刊讯｜《语言与教育》2022年第1-6期

LANGUAGE AND EDUCATION

Volume 36, Issue1-6, 2022

LANGUAGE AND EDUCATION（SSCI一区，2021 IF：2.432）2022年第1-6期共发文42篇，其中研究性论文34篇，以“教师教育的标准化差异”为话题介绍1篇，书评共7篇。内容涉及语言意识、教学论、情感教学、多角度分析教学对象等，更多的是从教师的角度促使整个语言教学的提升。欢迎转发扩散！（2022年已更完）

目录

ARTICLES

■Complicating methods for understanding educators’ language ideologies: transformative approaches for mixing methods, by Kate T. Anderson, Eric Ambroso, Joshua Cruz, Steven J. Zuiker & Sara Rodríguez-Martínez, Pages: 1-19.

■Mediational tools, private speech and disciplinary literacy practices: an adolescent’s personal learning space, by Ambarin Mooznah Auleear Owodally, Pages: 20-42.

■Teacher use of genre pedagogy: engaging students in dialogue about content area language during text deconstruction, by Lisl Fenwick & Michele Herrington, Pages: 43-58.

■The reasons why parents choose to transfer students with special educational needs from Irish immersion education, by Sinéad Nic Aindriú, Pages: 59-73. 

■The effects of a multi-tiered system of language support on oral narrative language, writing, and reading comprehension in India, by Brenna Scadden Nelson, Douglas B. Petersen & Anuradha Rai, Pages: 74-94.

■ Exploring the professional identity and agency of student teachers in multilingual classrooms, by Yvonne Foley, Charles Anderson, Jonathan Hancock & Jean Conteh, Pages: 106-121.

■A different difference in teacher education: posthuman and decolonizing perspectives, by Kelleen Toohey & Suzanne Smythe, Pages: 122-136.

■ English learner education and teacher preparation in the U.S.: an interpretive language education policy analysis, by Linda Harklau & M. Katherine Ford, Pages: 137-151.

■ Language teacher education in diversity – a consideration of the mediating role of languages and cultures in student learning, by Angela Scarino, Pages: 152-169.

■ English as an additional language: a close-to-practice view of teacher professional knowledge and professionalism, by Constant Leung, Pages: 170-187.

■ Teacher education for diversity: afterword, by Anthony J. Liddicoat, Pages: 188-194.

■Critical SFL praxis in teacher education: Looking backward and looking forward (Introduction to special issue on Systemic Functional Linguistics as Critical Praxis in Teacher Education: Looking Backward and Looking Forward), by Francis John Troyan, Ruth Harman & Xiaodong Zhang, Pages: 294-296.

■Above the law? The democratic implications of setting ground rules for dialogue, by Matan Barak & Adam Lefstein, Pages: 195-210.

■Insights from a faculty learning community on translingual community-engaged pedagogy at a Hispanic serving institution, by  Alyssa G. Cavazos & Sandra I. Musanti, Pages: 211-225.

■Children as language inquirers: Developing working theories through acts of inquiry, by Nicola Daly, Dorea Kleker & Kathy G. Short, Pages: 226-242.

■Engaging English language learners in digital multimodal composing: Pre-service teachers’ perspectives and experiences, by Ekaterina Tour & Melissa Barnes,  Pages: 243-258.

■To integrate a language focus in a linguistically diverse physics classroom,  by Jenny Uddling, Pages: 259-278.

■Fostering affective engagement in Chinese language learning: A Bernsteinian account, by Wen Xu, Pages: 279-293.

■Hypothetical reported speech as pedagogical practice in multilingual classrooms in India, by Jessica Chandras,  Pages: 297-311.

■First and second language sentence repetition: a screening measure for dual language learners? by May-Britt Monsrud, Veslemøy Rydland, Esther Geva & Solveig-Alma Halaas Lyster, Pages: 312-328. 

■Whole school change for literacy teaching and learning: purposes and processes,  by Kitty te Riele, Sarah Stewart & Elaine Stratford, Pages: 329-345.

■Language negotiation moments of ethnic Tibetan students in People’s Republic of China: an identity perspective, by Hao Wang & Xia Chao, Pages: 346-361.

■Development of EMI teacher language awareness: does team teaching help? by Jinfen Xu & Shanshan Zhang, Pages: 362-377.

■Parentocracy within meritocracy: parental perspective on lecture-style English private tutoring in Hong Kong, by Kevin Wai Ho Yung & Chun Zeng, Pages: 378-394.

■Voices heard. Autobiographical accounts of language learning after forced migration, by Eva-Maria Thüne & Katharina Brizić, Pages: 404-418.

■Biographical perspectives on language ideologies in teacher education, by Nadja Thoma, Pages: 419-436.

■Finding spaces for all languages. Teacher educators’ perspectives on multilingualism, by Evghenia Goltsev, Helena Olfert & Galina Putjata, Pages: 437-450.

■‘Just accept each other, while the rest of the world doesn’t’ –teachers’ reflections on multilingual education, by Joana Duarte & Mirjam Günther-van der Meij, Pages: 451-466.

■Bridging Australian Indigenous language learner’s guides with SLA materials development frameworks, by Yu-Ting Chiang, Helen Zhao & Rachel Nordlinger, Pages: 487-508.

■Preservice Spanish teachers’ perceptions on linguistic sexism: towards the integration of norm and GFL, by Alejandro Gómez-Camacho, Francisco Núñez-Román, Coral I. Hunt-Gómez & María del Carmen Corujo-Vélez, Pages: 509-522.

■A monolingual approach in an English primary school: practices and implications, by Olena Gundarina & James Simpson, Pages: 523-543.  

■Empowering learners of English as an additional language: translanguaging with machine translation, by Ronan Kelly & Heng Hou, Pages: 544-559.

■Participation in bilingual education programs as a key factor to linguistic success: the Spanish case, by Francisco Javier Palacios-Hidalgo, María Elena Gómez-Parra, Cristina A. Huertas-Abril & Roberto Espejo-Mohedano, Pages: 560-575.

■Differing effects of the early sociocultural context on reading for Arabic- and English-speaking students, by Jessica Tsimprea Maluch, Pages: 576-594.

SPECIAL ISSUE INTRODUCTION

■Introduction to the special issue ‘Normalising difference in teacher education: national and international perspectives', by Yvonne Foley, Pages: 103-105.

BOOK REVIEWS

■Teaching Arabic as a heritage language, by Frida Akmalia, Yunita Laila Zulfa & St. Kuraedah, Pages: 95-98.

