刊讯｜SSCI 期刊《国际双语教育与双语制》2023年第1-5期

International Journal of Bilingual Education and Bilingualism

Volume 26, 2023

International Journal of Bilingual Education and Bilingualism（SSCI一区，2022 IF：2.8，排名：27/194）2023年第1-5期共刊文41篇。其中，2023年第1期共发文6篇。研究论文涉及边境高中生的自我认同、双语项目中语言专业知识、二年级双语课堂的投入模式、幼儿园双语教室中的同伴语言社交、双语教育的归属感等。2023年第2期共发文10篇。研究论文涉及双语教师的西班牙考试、西-英双语教师的西班牙语、多语经验和执行功能、语言转换等。2023年第3期共发文8篇。研究论文涉及语言和内容整合学习、CLIL课堂中的认知话语功能等。2023年第4期共发文10篇。研究论文涉及读写能力发展、多语学生的学校社会化、双语教育的执行功能、社区语言教师的知识基础、荷兰早期英语教育、高等教育中的跨语言等。2023年第5期共发文7篇。研究论文涉及比利时法语区接受沉浸式教育的儿童的注意力、比利时的外语教育、CLIL中的多种方法等。欢迎转发扩散！

往期推荐：

目录

Issue1

■ Ongoing emergence: borderland high school DLBE students’ self-identifications as lingual people, by Katherine S. Mortimer & Gabriela Dolsa, Pages: 7-19.

■‘I'll be the hero’: how adolescents negotiate intersectional identities within a high school dual-language program, by April S. Salerno, Amanda K. Kibler & Christine N. Hardigree, Pages: 20-33.

■Bilingual student perspectives about language expertise in a gentrifying two-way immersion program, by Suzanne García-Mateus, Pages: 34-49.

■Martín and the pink crayon: peer language socialization in a kindergarten bilingual classroom, by Sofía E. Chaparro, Pages: 50-68.

■Becoming bilingual in two-way immersion: patterns of investment in a second-grade classroom, by Laura Hamman-Ortiz, Pages: 69-83.

■Two-way bilingual education programs and sense of belonging: perspectives from middle school students, by Ester J. de Jong, Zach Coulter & Min-Chuan Tsai, Pages: 84-96.

Issue2

■ Sustaining and developing teachers’ dynamic bilingualism in a re-designed bilingual teacher preparation program, by Brian A. Collins, Maite (María Teresa) Sánchez & Carla España, Pages: 97-113.

■Comparing Spanish certification exams for bilingual teachers: test design and other pedagogical considerations, by Maria del Puy Ciriza, Pages: 114-130.

■Peer-to-peer translanguaging academic spaces for belonging: the case of Spanish as a heritage language, by Lina M. Reznicek-Parrado, Pages: 131-145.

■State of the art: a forty-year reflection on the Spanish language preparation of Spanish-English bilingual-dual language teachers in the U.S., by Michael D. Guerrero, Pages: 146-157.

■Multilingual experience and executive functions among children and adolescents in a multilingual city, by Julie H. J. Oh, Armando Bertone & Gigi Luk, Pages: 158-172.

■Translanguaging for multiliteracy development: pedagogical approaches for classroom practitioners, by Brenda Aromu Wawire & Adrienne Barnes-Story, Pages: 173-188.

■Order in the chaos. Nurses’ perceptions of multilingual families in a society marked by a monoglossic ideology, by Victoria Van Oss, Wendelien Vantieghem, Piet Van Avermaet & Esli Struys, Pages: 189-200.

■Bidirectional transfer of definition skills and expressive vocabulary knowledge in Chinese-English dual language learners, by Chan Lü, Amy E. Pace & Sihui Ke, Pages: 201-215.

■‘What if I was not adopted’: transnational Chinese adoptee English teachers negotiating identities in Taiwan, by Shumin Lin, Ming-Hsuan Wu & Genevieve Leung, Pages: 216-229.

■Teaching English as a foreign language in multilingual milieus in Catalonia: perspectives and practices of educators in three state schools, by Neus Frigolé & Eva Tresserras, Pages: 230-243.

Issue3

■ Systemic functional linguistics: the perfect match for content and language integrated learning, by Ana Llinares & Anne McCabe, Pages: 245-250. 

■Documenting language and content integrated learning: a case study of a genre-based history in films course, by Mariana Achugar & Therese Tardio, Pages: 251-269. 

■Interactional scaffolding in a first-grade classroom through the teaching–learning cycle, by Luciana C. de Oliveira, Loren Jones & Sharon L. Smith, Pages: 270-288.

■Exploring content and language co-construction in CLIL with semantic waves, by Yuen Yi Lo, Angel M. Y. Lin & Yiqi Liu, Pages: 289-310.

■Cognitive discourse functions in CLIL classrooms: eliciting and analysing students’ oral categorizations in science and history, by Natalia Evnitskaya & Christiane Dalton-Puffer, Pages: 311-330.

