaviours as key for coordinating actions in the VC environment. The study has implications for educational research and practice, since it helps understand the interactional competence learners need to develop to succeed in environments of online collaborative work.

key words Videoconferencing, Multiparty interaction,  Multimodality, Conversation analysis, Interactional space,    Virtual exchange

Teacher's and students’ use of gestures and home-language during classroom-talk to elicit a shared understanding of structure in figural patterns: A case study in a multilingual mathematics classroom

Rabih El Mouhayar, Department of Education, Faculty of Arts and Sciences, American University of Beirut, P.O. Box 11-0236, Riad El-Solh, Beirut 1107 2020, Lebanon

Abstract This study examines whether a teacher and his learners increase their use of gestures and home-language when they have different perspectives in noticing the structure of a pattern. Previous studies either focused on teachers’ or students’ use of gestures. This study, however, looks at both the teacher's and students’ adaptive use of gestures and home-language during classroom-talk. Ten sessions were video-and-audio-recoded and then transcribed. A mixed approach was adopted to analyze classroom-talk. One teacher and his twenty-four students in a multilingual grade seven classroom participated in this study. English was the instructional language and the participants were multilinguals with Lebanese colloquial Arabic as their native spoken. The findings show that the teacher and learners adaptively increased their use of home-language and gestures to foster common understanding of commonalities in figural patterns. The findings have implications for training teachers in multilingual classrooms to help them how to orchestrate classroom-talk effectively.

Key words Teaching mathematics, Trouble-spots, Home-language, Gestures, Classroom talk, Figural patterns

Designedly incomplete utterances as prompts for co-narration in home literacy events with young multilingual children

Olga Abreu Fernandes, Helen Melander Bowden,Department of Education, Uppsala University, Box 2136, Uppsala 75002, Sweden

Abstract This video-ethnographic study investigates how designedly incomplete utterances (DIUs) are used during home literacy events in three multilingual families with young children in Sweden to prompt collaborative storybook reading in the children's heritage language, Russian. The multimodal interaction analyses uncover how DIUs, in concert with other semiotic resources, create a sequential environment to prompt children's speech production in relation to the text at hand, negotiate language choice and alignment with an ongoing literacy project, and to creatively exploit the DIU structure to initiate storytelling. The findings moreover show that recurrent use of DIUs during the reading of well-known to the child texts with rhythm and rhyme allows for ritualized engagement in co-narration, in all contributing to children's socialization to oral performance in the heritage language.

Key words Designedly incomplete utterances, Literacy events, Bilingual children, Family interaction, Heritage language maintenance, Russian

Culturally sustaining systemic functional linguistics: Towards an explicitly anti-racist and anti-colonial languaging and literacy pedagogy

Jason D.Mizell, Department of Teaching and Learning, School of Education and Human Development, University of Miami, 5202 University Drive, Merrick Building 324-C, Coral Gables, FL 33145, United States

Legitimating meritocracy as part of the American Dream through the ritual of commencement speeches

Victoria Martín de la Rosa, Department of English Studies, Faculty of Philology, Complutense University, Office A-22B, Plaza Menéndez Pelayo s/n, Madrid 28040, Spain

Luis Miguel Lázaro, Department of Comparative Education and History of Education, Faculty of Philosophy and Educational Sciences, University of Valencia, Avda. de Blasco Ibáñez nº 30, Valencia 46010, Spain

Abstract Following an interdisciplinary approach anchored in Critical Discourse Analysis (CDA) and Critical Metaphor Analysis (CMA), this article focuses on a genre which has flourished particularly at US colleges and universities: commencement speeches. The aim is to analyze this type of public communication from the perspective of legitimation, as part of CDA, to uncover the ideology behind this social practice, which functions as a rite of passage into adulthood. This paper proposes the study of four strategies, which flesh out all commencement speeches, as key points in a genre which emphasizes the core values in American society such as meritocracy and common good as constituting elements of the American Dream: (a) authorization; (b) self-commitment; (c) altruism; and (d) mythopoesis, where conceptual metaphors, within the framework of CMA, will be highlighted. The use of each strategy is illustrated with examples taken from 15 commencement speeches (2015–2019).