■Classroom culture in China: collective individualism learning model, by X. Zhu and J. Li, Singapore, Springer, 2020, xv + 122 pp., £89.99 (hbk), ISBN: 9789811518263, £71.50 (eBook), ISBN: 9789811518270, by Wu Xinxin,  Pages: 99-102.

■De/Constructing Literacies: Considerations for Engagement  by Amélie Lemieux, New York, NY, Peter Lang Publishing, 2020, pp. 1–135, ISBN 978-1-4331-5609-0 Anna Schick, Pages: 395-397.

■Review: Educating refugee-background students: Critical issues and dynamic concepts . Edited by Shawna Shapiro, Raichle Farrelly, and Mary Jane Curry, 2018. https://doi.org/10.21832/9781783099986, by  Nicole Pettitt, Pages: 472-475. 

■Linguistic justice: black language, literacy, identity, and pedagogyBy A. Baker-Bell, New York and London, Routledge, 2020, 129 pp. £160.00 (hbk) ISBN 9781138551015, £44.95 (pbk) 9781138551022, £31.46 (ebk) ISBN 9781315147383, by Lionnell Smith, Pages: 476-478.

■Transnational identities and practices in English language teaching: Critical inquiries from diverse practitioners, by Sarina Chugani Molina,  Pages: 479-482.

■The emotional rollercoaster of language teaching, by Jessica McConnell, Pages: 483-486.

摘要

Complicating methods for understanding educators’ language ideologies: transformative approaches for mixing methods

Kate T. Anderson, Division of Educational Leadership and Innovation, Arizona State University, Tempe, AZ, USA

Eric Ambroso, Educational Policy and Evaluation, Arizona State University, Tempe, AZ, USA

Joshua Cruz, Curriculum and Instruction, Texas Tech University, Lubbock, TX, USA

Steven J. Zuiker, Division of Educational Leadership and Innovation, Arizona State University, Tempe, AZ, USA

Sara Rodríguez-Martínez, Educational Policy and Evaluation, Arizona State University, Tempe, AZ, USA

Abstract This study enlists a transformative approach to mixed methods research in order to problematize what different methods can offer for expanding understandings of educator language attitudes and ideologies. Analyses consider Likert-scale survey responses and linguistic autobiography data from a sociolinguistics course in an online Educating Multilingual Learners master’s degree program at a Southwestern U.S. university. A regression analysis of survey data suggests that older participants are predicted to orient more positively to linguistic diversity and participants with more teaching experience are predicted to orient less positively. Meanwhile, a discursive analysis of autobiographical essays from the oldest participants (over 45) and those with the most teaching experience (over 10 years) illuminate reflexively constructed stances, which we draw on to complicate (not necessarily triangulate) statistically significant findings. Discussion considers the methods by which we examine educators’ language ideologies with implications for both research and teacher education.

Key words Linguistic diversity, teacher attitudes, language ideologies, discourse, methods

Mediational tools, private speech and disciplinary literacy practices: an adolescent’s personal learning space

Ambarin Mooznah Auleear Owodally, Department of English Studies, Faculty of Social Sciences and Humanities, University of Mauritius, Réduit, Mauritius

Abstract The present case study is inspired by preliminary observations of a young adolescent’s use of private speech within pretend play to develop disciplinary knowledge in the home domain. Using audio-recordings of the learner’s pretend play as a starting point, followed by informal conversations with her, the parent-as-researcher investigates the learner’s choice and use of mediational tools and texts as she engages with disciplinary contents and navigates disciplinary challenges. The findings indicate that the informant uses a combination of mediational tools and texts, both digital and non-digital, as part of her disciplinary literacy practices. Interestingly, she also uses vocalized private speech within the privacy of her pretend play to develop, extend and practise her disciplinary language and literacy skills. It is argued that the informant authors her personal learning space as an empowered and an increasingly autonomous learner by choosing and using different mediational tools and texts, each of which has its own affordances. It is also argued the informant’s choice and use of each of the mediational tools and texts available to her are shaped and constrained by the physical environment which she inhabits.

Key words mediational tools, private speech, disciplinary literacy practices, pretend play, personal learning space, adolescent

Teacher use of genre pedagogy: engaging students in dialogue about content area language during text deconstruction

Lisl Fenwick, Education, University of South Australia, Adelaide, Australia

Michele Herrington, Institute for Learning Sciences and Teacher Education, Australian Catholic University, Melbourne, Australia

Abstract  Research from the fields of science representation, genre pedagogy and disciplinary literacy for adolescents indicates that achievement for students, including those from linguistically diverse backgrounds, will improve if they engage with the meaning-making conventions of disciplinary texts, but there is no current agreement on the nature of teaching practices for supporting such work. This paper reports on the pedagogical changes that occurred when a high-school biology teacher was supported to develop knowledge about systemic functional linguistics and to use genre pedagogy. The case study of one biology teacher discussed here demonstrates that student participation in dialogue about the language patterns of scientific texts improves when the teacher uses genre pedagogy during text deconstruction. Student involvement in dialogue about content area language increases when the teacher focuses on specific parts of texts, prepares students for what to look for within texts, and elaborates on student input. Preparation included converting language to everyday meanings, while elaboration involved recasting to academic language, as well as prompting to reword and expand meaning.

Key words Genre pedagogy, science representation, systemic functional linguistics, classroom dialogue, CLIL

The reasons why parents choose to transfer students with special educational needs from Irish immersion education

Sinéad Nic Aindriú, School of Inclusive and Special Education, Institute of Education, Dublin City University, Dublin, Ireland

Abstract  There have been many instances when parents have been advised by educational professionals against bilingualism or immersion education for their child with special educational needs (SEN). Some parents follow the advice given and decide to use only one language with their child, mainly the majority language of the community. This study investigated the reasons why students with SEN transferred from Irish immersion primary education in the Republic of Ireland. The data presented contains information from a questionnaire completed by a random stratified sample of Irish immersion primary schools (20%, N = 29). It also contains data from semi-structured interviews with the parents of six students with a range of SEN who transferred from this form of education due to their learning difficulties. Questionnaires were analysed using SPSS and the interviews were analysed using thematic analysis. The findings of this study are particularly important, as internationally, the reasons why students with SEN transfer from immersion education is under researched. Furthermore, having an understanding of why these transfers occur will enable Irish immersion education and other forms of immersion education to gain an insight as to how they can adjust their practices in order to better meet the needs of all their students and subsequently, improve their student achievement and retention rates.