■CLIL students’ definitions of historical terms, by Nashwa Nashaat-Sobhy & Ana Llinares, Pages: 331-344.

■Expressing evaluation across disciplines in primary and secondary CLIL writing: a longitudinal study, by Rachel Whittaker & Anne McCabe, Pages: 345-362.

■Afterword: SFL, theoretical pluralism and content and language integration at the levels of curriculum, pedagogy and assessment, by Tom Morton, Pages: 363-368.

Issue4

■Literacy development: the 21st century bilingual immersion classroom, by Schalea S. Sanders, Pages: 369-378.

■Collective teachers’ beliefs about multilingualism in Maltese primary education, by Rebecca Camenzuli, Adrian Lundberg & Phyllisienne Gauci, Pages: 379-394.

■Bridging the ‘dual lives’: school socialization of young bi/multilinguals in the eyes of EFL teachers, by Joanna Rokita-Jaśkow, Agata Wolanin, Werona Król-Gierat & Katarzyna Nosidlak, Pages: 395-410.

■Bidialectal pre-school: enacting participation frames through linguistic and other semiotic means, by Marie Rickert, Pages: 411-427.

■Towards a reconceptualisation of the Cantonese lexicon in contemporary Hong Kong: classificatory possibilities and their implications for the local Chinese-as-an-additional-language curriculum, by Hugo Wing-Yu Tam & Samuel C. S. Tsang, Pages: 428-456.

■Do executive functions gained through two-way dual-Language education translate into math achievement? by Sangmi Park, P. Lital Dotan & Alena G. Esposito, Pages: 457-471.

■Preparing teacher candidates for bilingual practices: toward a multilingual stance in mainstream teacher education, by Ester de Jong & Jiameng Gao, Pages: 472-482.

■Community languages teachers’ funds of knowledge: domains, meta-awareness and transferability, by Jing Qi & Kerry Mullan, Pages: 483-497.

■Primary-school teachers’ beliefs about the effects of early-English education in the Dutch context: communicative scope, disadvantaged learning, and their skills in teaching English, by Claire Goriot & Roeland van Hout, Pages: 498-513.

■Translanguaging in higher education: exploring interactional spaces for meaning-making in the multilingual universities of Pakistan, by Anila Panezai, Liaquat Ali Channa & Bakht Bibi, Pages: 514-527.

Issue5

■Does CLIL shape language attitudes and motivation? Interactions with target languages and instruction levels, by Audrey De Smet, Laurence Mettewie, Philippe Hiligsmann, Benoît Galand & Luk Van Mensel, Pages: 534-553.

■Attentional abilities of children enrolled in immersion education in French-speaking Belgium, by Morgane Simonis, Benoit Galand, Philippe Hiligsmann & Arnaud Szmalec, Pages: 554-571.

■MulTINCo: multilingual traditional immersion and native corpus. Better-documented multiliteracy practices for more refined SLA studies, by Fanny Meunier, Isa Hendrikx, Amélie Bulon, Kristel Van Goethem & Hubert Naets, Pages: 572-589.

■Comparing CLIL and non-CLIL learners’ phrasicon in L2 Dutch: the (expected) winner does not take it all, by Amélie Bulon & Fanny Meunier, Pages: 590-613.

■Receptive knowledge of intensifying adjectival compounds: Belgian French-speaking CLIL and non-CLIL learners of Dutch and English, by Isa Hendrikx & Kristel Van Goethem, Pages: 614-638.

■Understanding foreign language education and bilingual education in Belgium: a (surreal) piece of cake, by Laurence Mettewie & Luk Van Mensel, Pages: 639-657.

■Discussion: multiple approaches in CLIL: cognitive, affective and linguistic insights, by Ana Llinares, Pages: 658-663.

Issue1 摘要

Ongoing emergence: borderland high school DLBE students’ self-identifications as lingual people

Katherine S. Mortimer, Department of Teacher Education, University of Texas, El Paso, TX, USA 

Gabriela Dolsa, Department of Teacher Education, University of Texas, El Paso, TX, USA

Abstract Conceptualizations of language as translanguaging (Otheguy, García, and Reid 2015) help us to render wholeness out of languages and groups of speakers socially constructed as distinct. Yet in practice teachers are still compelled to identify students by dichotomous institutional labels for discrete proficiencies in named languages: identity labels that are inevitably hierarchical and connected to inequity. This paper examines how youth in a two-way DLBE program on the US-Mexico border conceptualized themselves and their peers quite differently – as non-dichotomous – and their bilingualism as more continuously emergent. Based on interviews in a multiyear ethnography, we argue that youths’ conceptualizations of themselves as lingual (Flores 2013) people, rather than bilingual or monolingual, English learner or English proficient, are particularly important for serving our goals of equity in DLBE at the high school level.