Key words Critical discourse analysis, Critical metaphor analysis, Legitimation, Meritocracy, Commencement address, American Dream

Demonstrating active listenership through collaborative turn completion to display epistemic access in multi-party interactions

Sajjad Pouromid, Division of International Affairs, Kansai University, Yamate-cho 3-3-35, Suita, Osaka 564-8680, Japan

Khatereh Hosseininasab, Osaka University, Osaka, Japan

Abstract Recent research on the construct of Interactional Competence (IC) has heightened awareness of the importance of considering language use as a dialogic enterprise. While communicative competence has been conventionally heralded as a predictor of appropriate language use, it has been narrowly concerned with individual speakers’ appropriate and contextually sensitive use of language. IC, however, foregrounds the fact that human interactions are co-constructed and therefore takes as its unit of analysis the way novice and expert language users explore new ways of co-participation by expanding their interactional repertoire. This article builds upon such an understanding of IC and explores how active listenership as a subtle act of co-participation is demonstrated by speakers through collaborative turn completion. Employing conversation analysis as its methodological framework, it reports on a single-case analysis of a multi-party intercultural interaction among L1 and L2 speakers of English and Japanese in an online linguistics course. The findings indicate that participants use active demonstrations of listenership through turn completion to display and defend their epistemic access to the emerging topics in their interactions. The findings are discussed in light of the current understanding of the construct of IC in L1 and L2 interactions.

Key words Interactional competence, Listenership, Epistemic access, Turn completion, Conversation analysis

Re-thinking inspiration as in-betweens in arts-integrated literacy practices

Sofia Jusslin, Faculty of Education and Welfare Studies, Åbo Akademi University, Po Box 311, Vaasa FI-65101, Finland; Theatre Academy, University of the Arts Helsinki, Helsinki, Finland

Abstract  Inspiration is a widely used concept in everyday speech, and it is used especially when people talk about what they do in their creative processes. This article presents a re-thinking of the notion of inspiration through a non-representational approach to challenge the assumption of dance as a mere stimulus to and representation of texts and vice versa when integrating creative dance into literacy education. Based on diffractive analytical engagements, this article proposes an understanding of inspiration as intra-active and rhizomatic in-betweens producing new-ness and other-ness. This understanding can produce rich and diverse opportunities that value and cherish writing and dancing non-hierarchically in the literacy classroom; both have pedagogical value, without either acting as a servant of the other. The article concludes with a discussion of the extent to which literacy education is prepared to take dance seriously, emphasizing that the proposed understanding of inspiration can contribute to that end.

Key words Arts integrationCreative danceIntra-actionNon-representationalRhizomeLiteracy educationWriting

A sojourning multilingual family's sense-making in a science museum: A repertoire approach

Min-Seok Choi, Francis Marion University

Abstract Despite a growing scholarly interest in bilingual children's heritage language learning, little attention has been paid to how sojourner children learn their heritage languages in content areas at home and in their communities in preparation for return to their home country. This study examined how a Korean sojourner child, Jun, and his mother employed semiotic resources to create learning opportunities for Jun to engage with science discourse in a local science museum and expand his linguistic repertoires. Using ethnographic and multimodal interaction analysis methods, I analyzed Jun and his mother's interactions in a local science museum ten times over 18 months. Findings revealed that Jun's family created translanguaging spaces to meet their needs, such as learning and using their heritage language in the scientific examination. This study calls for partnership between parents and teachers and between schools and local museums to provide learning opportunities for sojourning multilingual children and families.

Key words translanguaging space, sojourner, informal science learning, language mixing, embodiment, repertoires

Lived narratives: Female investment and identity negotiation in learning English in rural Pakistan

Shawwal Sharif, Liaquat Ali Channa, Department of English, Balochistan University of Information Technology, Engineering and Management Sciences, Airport Road, Quetta, Pakistan

Abstract English is the key to education and jobs in Pakistan. Female students do not get as many opportunities as males do in rural Pakistan for learning English. This narrative inquiry was conducted to understand the experiences of female learners of English. Investment and identity negotiation theory was employed as a theoretical framework to make sense of their lived narratives. Thematic narrative analysis was used to analyze and extract themes from the qualitative data. The study found that female learners heavily invested physically, socially and financially to learn English due to its increasing significance in both personal and professional fields of life. Moreover, they continuously negotiated their identities during their learning English process. This narrative inquiry provides several pedagogical and practical implications for female learners of English in Pakistan and alike contexts.