Key words special educational needs, second language acquisition, immersion education, transfer, parents

The effects of a multi-tiered system of language support on oral narrative language, writing, and reading comprehension in India

Brenna Scadden Nelsona, Department of Communication Disorders, Brigham Young University, Provo, UT, USA

Douglas B. Petersena, Department of Communication Disorders, Brigham Young University, Provo, UT, USA

Anuradha Raib, Ambience Public School, Gurgaon, India

Abstract Background: Children in India are among the lowest performing students on international reading comprehension and writing assessments. Oral language instruction may improve these literacy outcomes. Aim: This pilot study investigated whether a multi-tiered system of language support (MTSLS) improved oral narrative language comprehension, reading comprehension, and writing in second and third grade students in India. Methods & Procedures: There were 121 second and third grade participants in this quasi-experimental study. Twelve classrooms were randomly assigned to a treatment, an alternate-treatment, or a no-treatment control condition. The treatment group participated in 8 weeks of multi-tiered Story Champs oral language intervention, the alternate-treatment group participated in 8 weeks of shared storybook intervention, and the no-treatment group served as a control. Teachers in India received training and feedback from researchers in the U.S. using videoconferencing. Videoconferencing was also used to deliver the small group, tier-2 Story Champs intervention. Results: Results indicated that students who received Story Champs instruction had significantly higher scores across all outcomes compared to the students in the alternate-treatment and in the no-treatment control groups. Conclusions: This pilot study indicates that oral narrative MTSLS instruction may help students in India improve their oral language, reading comprehension, and writing performance.

Key words  Academic literacy, elementary education, innovative pedagogy, language comprehension, language teaching, oral language

Exploring the professional identity and agency of student teachers in multilingual classrooms

Yvonne Foley, Moray House School of Education and Sport, University of Edinburgh, Edinburgh, UK

Charles Anderson, Moray House School of Education and Sport, University of Edinburgh, Edinburgh, UK

Jonathan Hancock, Moray House School of Education and Sport, University of Edinburgh, Edinburgh, UK

Jean Conteh, School of Education, University of Leeds, Leeds, UK

Abstract While there is now a considerable body of work on teacher identity in the area of language education, much less attention has been given to the question of the extent to which student teachers are enabled to construct identities that are consonant with the opportunities and challenges of current multilingual classrooms. Drawing on a recent large-scale research and development project, this article explores how the student teachers in our study: understood their responsibilities towards pupils for whom English is an Additional Language; perceived their development needs, preparedness and confidence to support EAL pupils; the constraints they encountered; and the opportunities that they utilized to be and act responsively within multilingual classrooms. Findings are contextualized within the policy framework concerning language and the variegated landscape of Initial Teacher Education (ITE) in England; and framed against apposite perspectives on identity and agency, with a central place being given to socio-cultural theories of identity formation which focus on discourse and practice. Building on the findings, the Discussion points up some of the elements that need to be in place if student teachers are to develop a professional identity that is truly inclusive and responsive to linguistic and cultural difference.

Key words EAL, identity, agency, initial teacher education, student teachers

A different difference in teacher education: posthuman and decolonizing perspectives

Kelleen Toohey, Faculty of Education, Simon Fraser University, Vancouver, British Columbia, Canada

Suzanne Smythe, Faculty of Education, Simon Fraser University, Vancouver, British Columbia, Canada

Abstract In this paper we propose that posthuman and decolonizing perspectives on difference might provide a foundation for English as an additional language (EAL) teacher education programs. We briefly examine current outcomes of schooling for EAL students and current teacher education in Canada, showing the necessity and urgency of developing practices for equity. We then discuss posthuman perspectives on difference and their intersections with decolonizing scholarship. Finally, we speculate that EAL teacher education that employs posthuman and decolonizing views might aid us in reconceptualising language education, de-centre Whiteness, ‘native speakerism’ and the white gaze around which concepts of difference and diversity have been assembled.

Key words Posthumanism, new materialism, difference, teacher education, EAL education

English learner education and teacher preparation in the U.S.: an interpretive language education policy analysis

Linda Harklau, Department of Language & Literacy Education, College of Education, University of Georgia, Athens, Georgia, USA

M. Katherine Ford, Department of Language & Literacy Education, College of Education, University of Georgia, Athens, Georgia, USA

Abstract This article examines recent U.S. language education policies regarding English learners (ELs) and their teachers using an interpretive policy analysis theoretical lens (Wagenaar 2011) incorporating a sensemaking perspective on organizational dynamics (Weick, Sutcliffe, and Obstfeld 2005). We portray U.S. EL policies as shaped by varying macro, meso, and micro-local sociohistorical contexts and conflicting discourses regarding language and education. We identify major tensions between (a) centripetal versus centrifugal policy influences; (b) monolingual English-only versus multilingual policy influences; (c) policies that address ELs’ specific instructional needs versus policies addressing equitable access to the mainstream curriculum. We argue that EL policy must be considered in tandem with language teacher education policies since educators’ sensemaking of these tensions depends on their professional training, dispositions, and beliefs. We identify significant gaps in U.S. language teacher education policies including (a) low and inconsistent levels of teacher preparation, (b) little training for mainstream educators, and (c) inadequate recruitment of educators from EL students’ ethnolinguistic communities. Based on our analysis, we argue for rigorous comparative interpretive policy analyses (Appe and Telch 2020) of EL and language teacher education policies both within and across English-dominant societies to elucidate common challenges, advocate and work for equity, and make institutional change.

Key words Language education policy, English learners, language teacher education, sensemaking theory, interpretive policy analysis

Language teacher education in diversity – a consideration of the mediating role of languages and cultures in student learning

Angela Scarino, Associate Professor in Applied Linguistics, Director, Research Centre for Languages & Cultures, UniSA Justice and Society, University of South Australia, Adelaide, Australia

Abstract The increasing diversity of learners and teachers of languages (of both English as an Additional Language or Dialect [EAL/D] and Languages) coincides with major efforts to reconceptualise the nature of additional language learning towards multilingual and intercultural orientations. In this paper I first describe the policy context of EAL/D in Australia, which shapes the reality of EAL/D provision and practices. I then discuss some expansions of key constructs related to additional language learning and the way in which these might inform EAL/D practices. In particular, I focus on the need to consider (a) the mediating role of languages and cultures in language learning, and (b) the need for an interpretive, reflective and reflexive stance towards learning, highlighting how these notions pertain to both student and teacher learning. Next, I discuss examples of teachers’ work with students drawn from two case studies of EAL/D practice that explore these notions in a programme of ongoing practitioner research. I conclude by discussing the situatedness of teachers (and their students), the need to consider the personal interpretations of meanings that teachers make and that form their professional learning, and the need for a kind of reflexivity that will lead to the ongoing development of self-awareness as a basis for working in and with diversity.