Key words Secondary level, dual language bilingual education,  identity, emergent bilinguals, English learners, equity

‘I'll be the hero’: how adolescents negotiate intersectional identities within a high school dual-language program

April S. Salerno, School of Education and Human Development, University of Virginia, Charlottesville, VA, USA

Amanda K. Kibler, College of Education, Oregon State University, Corvallis, OR, USA

Christine N. Hardigree, Department of Education, Iona College, Brooklyn, NY, USA

Abstract In this study, we examine how adolescents in a dual-language program negotiate intersectional identities through interaction, while engaged in small-group exploratory talk around the task of a collaborative-writing project. We recognize that while dual-language settings can help adolescents build relationships with ethnolinguistically different peers who might be otherwise tracked into separate classrooms, dual-language spaces, nested within a larger racialized U.S. system, also have potential to reify marginalized identities. Using a microethnographic lens, we examine how students in an extra-curricular high school dual-language Spanish-English program negotiate intersectional identities while engaging in small-group work to write a bilingual book to share with elementary students. We found that the small-group setting was a space where students negotiated both marginalized and privileged identities, sometimes related to language and other times related to a host of other factors. We consider how talking directly with adolescents about the roles that might be placed on them as participants in dual-language programs can enlist them in the work of creating dual-language spaces that validate the various identities students seek to take up.

Key words Dual language, two-way immersion, adolescents, secondary education, identity

Bilingual student perspectives about language expertise in a gentrifying two-way immersion program

Suzanne García-Mateusv, Monterey Institute for English Learners, Education and Leadership Department, California State University – Monterey Bay, Seaside, CA, USA

Abstract The two-way immersion dual language education program design includes the use of language labels to identify students as either the English speaker or the speaker of a language other than English. This paper examines four focal student and two teacher interviews to consider the ways in which the idea of a ‘language expert’ transpired during individual student retrospective interviews. Data include video and audio recordings of student and teacher interviews, classroom observations of student interactions during their kindergarten, first and second grade years. This study draws from a raciolinguistic perspective to explore how power operates in sites where the categorization of language and race are negotiated. A distinctive goal of this paper includes understanding the ways in which students were perceived by their peers and classroom teachers as language learners in order to understand how power relations operated as the school demographics were changing. Findings indicate that race was entwined with social class and language in the ways students perceived one another. Implications for teacher education programs include raising an awareness of how teachers can both mitigate and shift power relations in culturally, ethnically and linguistically diverse contexts.

Key words Bilingual education, bilingual students, classroom discourse, dual language immersion, heritage languagesidentity construction

Martín and the pink crayon: peer language socialization in a kindergarten bilingual classroom

Sofía E. Chaparro, School of Education and Human Development, University of Colorado Denver, Denver, CO, USA

Abstract This paper addresses the interactional dynamics of one bilingual, two-way immersion classroom where children came from diverse linguistic, cultural, racial, and socioeconomic backgrounds. Based on an ethnographic discourse analytic study of one kindergarten TWI classroom, I analyze interactional data using participant frameworks as the unit of analysis and develop a linguistic analysis from a language socialization lens. Findings illustrate the ways that children’s talk and communicative behaviors act as peer socializing processes as children move in and out of various participatory roles in conversation. By virtue of their intentional spatial positioning around communal tables, students are socializing each other as participants into a bilingual learning community, even when they are silent participants or overhearers. I argue that this framework is a productive lens through which to analyze bilingual multiparty conversations in a way that does not privilege linguistic codes as a basis for analysis.

Key words Bilingual education, classroom discourse, peer language socialization, participation, second language acquisition, two-way Immersion

Becoming bilingual in two-way immersion: patterns of investment in a second-grade classroom

Laura Hamman-Ortiz, University of Colorado-Boulder, Boulder, CO, USA

Abstract This article explores how second-grade students in a Spanish/English two-way immersion (TWI) program make sense of becoming bilingual. Drawing upon the expanded model of investment theory, I examine how and why students in this classroom “invest” in their emerging bilingualism, attending to the similarities and differences in the sense-making of Latinx students and their non-Latinx peers. Findings reveal that students across linguistic backgrounds held similar understandings of the perceived benefits of bilingualism, including bilingualism for global citizenship, to help others, and to increase their employment opportunities. Students sense-making differed, however, when it came to the uniqueness of the bilingual experience. That is, among White English home language students, there was a shared discourse of bilingual exceptionalism—their bilingualism making them ‘feel special,’ as if they had ‘a secret language’—while Latinx students framed bilingualism as a ‘normal’ phenomenon. I consider these findings in relation to systemic patterns of control and spaces of resistance and discuss implications for fostering and sustaining equitable models of bilingual education.