Key words Sociocultural investment, Females learners, English in rural Pakistan, Narrative inquiry

Structuring written arguments in primary and secondary school: A systemic functional linguistics perspective

Damon P.Thomas, School of Education, The University of Queensland, Brisbane, Queensland 4072, Australia

Abstract Learning to write arguments is a key goal of primary and secondary schooling in democratic societies. Systemic functional linguistics (SFL) has influenced the teaching of argumentative writing in several countries; however, little SFL research has investigated the development of argumentative writing skills. This paper analysed the structural features (text stages and phases) in 60 high-scoring arguments written by students in Year 3, 5, 7 and 9 for Australia's national writing assessment. The analysis of stages revealed a preference for one-sided expositions in the primary years and an increased number of two-sided discussions in the secondary years. While existing descriptions of argument phases provided a useful starting point for the phase analysis, these descriptions were insufficient to account for the many phase choices made by high-scoring students. The paper proposes a detailed list of phase options for argument genres resulting from the analysis, with several implications for theory and practice.

Key words argumentation, Writing, genre, Systemic functional linguistics, NAPLAN, primary school, Secondary school

Students’ unsolicited initiations in a science classroom as displays of competence

Anna Filipi, School of Curriculum, Teaching and Inclusive Education, Faculty of Education, Monash University, 19 Ancora Imparo Way, VIC 3800, Australia

Amanda Berry, School of Curriculum, Teaching and Inclusive Education, Faculty of Education, Monash University, Australia

Minh Hue Nguyen, School of Curriculum, Teaching and Inclusive Education, Faculty of Education, Monash University, Australia

Abstract Previous research has shown that students orient to being seen as competent, displayed through their answers to teacher questions, and through their questions and comments. This paper adds to previous research by focusing on students’ initiations in making sense of concepts in a science classroom through unsolicited comments and the teacher’s responses to them. The data is drawn from lessons in the first year of high school in Australia where students are being introduced to chemistry concepts. Using the methods of conversation analysis, the analysis focused on unsolicited student initiations to uncover the interplay between interactional and discipline competences. Findings reveal that the students offered displays and applications of their understanding through their multimodal initiations which led to the co-construction of student competence through teacher affirmation and validation. This was made visible in the teacher’s feedback, expansion of points, and invitations to further explore concepts and initial noticings.

Key words Interactional competence, Discipline competence, Classroom interaction, Conversation analysis, Feedback, IRE

Joining the adventures of Sally Jones – Discursive strategies for providing access to literary language in a linguistically diverse classroom

Robert Walldén, Pia Nygård Larsson, Faculty of Education and Society, Malmö University, Malmö 20506, Sweden

Abstract This study illuminates a teacher's discursive strategies for promoting understanding of literary language in a linguistically diverse Swedish classroom. By means of field notes and audio recordings, a Grade 4 teacher's read-aloud of the award-winning picture book The Legend of Sally Jones was documented and analyzed employing concepts from Systemic-Functional Linguistics and Legitimation Code Theory. Combining quantitative and qualitative approaches, the findings show that the teacher used a rich variety of discursive strategies to make specialized terms and literary descriptions available to the students. Apart from using question–answer strategies and commenting on the text in clarifying ways, the teacher made linguistic alterations to either expand or simplify the literary language. The expansive strategies were particularly salient, entailing clarifying paraphrases or subtly infused additions to expand literary meaning. The significance of the strategies to support students’ understanding of literary language and immersion in stories is discussed.

Key words Classroom discourse, Disciplinary literacy, Discursive mobility,Primary school, Story reading, Semantic shifts

Unbiased but ideologically unclear: Teacher beliefs about language practices of emergent bilingual students in the U.S.