Key words EAL/D provision, role of language and culture in learning, learning as interpretive, reflection and reflexivity, teacher learning

English as an additional language: a close-to-practice view of teacher professional knowledge and professionalism

Constant Leung, School of Education, Communication and Society, King’s College London, London, UK

Abstract English as an Additional Language (EAL) as a professional discipline is a significant component of public education, and a main educational response to the growing ethno-linguistic diversities in many English-speaking countries. In this article I will focus on the ways in which professional language teacher knowledge has changed over time, paying particular attention to the disciplinary content bases, and the likely influences of current research in language education and applied linguistics on our understanding of EAL pedagogy. The overall purpose is to provide a view on the likely ‘assemblage’ of professional knowledge and skills informing EAL practice in light of the continuously evolving professional sensibilities and disciplinary concerns, and its implications for the principal components underlying the development of teacher professionalism.

Key words English as additional/second language, language teacher education, teacher professionalism, plurilingual mediation

Teacher education for diversity: afterword

Anthony J. Liddicoat, Department for Applied Linguistics, University of Warwick, Coventry, UK

Abstract This final contribution offers an overview of issues that arise in the earlier papers. It makes a commentary on what has been established about teacher education for diversity in Anglophone countries, by considering three themes that emerge from a reading of the papers collectively: policy as the context for teacher education for diversity, what it means to be a teacher in diversity, and how diversity can be conceptualised in educational contexts.

Key words Teacher education, diversity, educational policy, English as an additional language, mainstreaming

Critical SFL praxis in teacher education: Looking backward and looking forward (Introduction to special issue on Systemic Functional Linguistics as Critical Praxis in Teacher Education: Looking Backward and Looking Forward)

Francis John Troyan, The Ohio State University, Columbus, OH, USA

Ruth Harman, The University of Georgia, Athens, GA, USA

Xiaodong Zhang, School of English and International Studies, Beijing Foreign Studies University, Beijing, China

Abstract This special issue explores the affordances and limitations of systemic functional linguistics (SFL) as a critical social praxis, specifically within the context of teacher education. We define Critical SFL Praxis (CSFLP) as a social activist approach to teacher education that develops teachers’ ability to enact language use in literacy instruction to support learners in seeing, using, and challenging the nature of text/context relationships within and outside institutions through SFL. In this way, CSFLP focuses on preparing teachers to teach students to be adaptive and reflective, and thereby critical, in the process of deploying their language resources to achieve their own social purposes. The articles of this special issue depict both the history of CSFLP and the future possibilities for this work in teacher education.

Key words Teacher education, Halliday, praxis, systemic functional linguistics

Above the law? The democratic implications of setting ground rules for dialogue

Matan Barak,Department of Education, Ben-Gurion University of the Negev, Beer Sheva, Israel

Adam Lefstein,Department of Education, Ben-Gurion University of the Negev, Beer Sheva, Israel

Abstract Dialogic pedagogy aims to promote deliberative democratic skills, virtues and practices within an equitable and empowering classroom environment. This article problematizes the practice of setting classroom ground rules in light of dialogic pedagogy’s democratic aspirations. Specifically, we explore the space for dissenting voices within the process of constituting ground rules and the extent to which ground rules regulate teacher (and not only student) behavior. We investigate these issues in a case study of the process of negotiating ground rules in a fourth-grade Israeli classroom. During a discussion in which the class reflected on classroom discourse norms, students resisted the teacher’s interpretation and even accused her of obstructing their participation, thereby highlighting questions regarding teacher’s role and authority in the deliberative process of constituting ground rules. We use linguistic ethnographic microanalytic methods to investigate the unfolding of events in the classroom, and discuss the problems arising from an ostensibly democratic process of constituting ground rules in which the teacher is beyond criticism and above the law. We conclude with discussion of the possibilities of developing a more profoundly democratic and inclusive process of negotiating and maintaining classroom discourse norms.

Key words Democratic education, dialogic pedagogy, ground rules, linguistic ethnography, student voice

Insights from a faculty learning community on translingual community-engaged pedagogy at a Hispanic serving institution

Alyssa G. Cavazos, Writing and Language Studies, The University of Texas Rio Grande Valley, Edinburg, TX, USA

Sandra I. Musanti, Bilingual and Literacy Studies, The University of Texas Rio Grande Valley, Brownsville, TX, USA

Abstract Despite emerging scholarship on translanguaging pedagogies and the potential Faculty Learning Communities (FLC) have on shifting pedagogical beliefs, there are limited studies that explore the impact a faculty learning community has on educators’ perceptions and reflections on translanguaging as a teaching and learning tool in higher education. The authors explore educators’ perceptions and enactment of translanguaging practices across disciplines in the context of a FLC on translingual community-engaged pedagogies. Through semi-structured interviews and written reflections, the authors used thematic analysis to investigate how the FLC impacted faculty participants’ critical reflection on their practice from the perspective of translanguaging as a pedagogical tool. While faculty participants questioned the implementation of translanguaging pedagogies, they acknowledged students’ language experiences as they grappled with linguistically inclusive approaches to teaching and learning. Teaching and research implications for embracing translanguaging pedagogies across academic disciplines are identified.

Key words Translingualism, translanguaging pedagogies, faculty learning community, Hispanic, serving, institutions,language inclusivity

Children as language inquirers: Developing working theories through acts of inquiry

Nicola Daly, Division of Education, University of Waikato, Hamilton, New Zealand

Dorea Kleker, Department of Teaching, Learning and Sociocultural Studies, University of Arizona, Tucson, AZ, USA

Kathy G. Short, Department of Teaching, Learning and Sociocultural Studies, University of Arizona, Tucson, AZ, USA

Abstract  Children continuously engage in developing theories about how the world works as they inquire through play and interactions with others. In this study, we investigated children’s in-process thinking in the form of working theories about language as they participated in engagements around dual language picturebooks in an afterschool club. Our research is framed within sociocultural theories on knowledge building, inquiry acts and recent research on working theories, dual language picturebooks, and language awareness. Although dual language picturebooks are often associated with supporting bilingual learners in learning a language, we argue that these books can also encourage children in learning about language and language diversity. We analysed field notes, audio recordings, and children’s artefacts to identify the kinds of working theories about language explored by children and their strategies for developing these theories. The findings show children explored working theories about what language is, what it means to know a language, and how language is learned. The strategies children used to develop these theories included demonstrations of peers and adults, the mediation of tools, talk as a tool of mind, and language play. This study contributes to understandings about how children develop working theories about language and language diversity through inquiry and suggests possibilities for classroom practice in opening spaces for children to connect to what they consider significant in engagements with dual language picturebooks.