Key words Bilingual education, bilingual students, ELL, identity construction, language ideologies, two-way immersion

Two-way bilingual education programs and sense of belonging: perspectives from middle school students

Ester J. de Jong, University of Florida, Gainesville, FL, USA

Zach Coulter, University of Florida, Gainesville, FL, USA

Min-Chuan Tsai, University of Florida, Gainesville, FL, USA

Abstract This exploratory study examined the experiences of middle school students in an urban two-way bilingual education (TWBE) program. Through the lens of students’ sense of belonging, the study examined how middle school students described their experiences being enrolled in a TWBE program at the primary and secondary level. Data sources included a survey (n = 68) and six small group interviews with twenty middle school students. Using four dimensions of belonging (relationships, place, agency, and inclusion) to analyze the data, the study found that students experienced a sense of belonging through a culture of care, peer relationships, and community-building activities. Translanguaging practices supported students’ identities as bilinguals and were a way to include students whose language proficiency was still in the emerging stages. Strong TWBE program cohesion appeared to positively mediate the transition from primary to secondary school. However, students experienced monolingual attitudes and ideologies outside the program, undermining their sense of belonging in school. The study concludes that TWBE programs are uniquely situated to engage in practices that support students’ sense of belonging and, through these practices, create, open up, and sustain identity options for bilingual learners in middle school.

Key words Bilingual students, dual language programme, two-way programmes, two-way immersion, translanguaging

Issue2 摘要

Sustaining and developing teachers’ dynamic bilingualism in a re-designed bilingual teacher preparation program

Brian A. Collins, Curriculum and Teaching Department, Hunter College, CUNY, New York, USA

Maite (María Teresa) Sánchez, Curriculum and Teaching Department, Hunter College, CUNY, New York, USA

Carla España, Curriculum and Teaching Department, Hunter College, CUNY, New York, USA

Abstract There is an expectation of bilingual proficiency as a requirement for admission into most bilingual teacher preparation programs, as well as licensing criteria and job requirements for bilingual teaching positions. Nevertheless, we must acknowledge the dynamic nature of bilingualism and that prospective teachers differ in the level of support they have received for developing their linguistic repertoire across institutions, communities, and home. Many bilingual teachers come to the profession with diverse experiences which influence their linguistic ideologies and repertoires. In this study, we interviewed teacher candidates at the end of their Spanish-English bilingual teacher preparation program to investigate their linguistic backgrounds and experiences. We analyzed their perspectives of their linguistic repertoires and dynamic language usage and how this impacts their pedagogy and the students they will ultimately teach. We discovered how linguistically and culturally sustaining pedagogies that integrate translanguaging and raciolinguistic frameworks can shape a graduate program with a long history of preparing bilingual teachers in an urban, linguistically diverse setting. Participants expressed their desire for more opportunities to practice and learn in Spanish. Furthermore, there was a transformation of how participants perceived their own language practices as legitimate and relevant to how they can structure their students’ learning.

Key words Bilingual education, translanguaging, culturally sustaining pedagogies, bilingualism, bilingual teacher preparation

Comparing Spanish certification exams for bilingual teachers: test design and other pedagogical considerations

Maria del Puy Ciriza, Spanish and Hispanic Studies, Texas Christian University, Fort Worth, TX, USA

Abstract This article compares Spanish proficiency assessments across three states (Texas, Arizona, and California) in relation to four overarching themes: (a) verification methods of proficiency; (b) test-task authenticity; (c) impact of pedagogical content knowledge in test performance; and (d) conceptions of language ‘correctness’ on the scoring rubrics. The research findings indicate incongruencies in the way the three states define the proficiency of bilingual teachers and the language competencies needed to teach content in the bilingual classroom. Assessment rubrics raise questions about how these exams may delegitimize the repertoires of Latinx pre-service teachers. Implications for educators and policymakers are explored with specific attention to bilingual education programing and raciolinguistic ideologies in Spanish proficiency testing.

Key words Proficiency testing, bilingual teachers, raciolinguistics, pedagogical Spanish competencies

Peer-to-peer translanguaging academic spaces for belonging: the case of Spanish as a heritage language

Lina M. Reznicek-Parrado, Department of Spanish Language, Literary and Cultural Studies, University of Denver, Denver, CO, USA

Abstract This ethnography analysis presents the translingual academic moments – moments in an academic interaction where both Spanish and English are used – of a group of six Spanish Heritage Language students who work as academic peer tutors in a Spanish for Heritage Speakers Program at a large public university. The analysis of peer-tutor interviews and transcriptions of tutoring sessions demonstrates that peer tutors translanguage with the two overarching goals of furthering their tutees’ academic literacy and building community, illustrating the extent to which translanguaging supported this peer-led Spanish heritage academic learning community. By exploring the goals with which Spanish heritage peer-tutors deployed translingual language in a non-classroom academic context, this work argues for the importance of critically examining heritage student translanguaging in academic contexts in order for researchers and educators to leverage bilingual students’ learning trajectories.