Pramod K.Sah, University of Calgary, Canada

Huseyin Uysal, Knox College, Galesburg, IL, USA

Abstract  Language ideologies are influential on teaching practices and teachers’ beliefs and attitudes toward linguistically and culturally diverse students. This multiple case study investigates the beliefs and experiences of two content-area teachers and focuses on their language ideologies regarding the home language use of emergent bilingual (EB) students in the United States. We collected data from our interviews and informal meetings with them as well as observations of their participation in a workshop. Our cross-case analysis reveals that they seemed to have positive beliefs about tapping into the home language of EB students as a resource but were simultaneously guided by normative language ideologies. Although the teachers were aware of their power of negotiating and resisting normative language ideologies, they were guided by the liberal ideology of home languages, which states that they should be used with restriction. They did not seem to demonstrate the ideological clarity of critically incorporating home languages into teaching practices. We concur that there is a need for preparing teachers to be more critical to challenge taken-for-granted assumptions about EB’s use of language.

Key words Bilingualism, Critical teachers, Emergent bilinguals, Home language, Teacher language ideologies

Student essays as evidential resource in placement meetings

Gabriele Kasper, University of Hawai'i at Mānoa, USA

Eunseok Ro, Department of English Education, Pusan National University, 2nd College of Education, 1st floor (111-2), 2 Busandaehak-ro 63beon-gil, Geumjeong-gu, Busan 46241, South Korea

Abstract A large body of research from the perspectives of EMCA has examined how documents are used as situated resources to accomplish institutional tasks. Building on this research, our study examines the embodied use of student essays written for a placement test in academic English by a team of trained raters in placement meetings, with a focus on the “sequential particulars” (Day & Mortensen, 2017, p. 132) of the talk and the embodied practices that make the textuality and materiality of the essays consequential for their assessment and, reflexively, for the placement of their author. The evaluative meetings are organized as object-focused interaction in which the raters treat the essays as essential and omnirelevant objects. We show how the essays are mobilized as situated objects in different sequential environments and how the raters, by using the essays in locally specific ways, work towards accomplishing their institutional charge of making a placement decision.

Key words Interaction with objects, Situated objects, Writing assessment, Evaluation and placement meetings, Conversation analysis

Introduction to special issue: De-centering and negotiating expertise: youth voices and language play in the enregisterment of academic discourses

Sarah K.Braden, School of Teacher Education and Leadership, Utah State University, 2805 Old Main Hill, Logan, UT, 84322, USA

Andrea R.Leone-Pizzighella, University of Pennsylvania Graduate School of Education, 3700 Walnut Street, Philadelphia, PA, 19104, United States;Eurac Research, Institute for Applied Linguistics, Viale Druso 1, 39100, Bozen, (BZ), Italy

Creating and sustaining representations of academic language: Curricularization and language ideologies in second grade

Mark C.Lewis, Graduate School of Education, University of Pennsylvania, 3700 Walnut Street, Philadelphia, PA 19104, United States

Abstract Curricularization renders language into an assessable form comprised of discrete skills (Valdés, 2015, 2017, 2018), creating and sustaining language ideologies of academic language. Drawing on a year-long linguistic ethnographic study of a second-grade bilingual classroom in Philadelphia, USA, this paper presents two cases of how a teacher negotiates and recontextualizes products of curricularization originating from diverse sources of planning materials, both official and unofficial. Specifically, I examine how curricularized models of inferencing and asking questions—two practices framed as academic language skills—impacted this classroom teacher and her students. These skills were represented alongside assessment practices that presuppose students as potentially incapable of targeted skills, as well as more widely circulating raciolinguistic ideologies that presupposed racialized students as linguistically deficient (Flores & Rosa, 2015). Ultimately, understanding curricularization as it unfolds through work by diversely situated actors (teachers, curriculum directors, students, etc.) helps us recognize multiple potential sites of change toward more just schooling.