Key words Inquiry, working theories, language awareness, dual language picturebooks

Engaging English language learners in digital multimodal composing: Pre-service teachers’ perspectives and experiences

Ekaterina Tour, Education, Monash University, Clayton, Victoria, Australia

Melissa Barnes, Education, Monash University, Clayton, Victoria, Australia

Abstract Language learners often require appropriate scaffolding to engage in digital multimodal composing to maximise its potential for learning. This illuminates the need for pre-service teachers to be ready for these experiences both on teaching placements and at the beginning of their careers. However, little is known about their readiness for digital multimodal composing in linguistically and culturally diverse classrooms. Drawing on a case study of an after-school program for primary school English as an Additional Language (EAL) students, facilitated by four pre-service teachers, this article explores their perspectives on engaging EAL students in digital multimodal composing. The study found that pre-service teachers recognised that digital multimodal composing is valuable for language learners; however, they struggled to name more specific literacy benefits afforded by digital multimodal composing. For all participants in this study, students’ engagement with digital interfaces stood out as the main challenge but they had limited concerns about other aspects of digital multimodal composing. While they effectively scaffolded students’ learning in relation to the challenges that they recognised using more general pedagogical approaches, other dimensions of digital multimodal composing were often left unattended. The article concludes with a number of implications for preparation of teachers working with language learners.

Key words digital multimodal composing, English language learners, English as an Additional Language (EAL), pre-service teachers, literacies, digital technologies

To integrate a language focus in a linguistically diverse physics classroom

Jenny Uddlinga, Department of Pedagogy and Learning, Faculty of Social Sciences, Linnaeus University, Växjö, Sweden;b Faculty of Librarianship, Information, Education and IT, University of Borås, Borås, Sweden

Abstract It has previously been suggested that there is a need for a more language focused science instruction, especially in linguistically diverse classrooms, where many students are second language learners. But it has also been suggested that teachers may feel uncertainty about how to teach in ways that promote learning of both subject matter and language. Previous studies have revealed how the language of science, especially the written language of science, is used to create a certain meaning. Research on interventions shows how this knowledge, through a functional metalanguage, can be used successfully. However, few studies explore how teachers in science instruction themselves integrate a language focus in their linguistically diverse classrooms. This ethnographic case study investigates how a teacher, through her planned metalanguage activities, integrated language in her physics classrooms in Year 5. The results reveal that (1) the activities focused on the students’ literacy development; (2) the activities sometimes had an integrated language and subject focus and sometimes an isolated language focus; and (3) the students put a great deal of effort into understanding how they were to perform the various framed activities. The study has implications for how a language focus can be integrated in subject teaching.

Key words Metalanguage, science language, linguistically diverse classroom, language focus, primary school, framing

Fostering affective engagement in Chinese language learning: A Bernsteinian account

Wen Xu, School of Foreign Languages, Ningbo University of Technology, Ningbo, Zhejiang, China

Abstract Affective engagement, as one facet of the engagement model, takes on the role of activating other aspects to facilitate continued action in partaking in learning activities. Recognising the silences of Bernstein’s theoretical oeuvre on the affective aspect in the process of cultural transmission, this paper applies his concepts of classification (structure relations) and framing (interactional practices) to theorise current empirical work on students’ affective engagement in a primary school Chinese language learning (CLL) classroom located in a disadvantaged community in Australia. The data reported in this study were obtained from journal entries, focus groups and interviews with classroom teachers. The focus is on exploring the ways in which pedagogic practice can be used to foster certain ‘emotional regimes’ which can further the engagement of a diverse group of students in Chinese learning. The findings will expand understandings based on theories of affect and inform second language teachers to harness ‘technologies of affect’ in pedagogical spaces that work productively for disadvantaged students in the classroom.

Key word sAffective engagement, pedagogic practices, Bernstein, Chinese language learning (CLL)

Hypothetical reported speech as pedagogical practice in multilingual classrooms in India

Jessica Chandras, Wake Forest University, Winston-Salem, NC, USA

Abstract In classrooms in India where the instructional language is to be English, speakers use reported speech in Indian regional languages for pedagogical purposes, renegotiating the roles and statuses among languages in the multilingual setting. Reported speech is a form of indirect speech used when a speaker quotes another in a way that they voice the other speaker. Reported speech of hypothetical speakers presents moral arguments, negotiates roles of status and power, and can settle disputes, but few findings point to hypothetical reported speech for instruction in classrooms. Teachers who claim to use only English in their secondary school and college classrooms quoted hypothetical invented speakers using another language for humorous colloquial speaking commonly found outside of the classroom. The practice distances teachers from the content of their hypothetical reported speech to maintain their roles as authority figures in the English-only classrooms while imbuing languages with different values. Reported speech critiques and clarifies to build rapport with students by introducing humor to maintain classroom control, socialize student behavior, and introduce unsanctioned languages into lessons within broader societal linguistic expectations.

Key words Reported speech, language ideologies, educational sociolinguistics, multilingualism, India

First and second language sentence repetition: a screening measure for dual language learners?

May-Britt Monsrud, Department of Special Needs Education, University of Oslo, Oslo, Norway

Veslemøy Rydland, Department of Education, University of Oslo, Oslo, Norway

Esther Geva, Applied Psychology and Human Development, University of Toronto, Toronto, Ontario, Canada

Solveig-Alma Halaas Lyster, Department of Special Needs Education, University of Oslo, Oslo, Norway

Abstract The sentence repetition (SR) test is considered as a promising diagnostic tool for detecting language proficiency in monolingual learners, but less is known about its potential to identify dual language learners’ (DLLs) linguistic proficiency. Considering that challenges with language learning, such as developmental language disorders (DLDs), is evident in both first and second language (L1 and L2), it is important to use tools that can assess language functions in both languages whenever feasible.