Key words Spanish as a heritage languagetrans, languaging, peer-to-peer tutoring, academic literacy

State of the art: a forty-year reflection on the Spanish language preparation of Spanish-English bilingual-dual language teachers in the U.S.

Michael D. Guerrero, Department of Bilingual & Literacy Studies, University of Texas Rio Grande Valley, Edinburg

Abstract This state-of-the-art paper is centered on bilingual education teachers’ linguistic qualifications with special reference to Spanish competencies needed to meet the needs of emergent bilingual education learners in the U.S. The paper spans over a forty-year period drawing on the experiences and related publications of the principal author beginning in the mid 1980s and up to the present. In doing so, key themes, questions and challenges related to the special issue are highlighted based on the series of publications from 1993 to 2020. Insights into the ways language ideologies and politics of bilingual education teacher preparation entities undermine this need are addressed. Drawing on language education policy planning, the author then offers three paths forward given that not much progress has been made since the inception of bilingual education in the U.S. with regard to the preparation of linguistically qualified bilingual education teachers with specific reference to their Spanish competency.

Key words Bilingual education, teacher preparation, Spanish proficiency, language policy, language proficiency testing

Multilingual experience and executive functions among children and adolescents in a multilingual city

Julie H. J. Oh, Department of Educational and Counselling Psychology, McGill University, Montreal, Canada; Centre for Research on Brain, Language and Music, Montreal, Canada

Armando Bertone, Department of Educational and Counselling Psychology, McGill University, Montreal, Canada

Gigi Luk, Department of Educational and Counselling Psychology, McGill University, Montreal, Canada; Centre for Research on Brain, Language and Music, Montreal, Canada

Abstract Children develop their language capacities and executive functions (EF) throughout their school-aged years. Research has shown that bilingual children show different patterns of EF performance when compared to their monolingual counterparts. However, it is less clear how variations in children’s multilingual experiences associate with variation in EF performance. The current study examined the variability of multilingual experience across the contexts of home and school and how it relates to EF. Sixty-seven children and adolescents from a multilingual community completed EF tasks that assessed their attention and monitoring. Given the sociolinguistic landscape of a multilingual community, all participants reported having exposure to at least a second language, and their multilingual experience was examined on a continuum across different contexts. Age was positively associated with both attention and monitoring. In addition, the degree of dynamic multilingual experience contributed to performance on monitoring. Our study shows that in children and adolescents, multilingual experience across the contexts of home and school accounted for additional variation in EF beyond chronological age.

Key words Multilingualism, bilingualism, executive functions, children and adolescents, contextual factors, multilingual community, sociolinguistic factors

Translanguaging for multiliteracy development: pedagogical approaches for classroom practitioners

Brenda Aromu Wawire, African Population and Health Research Center, Nairobi, Kenya

Adrienne Barnes-Story, Literacy and Pedagogy Specialist, Learning Systems Institute, Florida State University, Tallahassee, FL, USA

Abstract When teaching multilingual learners, it is critical for teachers to use instructional strategies that engage and nurture language and biliteracy skills. In this practice-based paper, we address how teachers can utilize translanguaging strategies to recognize and build multilingual practices while offering all learners opportunities to share their voices. The use of instructional practices that mirror the linguistic practices of multilingual learners promotes social justice and inclusivity in learning. We provide explanations and examples of translanguaging pedagogies, followed by instructional approaches that teachers can use to foster the language and literacy development of multilingual learners. Specific strategies and pedagogies that can be easily integrated into the classroom to promote language and literacy development are described. The appendix includes a shortlist of high-quality websites that support multilingual instruction and additional suggested readings for teachers seeking more information about how to integrate translanguaging into their classrooms.

Key words Translanguaging, bilingualism, social justice, biliteracy, pedagogy

Order in the chaos. Nurses’ perceptions of multilingual families in a society marked by a monoglossic ideology

Victoria Van Oss, Centre for Diversity and Learning, Ghent University, Ghent, Belgium

Wendelien Vantieghem, Centre for Diversity and Learning, Ghent University, Ghent, Belgium

Piet Van Avermaet, Centre for Diversity and Learning, Ghent University, Ghent, Belgium

Esli Struys, Centre for Linguistics, Vrije Universiteit Brussel, Brussels, Belgium

Abstract This paper explores the connection between nurses’ multilingual beliefs and their advice on multilingual parenting to families with young children. Data was gathered through video-stimulated reflection dialogues with 11 nurses employed at infant welfare clinics in Belgium. Our analysis disclosed two salient counter topics regarding participants’ multilingual beliefs: order versus chaos. The latter refers to nurses’ view of multilingualism as a linguistic imbroglio. By ‘order’, we understand the benefits of multilingualism for cognitive and emotional development, provided that the multilingual environment is strictly regulated, particularly through the rigorous adherence to a consistent multilingual parenting strategy. Nurses’ panacea for this linguistic farrago is manifested in their advice to multilingual parents. Their recommendations are consistent: multilingualism can only be advantageous for children through a functional language segregation within spaces (i.e. home versus school) and individuals (i.e. One-Parent-One-Language). Nurses’ positive perspective on multilingualism thus hinges on the condition that home languages are neatly transmitted in which the acquisition of the school language will not be impeded. Our findings illuminate how nurses’ ostensible multilingual orientations are in fact coloured by a monoglossic ideology in which multilingualism is acknowledged from a monolingual vantage point: as the simple sum of separate languages.