Key words Curricularization, Language ideology, Bilingual education, Academic language, Raciolinguistic ideologies

Displaying double-voiced expertise in a ‘difficult’ class

Andrea R.Leone-Pizzighella,University of Pennsylvania, Philadelphia, PA, United States; Eurac Research, Bolzano, Italy

Abstract A class of 16- to 19-year old boys at a technical institute in central Italy was branded as disciplinarily problematic by their teachers. Observations in this class over the course of an academic year show, however, that some of the disruptiveness of the students contributed in important ways to the students’ social and academic engagement. Specifically, this article explores (1) how student side-talk created interactional spaces which served important social and academic functions and (2) how students’ displays of expertise in side-talk and in teacher-facing discourse relied on the tactful combination of ‘school’ and ‘non-school’ communicative repertoire elements (Rymes 2010). These interactional practices allowed students who were branded as disciplinarily problematic to both demonstrate their knowledge of how to do school—that is, their classroom competence (Gutiérrez 1995)—and engage in academic discussion without ruining their public image (e.g., of toughness, masculinity, etc.). This article argues that adopting the lens of ‘little-L language’ in classroom contexts—drawing on Bakhtin's heteroglossia (1981) and double-voiced discourse (1984)—can help teachers unpack these and other sociolinguistic strategies that students use, normalizing and operating in cooperation with student side-talk, and creating in-roads for fuller student participation.

The science nerd as the science expert: Enregistering asociality to achieve disciplinary expertise in high school physics

Sarah K.Braden, School of Teacher Education & Leadership, Utah State University, USA

Abstract This linguistic anthropological case study builds on mass-media and school-based ethnographic studies which demonstrate the ways in which the science nerd persona is linked to whiteness and masculinity to demonstrate the consequences for multilingual and female learners. This paper uses ethnographic data to examine how youth construct science expert identities while in science classes and to examine how this identity-work shapes the local register for science expertise and the socialization of multilingual youth. In particular, I examine the role that impolite and socially awkward behaviors play in enabling white and predominately male students to index the science expert identity. I contrast the performances of expertise of white and Latinx students to reveal the ideological tensions and competing valorizations that were at play in the classroom community. However, only one of these competing notions of science expertise – the science nerd as the science expert - was naturalized by the institution through the behaviors of the teacher and other students. I relate the local notions of science expertise in the classroom community to popular culture tropes to demonstrate the larger semiotic pathway that contributes to the enregisterment of science discourse and the socialization of youth in STEM education spaces.

Reflexive expertise and channel reconfiguration

Angela Reyes, Hunter College and The Graduate Center, CUNY, USA

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.

    《语言学与教育》是一本国际同行评议的期刊，欢迎世界各地在语言学与教育的交叉点上推进知识、理论或方法的提交。该杂志关注语言和其他交际/符号系统在全球化世界中为学习和参与提供机会方面所起的作用。《华尔街日报》发表的研究涉及教育背景和实践的复杂性和不断变化的现实，重点关注各级正规教育，以及贯穿整个生命周期、跨模式、类型和技术的各种非正式学习环境。

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.

     本杂志鼓励将语言学和语言研究的所有传统的理论和方法结合起来，探索教育的任何方面。语言学与教育交叉的研究领域包括但不限于：社会语言学、话语分析、批评性话语分析、会话分析、语言人类学、交际民族志、语言社会化、叙事研究、手势/符号/视觉交流形式、社会符号学、识字研究、语言政策、语言意识形态、，功能语法或文本/语料库语言学。

Linguistics and Education is a research-oriented journal. Papers may address practical and policy implications for education but must be built on robust research and have a strong conceptual grounding in their analyses and discussions. Linguistics and Education welcomes papers from across disciplinary and interdisciplinary research traditions that reflect principled application of qualitative, quantitative or mixed methodological paradigms and research designs (e.g. case studies, ethnographic fieldwork, experimental/semi-experimental studies, etc.). Papers must be relevant to an international readership.  《语言学与教育》是一本以研究为导向的杂志。论文可能会涉及教育的实际和政策影响，但必须建立在强有力的研究基础上，并在分析和讨论中具有坚实的概念基础。语言学和教育欢迎来自跨学科和跨学科研究传统的论文，这些论文反映了定性、定量或混合方法范式和研究设计的原则性应用（例如案例研究、人种学实地调查、实验/半实验研究等）。论文必须与国际读者群相关。

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