We found that students’ L1 and L2 SR performance levels draw upon their phonological short-term memory capacity, vocabulary and grammar skills in the language being assessed. We also found a positive relationship between students’ L1 phonological memory and L2 SR scores, suggesting that DLLs’ phonological short-term memory capacity assessed in their L1 indicates individual differences in short-term verbal memory that support SR performance, as assessed in L2.

The results highlight a challenge in both research and clinical settings which often use monolingual assessment tools and associated norms to identify DLLs who might be at risk of developing DLDs or other learning difficulties.

Key words Assessment, dual language learners, developmental language disorders, sentence repetition

Whole school change for literacy teaching and learning: purposes and processes

Kitty te Riele, Peter Underwood Centre for Educational Attainment, University of Tasmania, Hobart, Australia

Sarah Stewart, Peter Underwood Centre for Educational Attainment, University of Tasmania, Hobart, Australia

Elaine Stratford, Geography, Planning, and Spatial Sciences, University of Tasmania, Hobart, Australia

Abstract School improvement has become a goal in many education systems globally, with the mantra of ‘whole school change’ adopted as key to achieving that goal. However, whole school change is complex and interpreted variously. In Australia, a case in point is the drive to lift literacy outcomes. Drawing on qualitative data from a study of literacy teaching practice in one Australian state, this article aims to unravel the multiple meanings and enactments of whole school approaches to literacy. The study established that while most participating schools espoused such an approach to literacy improvement, the ways in which they enacted this approach varied, with different types and levels of change emerging. Combining Cuban’s orders of change framework (focussed on purposes) and May’s phases of school readiness for change (focussed on processes), we developed a three-level framework of whole school change: external, pragmatically driven change; structural and/or nascent cultural change; and internal, culturally driven change. Taking this multidimensional approach to understanding whole school improvement sheds light both on its complexity and on the challenges of sustainability. Two clear implications arise from the findings: the importance of focussing simultaneously on purpose and process, and the necessity of systemic support.

Key words  Literacy, whole school change, multidimensional approach, pedagogy, Australia

Language negotiation moments of ethnic Tibetan students in People’s Republic of China: an identity perspective

Hao Wang, School of Foreign Languages, Zhejiang International Studies University, Hangzhou, China

Xia Chao, School of Education, Duquesne University, Pittsburgh, PA, USA

Abstract Drawing from Darvin and Norton’s (2015) investment model, this study investigates ethnic Tibetan students’ multilingual practice and its influence on these students’ ethnic identity construction at an interior university in People’s Republic of China (PRC). Based on multiple data sources, findings from this study indicate that Tibetan students used specific multilingual semiotic resources from Tibetan, Mandarin, and English languages in constructing their ethnic identities in the interior university. On one hand, Tibetan language is both passive in developing their membership as legitimate Mandarin speakers and critical in their English language learning. On the other hand, they experienced different language negotiation moments in multilingual and monolingual spaces, which further impact on their investment in language learning. Discussions and implications center on these students’ different investment in multilingual practices in both academic and non-academic settings and their negotiations of (re)becoming ethnic Tibetans. Implications are provided regarding alternative pedagogies that aim at recognizing the situatedness of Tibetan students’ multilingual resources in constructing their ethnic identity.

Key words Ethnic identity, learner investment model, multilingualism, language practices

Development of EMI teacher language awareness: does team teaching help?

Jinfen Xu, School of Foreign Languages, Huazhong University of Science and Technology, Wuhan, China

Shanshan Zhang, School of Foreign Languages, Chang’an University, Xi’an, China

Abstract Globalization and internationalization in higher education have promoted the worldwide popularity of English-medium instruction (EMI) programs. The successful implementation of EMI programs calls for content-language integration, which requires EMI teachers’ language awareness. Yet, empirical studies investigating EMI teachers’ language awareness still remains scarce. This study aimed to explore the development of language awareness through a Chinese EMI teacher’s 10-month team teaching with an English teacher. With data mainly gathered from semi-structured retrospective interviews and video-recorded classroom observation, the study found that the EMI teacher experienced noticeable changes in language awareness and pedagogical practice. This study also yielded some important implications for EMI teacher education.

Key words English-medium instruction, teacher language awareness, team teaching, development, dialectics

Parentocracy within meritocracy: parental perspective on lecture-style English private tutoring in Hong Kong

Kevin Wai Ho Yung, Department of Curriculum and Instruction, The Education University of Hong Kong, Tai Po, Hong Kong

Chun Zeng, Department of Curriculum and Instruction, The Education University of Hong Kong, Tai Po, Hong Kong;b Jiangxi Science and Technology Normal University, Nanchang, China

Abstract The shift from meritocracy to parentocracy in contemporary societies has resulted in a situation where children’s educational success increasingly depends on parents’ wealth and wishes rather than children’s ability and efforts. Better-off parents can afford extra learning activities to increase children’s competitive edge. This phenomenon is fuelled by ‘English fever’ in many non-English-speaking contexts, driving parents to subscribe to English private tutoring (EPT), or shadow education, for children. This paper reports on the findings from a larger year-long study on lecture-style EPT involving Hong Kong secondary students and their parents, schoolteachers and tutors. With a focus on the parental perspective, it expands the notion of parentocracy to EPT with qualitative empirical evidence from 14 parents. The findings unveil parents’ complex, ambivalent and contradictory attitudes toward EPT. These parents played a supporting rather than a dominant role in children’s education at the senior secondary stage. Despite their aspirations for their children, they did not have high expectations on the returns from their ‘investment’ in EPT because they believed children’s success ultimately depended on their own ability and efforts. This study reveals the subordinating role of parentocracy in a meritocratic curriculum where academic success is largely determined by results in high-stakes examinations.

Key words English as an additional language, lecture-style English private tutoring, Hong Kong, meritocracy, parentocracy, shadow education

Voices heard. Autobiographical accounts of language learning after forced migration

Eva-Maria Thüne, Department of Modern Languages, Literatures, and Cultures, University of Bologna, Bologna, Italy

Katharina Brizić, Vienna, Austria

Abstract Learning a new language after forced migration has hardly ever been studied from the perspective of children. Their viewpoint, however, gets even more important, if we want to understand the lifelong consequences of their early experiences. With this aim, we use autobiographical accounts of persons who were rescued from Nazi Germany and brought to Great Britain in 1938 by an operation known as Kindertransport. The Kindertransportees’ memories of learning English are precious also with regard to the 21st century, where the share of minors in forced migration is steadily increasing, and where language teachers are struggling with the task of successfully teaching the newly arrived students. Our contribution aims to inform teacher education by building on the sociolinguistic concept of Voice, and exemplifying what a favourable context for language learning might look like in times of increasing forced migration.