Key words Multilingualism, early childhood, home languages, monolingual ideology, multilingual parenting, OPOL

Bidirectional transfer of definition skills and expressive vocabulary knowledge in Chinese-English dual language learners

Chan Lü, Department of Asian Languages and Literature, University of Washington, Seattle, WA, USA

Amy E. Pace, Department of Speech and Hearing Sciences, University of Washington, Seattle, WA, USA

Sihui Ke, Department of Modern and Classical Languages, Literatures, & Cultures, University of Kentucky, Lexington, KY, USA

Abstract Though Mandarin Chinese dual language immersion (DLI) has been growing rapidly in the U.S., research on this population is still rare. This study explored cross-language transfer of expressive oral vocabulary knowledge and definition skills among students in a Chinese DLI program. We found significant within and cross-language relationships of aspects of definition skills and cross-language relationships between expressive vocabulary and definition skills. Hierarchical regression revealed strong predictive association within and across languages for definition skills. Moderation analysis revealed that Chinese vocabulary knowledge had a moderating effect on the transfer of the syntagmatic aspect of Chinese definition skill to the corresponding skill in English. Educational implications and research recommendations are discussed in relation to an expanding framework of cross-language transfer.

Key words Definition skill, vocabulary knowledge, cross-language transfer, dual language immersion

‘What if I was not adopted’: transnational Chinese adoptee English teachers negotiating identities in Taiwan

Shumin Lin, Institute of Teaching English to Speakers of Other Languages, National Yang Ming Chiao Tung University, Hsinchu, Taiwan

Ming-Hsuan Wu, TESOL/Bilingual Programs, College of Education and Health Sciences, Adelphi University, Garden City, NY, USA

Genevieve Leung, Rhetoric and Language, University of San Francisco, San Francisco, CA, USA

Abstract While race in TESOL has gained traction in recent years, less research has focused on Asian American teachers working in Asian contexts, not to mention Chinese adoptees from the US working as English teachers in Asia. Drawing from our larger study on the work narratives of Asian Americans teaching English in Taiwan, this paper examines how Chinese adoptees negotiate their linguistic and cultural competencies and identities in Taiwan. We uncover the various forms of emotional labor that they experienced. Similar to other Asian American teachers, they also grappled with notions of authenticity and legitimacy in the ELT field in Taiwan. However, teaching in Taiwan provided Chinese adoptees with the opportunity to negotiate the roots and routes of transnational adoptee identities and simultaneously deploy their adoptee identities as pedagogical tools for teaching about racial and family diversity, which complicates and extends research on racial identities as pedagogy in ELT. It is inevitable that their racial identity and transracial family makeup are invoked, and they are confronted to take action on it. The process can be laborious, yet teaching students about diversity through these adoptees’ own vantage points also constitutes their professional identity as a competent teacher.

Key words ELT, race, identities, adoptees, Taiwan, China

Teaching English as a foreign language in multilingual milieus in Catalonia: perspectives and practices of educators in three state schools

Neus Frigolé，Faculty of Education, Universitat de Barcelona, Barcelona, Spain

Eva Tresserras，Faculty of Education, Universitat de Barcelona, Barcelona, Spain

Abstract The aim of this article is to explore how the teaching of English as a foreign language is planned in three plurilingual state schools in Catalonia. We carried out classroom observations (first and second grade of primary education) and interviewed the English teachers who teach these lessons and the headmasters of the three schools. The use of these qualitative methods to generate data allowed us to see what teachers say they do in the classroom, and what they really do. The results showed that although the three schools analysed work to make learners aware of their linguistic repertoires and foster their plurilingual competence, the English classroom is still seen as a monolingual space where students’ languages and the use of plurilingual strategies are not present. Similarly, we can state that the participating teachers do not prioritise plurilingual and intercultural education in the English classroom, as this is promoted in other school spaces. The findings have strong implications; namely, there is the need for foreign language teachers to encourage the use of students’ first languages in the classroom if we want to advance towards a plurilingual and intercultural education.