Key words Kindertransport, autobiographical accounts, forced migration, language learning, Voice

Biographical perspectives on language ideologies in teacher education

Nadja Thoma, Department of Education, University of Vienna, Vienna, Austria;b Institute for Applied Linguistics, EURAC Research, Bolzano, Bozen, Italy

Abstract Universities represent spaces where language ideologies are taken up, modified, and transformed. The monolingual orientation of most universities contributes to the (re)construction of inequalities between students perceived as “native speakers” and others labelled as “non-natives”. Therefore, language ideologies can be a challenge for linguistically minoritized students if their multilingual practices are not accepted as legitimate. Linking biographical with sociolinguistic and educational theories, this article focuses on the experiences of linguistically minoritized student teachers who aspire to work as German teachers in Austria. The research is based on biographical interviews. Through a comparison of three different cases, in which interviewees describe personal experiences with language hierarchies, the article elaborates on the following: how biographies of linguistically minoritized student teachers are shaped by language ideologies; how the processes of inclusion and exclusion in teacher education are linked to multilingual practices; and how linguistically minoritized student teachers position themselves against and make sense of language ideologies in their educational biographies. In the concluding section, the article makes an argument for the relevance of biographical theory and methodology to research on multilingual practices in educational institutions.

Key words Language ideologies, teacher education, biographical research, biographical analysis, multilingualism

Finding spaces for all languages. Teacher educators’ perspectives on multilingualism

Evghenia Goltsev, Faculty of Language, Literature and Cultural Studies, University of Regensburg, Regensburg, Germany

Helena Olfert, German Institute, CEMES: Centre for Multilingualism and Language Acquisition, University of Münster, Münster, Germany

Galina Putjata, Department of Educational Sciences, Institute for Elementary and Primary Education, Goethe University Frankfurt, Frankfurt am Main, Germany

Abstract   In 2009, the federal state of North Rhine-Westphalia in Germany enacted a law that prescribed a binding module on dealing with linguistic diversity for all future teachers in every university offering teacher training in the state. In this paper, we present an interview study with teacher educators in this so-called DaZ module and their views on multilingualism. The conceptual framework of this article is based on Niedrig’s (2002) typology of perspectives on multilingualism. The findings reveal that the educators’ perspectives on multilingualism seem to be reproductions of their own multilingual biographies and that the framing of the DaZ module tends to reinforce a monolingual mindset. At the same time, the results show multiple ways in which the interviewees still find spaces for multilingual practices within the framework of this module. This underlines the educators’ role in promoting a multilingual turn in education.

Key words Teacher education, conceptualization of multilingualism, Germany, typology-based content analysis, linguistic diversity

‘Just accept each other, while the rest of the world doesn’t’ –teachers’ reflections on multilingual education

Joana Duarte, Faculty of Arts, Minorities & Multilingualism, Groningen, The Netherlands

Mirjam Günther-van der Meij, Primary Teacher Education, NHL Stenden University of Applied Sciences, Leeuwarden, The Netherlands

Abstract Research suggests that in linguistically and socially diverse classrooms, teachers should draw on their students’ multilingual repertoires. Although several approaches to use students’ home languages exist, the accessibility of this knowledge among teachers is still limited. Recently, a holistic approach has been put forward to address the needs of teachers in navigating the jungle of available knowledge. Within two projects in the Netherlands the approach was tested to develop multilingual approaches. Using data from vignettes applied after a two-year intervention period, this paper first explores knowledge, attitudes and skills developed by the participating teachers on implementing forms of multilingual education. Next, it analyses interaction data by applying a critical discourse analysis to filter out how othering strategies occur when teachers refer to their linguistically and culturally diverse students. The results show that the teachers mostly hold enhancing attitudes, particularly in terms of using the students’ home languages in class, while othering strategies towards multilingual students only rarely occur. This may highlight the importance of professional development for teachers-in-duty, and allows for valuable insights also for other schools who wish to engage in multilingual education.

Key words Language beliefs, language attitudes, teacher training, critical discourse analysis, multilingualism

Bridging Australian Indigenous language learner’s guides with SLA materials development frameworks

Yu-Ting Chiang, School of Languages and Linguistics, University of Melbourne, Melbourne, Australia

Helen Zhao, School of Languages and Linguistics, University of Melbourne, Melbourne, Australia

Rachel Nordlinger, School of Languages and Linguistics, University of Melbourne, Melbourne, Australia

Abstract The learner’s guide (LG) is a genre of pedagogical materials for Australian Indigenous languages, but LGs developed by field linguists are often questioned regarding their capacity to effectively facilitate language learning and, eventually, language revitalisation. This reflects a gap in the literature where applied linguistics perspectives are limited in Indigenous language studies, and vice versa. This study aims to address this gap by examining nine existing LGs published over the past four decades using a modified framework based on Tomlinson’s guidelines for second language acquisition (SLA) materials development. Findings show that the LGs are designed based on one of the three model types: (1) Type 1: non-communicative grammar-based, (2) Type 2: practice-integrated grammar-based, and (3) Type 3: text-driven meaning-based, among which the text-driven model has, theoretically speaking, the best potential to achieve pedagogical purposes. Yet, in general, existing LGs likely fail to equip learners with communicative competence. Other issues of greater complexity are also raised, including material comprehensibility and limited resources. A critical implication for the field is the necessity of empirical needs analyses for future LG development.

Key words Second language acquisition, Australian Indigenous languages, learner’s guide, material evaluation, language revitalisation

Preservice Spanish teachers’ perceptions on linguistic sexism: towards the integration of norm and GFL

Alejandro Gómez-Camacho, Department of Language Education, University of Seville, Seville, Spain

Francisco Núñez-Román, Department of Language Education, University of Seville, Seville, Spain

Coral I. Hunt-Gómez, Department of Language Education, University of Seville, Seville, Spain

María del Carmen Corujo-Vélez, Department of Reserach Methods and Diagnosis in Education, University of Seville, Seville, Spain

Abstract This article examines preservice Spanish teachers’ perceptions of linguistic sexism, norm, and use in Spanish. Analysis of 723 participants’ answers showed that sexism and linguistic non-adequacy were associated. Results proved that the exclusion of women from the generic masculine in Spanish was considered sexist, and that participants used some Gender Fair Language (GFL) mechanisms to make women visible when deemed necessary, especially with professions. Also, regardless of its adherence to norm, linguistic sexism was perceived as grammatically wrong. Thus, GFL criteria were finding their way into use even if contrary to norm. Therefore, policies based on direct intervention in the training of preservice teachers Spanish as a first language would produce a more egalitarian use of language.

Key words Language usage, language planning, preservice teacher education, sex equality, Spanish

A monolingual approach in an English primary school: practices and implications

Olena Gundarina, The Language Centre, School of Languages, Cultures and Societies, University of Leeds, Leeds, UK

James Simpson, School of Education, University of Leeds, Leeds, UK

Abstract This paper investigates a monolingual approach to the teaching of linguistic minority pupils in an English primary school at Key Stage Two (7–11 years old). The work is based on a longitudinal case study of one Russian-speaking migrant pupil and her schooled experience. The analysis and discussion explicate the prohibition of the first or home language (Russian) in the school, and reveal how denying a seven-year-old migrant child permission to use her L1 is detrimental to her learning experience and her well-being. The focal data derive from participant-observation fieldnotes, visual artefacts and interviews with the child, her mother, and a class teacher over a 7-month period. Through an analysis of the participants’ stancetaking, we show how the pupil’s voice is inaudible in her struggle against a monolingual attitude towards her bilingualism and multicompetence. Our contribution therefore builds on work in critical migrant language education, to identify the importance of enabling the presence of the L1 in learning for migrant pupils.

Key words Home language, language ideology, linguistic minority, EAL, Russian-speaking migrant

Empowering learners of English as an additional language: translanguaging with machine translation

Ronan Kelly, School of Education, Ulster University, Coleraine, Northern Ireland

Heng Hou, School of Education, Ulster University, Coleraine, Northern Ireland

Abstract The use of machine translation is increasingly prevalent in language education and social communication. This study explored how multilingual pupils who are learning English as an additional language (EAL) use machine translation within their formal education and everyday lives. A translanguaging framework was employed to understand the ways in which learners use machine translation and how they interpret these practices. Qualitative data was collected from a series of pupil (n = 28) focus groups and teacher (n = 14) interviews across five secondary schools in Northern Ireland. The findings demonstrate that machine translation permeates various learning and communicative aspects of learners’ lives across each stage of their multilingual development. In addition, learners view machine translation as a legitimate multimodal tool which they flexibly, critically and pragmatically incorporate within their semiotic repertoires. These findings show how EAL learners are empowered by their own, and their teachers’, use of machine translation and offer insights which inform the continued development of translanguaging pedagogies.

Key words translanguaging,machine translation, English as an additional language, multilingualism, Northern Ireland

Participation in bilingual education programs as a key factor to linguistic success: the Spanish case

Francisco Javier Palacios-Hidalgo, Department of English and German Philologies, University of Córdoba, Córdoba, Spain

María Elena Gómez-Parra, Department of English and German Philologies, University of Córdoba, Córdoba, Spain

Cristina A. Huertas-Abril, Department of English and German Philologies, University of Córdoba, Córdoba, Spain

Roberto Espejo-Mohedano, Department of Statistics, University of Córdoba, Córdoba, Spain

Abstract  As in other countries, bilingual/multilingual education has become widespread in Spain. However, research either focuses on Spanish programs’ implementation, students’ performance or teacher training, but not on their contribution to graduates’ self-perceived linguistic success (understood as a combination of intercultural competence, international mobility and employability). Therefore, this paper studies whether Spanish bilingual education results in higher self-perceived competences. An instrument examining these three elements is applied, and Facebook Audience Insights is used for sample targeting. Findings prove that Spanish bilingual education graduates have higher self-perceived intercultural competence and international mobility. In terms of gender, women who have participated in Spanish bilingual education show higher self-perceived intercultural competence, whereas men who have studied in these programs consider themselves more interculturally competent and mobile. Conversely, there is no evidence of more positive self-perceived employability than in monolingual education. All in all, participation in a Spanish bilingual program is demonstrated to be an influential factor in self-perceived global linguistic success, employability, and intercultural competence.

Key words Linguistic success, bilingual education graduates, employability, intercultural competence, international mobility

Differing effects of the early sociocultural context on reading for Arabic- and English-speaking students

Jessica Tsimprea Maluch, School of Education, American University in Dubai, Dubai, UAE

Abstract The current study examines the effects of the sociocultural context of primary school reading among Arabic- and English-speaking students in the UAE. Using a sample of 16,391 fourth graders (English: n = 10,507; Arabic: n = 5,884) from the 2016 Process in International Reading Literacy Study (PIRLS), results revealed that while early language environment and classroom practices play a role for all students, specific factors differ for Arabic- and English-speaking students. Specifically, the results suggest that some early language variables do not impact later reading achievement for Arabic-speaking students. However, certain classroom practices have a positive effect on Arabic reading in primary school. The discussion focuses on possible explanations of these group differences and the importance of tailoring early language experiences and classroom practices to complement specific linguistic and sociocultural contexts.

Key words Arabic literacy, early language environment, primary reading classroom practices, reading achievement, Arabic language development

期刊简介

Language and Education provides a forum for the discussion of recent topics and issues in language and literacy which have an immediate bearing upon thought and practice in education. Articles draw important and well-communicated implications from their subject matter for one or more of the following: policy, curriculum, pedagogy or evaluation in education.

The task of the Journal is to encourage language specialists and researchers in language in education and educational linguists to organise and present their material in such a way as to highlight its educational implications, thereby influencing educational theorists and practitioners and leading to improved educational outcomes for students.

《语言与教育》聚焦探讨语言文学前沿问题，对教育的思想和实践有直接影响。该期刊的范围包括：教育政策，课程，教学法或评估。

该期刊鼓励语言专家和语言教育研究人员、专家突出教育启发，从实践和理论两个层面提升学生的教育成果。

Articles are welcomed concerning all aspects of language education in the dominant language of the country, society, or educational system in question. This includes mother tongue and second language education, issues related to immersion education, content-based language teaching, CLIL, bi/multilingualism, and medium-of-instruction. The remit of Language and Education, however, does not extend to modern foreign language education (i.e. modern foreign languages or English as a foreign language).

该期刊欢迎有关国家，社会或教育体系的语言教育的文章。涵盖母语和二语言教育，沉浸式教育、内容教学法、内容与语言整合教学，双语/多语和教学媒介等话题。其范围不涵盖现代外语教育（即现代外语或英语作为外语）。

官网地址：

https://www.tandfonline.com/journals/rlae20

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