Key words Foreign language, plurilingual competence, linguistic repertoires, interlinguistic transfer, metalinguistic reflection

Issue3 摘要

Systemic functional linguistics: the perfect match for content and language integrated learning

Ana Llinares, Universidad Autónoma de Madrid, Madrid, Spain

Anne McCabe, English Department, Saint Louis University, Madrid, Spain

Abstract Recent debates on bilingual education/CLIL have insisted on the need to explore common aims across bilingual/multilingual education programmes (CLIL, CBI, immersion) instead of highlighting differences across them (e.g. Cenoz, Genesee & Gorter, 2014). One objective shared by all programmes, regardless of their specificities, is to find the ways in which content and language are best learnt and taught in integration. This involves going beyond the ‘focus on form’ perspective and looking at language as a meaning-making activity in relation to the genres and registers of specific classroom/academic disciplines. In this issue, Systemic Functional Linguistics (SFL), with its focus on the purposes of language use through texts and contexts, is applied, together with other models, such as Legitimation Code Theory (LCT) or Cognitive Discourse Functions (CDFs), to the understanding of how language and content integration is enacted and its implications for curriculum development, pedagogy and assessment. The studies represent a variety of educational levels, content areas, modes (spoken, written, classroom interaction) and bilingual/multilingual education contexts.

Key words SFL, CLIL, integration, CDF, LCT

Documenting language and content integrated learning: a case study of a genre-based history in films course

Mariana Achugar, Departamento de Medios y Lenguajes, Facultad de Información y Comunicación, Universidad de la República, Montevideo, Uruguay

Therese Tardio, Department of Modern Languages, College of Humanities and Social Sciences, Carnegie Mellon University, Pittsrbugh, PA, USA

Abstract In this paper, we explore how advanced college students use the past history and experiences of others to understand the present while learning a foreign language through a content-integrated curriculum. To assess student learning we operationalize Norris (2006. “The Why (and How) of Assessing Student Learning Outcomes in College Foreign Language Programs.” The Modern Language Journal 90 (4): 576–583) learning outcomes model (content, skills and dispositions) through linguistic indices. The learning is documented throughout a semester via learners’ written production, comparing the changes and expansion in the use of meaning-making resources that demonstrate their understanding of others through choices in the wording, logical organization of texts, and their positioning in relation to those contents. The participants have varied language trajectories ranging from heritage to L2 language learners of Spanish. The findings show how a content and language integrated curriculum focusing on a historical theme (i.e. Southern Cone dictatorships) through a particular genre (i.e. film review) can reveal students’ content, skills and dispositions in an L2. Learners demonstrated their developing capacities in a foreign language and history through their production of written texts that allow them to use knowledge about the past to interpret the present via academic genres. The paper provides a framework for describing content, skills and dispositions learning outcomes with linguistic features that evidence the achievement of those outcomes.

Key words Content-based L2 curriculum, history in films, academic genres, learning outcomes

Interactional scaffolding in a first-grade classroom through the teaching–learning cycle

Luciana C. de Oliveira, Virginia Commonwealth University, Richmond, VA, USA

Loren Jones, University of Maryland, College Park, MD, USA

Sharon L. Smith, University of Miami, Coral Gables, FL, USA

Abstract Many educators are tasked with the dual responsibility of facilitating emergent to advanced bilingual students’ (EABs) content learning, while also simultaneously supporting students’ ongoing literacy and language development. One pedagogical tool that has garnered growing attention in recent decades is the teaching–learning cycle (TLC). This article presents a study that took place in a first-grade classroom that contained a number of EABs. Working in collaboration with the classroom teacher, we designed English language arts (ELA) units based on the TLC and analyzed the ways in which the teacher used interactional scaffolding applying this pedagogical approach to guide instruction for her EABs. We focused specifically on how the teacher’s interactional scaffolding moves engage students, and especially EABs, in the Detailed Reading, Deconstruction, and Joint Construction phases. We present study results, including excerpts of classroom discourse. This article demonstrates how the TLC can be used to facilitate a meaningful understanding of interactional scaffolding and its role in the TLC.

Key words Bilingual students, classroom discourse, content and language integrated learning (CLIL), ELL, teaching and learning cycle, interactional scaffolding

Exploring content and language co-construction in CLIL with semantic waves

Yuen Yi Lo, Faculty of Education, The University of Hong Kong, Hong Kong SAR, China

Angel M. Y. Lin, Faculty of Education, Simon Fraser University, Burnaby, Canada

Yiqi Liu, Department of English Language Education, The Education University of Hong Kong, Hong Kong SAR, China

Abstract In content and language integrated learning (CLIL) classrooms, it is assumed that non-language content subjects provide more authentic communicative contexts for students to learn a foreign/second/additional language (L2). However, learning abstract concepts and academic language in an L2 simultaneously is also challenging for CLIL students. It is thus important for CLIL teachers to unpack and repack both abstract concepts and academic discourse for the students. ‘Semantic waves’, which model classroom practices of both unpacking and repacking, is arguably a key to understanding cumulative knowledge-building. Applying the concepts of semantic profiles and semantic waves, this paper analyses the classroom discourse of two CLIL science lessons in Hong Kong. In one lesson, the semantic profile mainly consists of downward shifts. The teacher adopted various useful strategies to unpack science concepts, especially with multimodalities, everyday L2 and students’ L1 resources. Yet, there was limited repacking. In contrast, some repacking was observed in another lesson, where the teacher provided explicit instruction on academic language and guided students through academic writing tasks. A semantic wave can thus be observed there. These findings on strategies for unpacking and repacking provide significant insights into knowledge building in CLIL contexts, and may hence illuminate CLIL pedagogical practices.

Key words Bilingual education, content and language integrated learning (CLIL), classroom discourse

Cognitive discourse functions in CLIL classrooms: eliciting and analysing students’ oral categorizations in science and history

Natalia Evnitskaya, Institute for Multilingualism, Universitat Internacional de Catalunya, Barcelona, Spain

Christiane Dalton-Puffer, Department of English, University of Vienna, Vienna, Austria

Abstract Embedded in a Systemic Functional understanding of education as an initiation into knowledge structures and specific activities, both of which are fundamentally mediated by language, this paper addresses one of the critical concerns around CLIL: a possible mismatch between students’ cognitive level and their L2 proficiency. The focus is on acts of classifying, comparing and contrasting facts, objects, phenomena, abstract ideas and concepts. Such cognitive and verbal actions are key in the construction of specialist knowledge, having been bundled in an umbrella cognitive discourse function (CDF) categorize. To operationalize this CDF, we develop a conceptual map through an exploratory, data-driven analysis of an oral learner corpus in L2 English and L1 Spanish on science and history topics collected in primary bilingual schools in Madrid. We also use SFL tools to examine lexico-grammatical choices which students employ to realize categorize across the two subjects and languages. The analysis shows that students encounter a range of difficulties, both conceptual and linguistic, when forming complete and appropriate categorizations in both languages. The results obtained across subjects reveal clear subject-specific tendencies in how categorizing is carried out: comparing seems to be a defining figure of thought in history while classifications were predominant in science.

Key words Content and language integrated learning (CLIL), cognitive discourse functions (CDF), systemic functional linguistics (SFL), subject-specific literacy, classify, compare

CLIL students’ definitions of historical terms

Nashwa Nashaat-Sobhy, Department of Applied Linguistics, Universitat Politècnica de València, Valencia, Spain

Ana Llinares, English Department, Universidad Autónoma de Madrid, Madrid, Spain

Abstract The ability to manage specific forms of disciplinary expression – Languages of Schooling – is regarded as a factor of academic success (Council of Europe recommendations – Council of Europe CM/Rec. [2014]. Recommendation of the Committee of Ministers to Member States on the Importance of Competences in the Language(s) of Schooling for Equity and Quality in Education and for Educational Success. Accessed December 25, 2018. https://search.coe.int/cm/Pages/result_details.aspx?ObjectID=09000016805c6105). One of the core discursive functions students perform across academic subjects is defining, which is part of the inventory of descriptors for the language of schooling (e.g. Beacco [2010]. Items for a Description of Linguistic Competence in the Language of Schooling Necessary for Teaching/Learning History (End of Obligatory Education). Strasbourg: Language Policy Division, Council of Europe). This study addresses defining as a component of the language of schooling by which CLIL students express specialized knowledge across languages, educational levels and fields (see Coffin [2006b]. Historical Discourse. The Language of Time, Cause and Evaluation. London: Bloomsbury Publishing, Continuum). We elicited, analysed and compared students’ written definitions in English (L2) and Spanish (L1) of two different historical fields in primary (6th grade) and secondary (8th grade). For this purpose, we applied an analysis scheme that merges Trimble’s ([1985]. English for Science and Technology: A Discourse Approach. Cambridge: Cambridge University Press) definitional construct and Systemic Functional Linguistics (Halliday and Matthiessen [2014]. An Introduction to Functional Grammar. London: Hodder; Martin [2013]. “Embedded Literacy: Knowledge as Meaning.” Linguistics and Education 24: 23–37). Our results show that while students produced more definitions in English in the higher educational level, the differences in their realizations are attributed more to the field being defined. The study has also shown no differences in the frequency and type of definitions across languages.

Key words Language of history, defining, cognitive discourse functions, content and language integrated learning (CLIL), Systemic functional Linguistics (SFL)

Expressing evaluation across disciplines in primary and secondary CLIL writing: a longitudinal study

Rachel Whittaker, Department of English, Universidad Autónoma de Madrid, Madrid, Spain

Anne McCabe, Departments of English and Communication, Saint Louis University, Madrid Campus, Madrid, Spain

Abstract The construct of cognitive discourse functions (CDFs) has been proposed as a bridge between linguists and educationalists, linking ‘subject specific cognitive learning goals with the linguistic representations they receive in classroom interaction’ (Dalton-Puffer 2013. “A Construct of Cognitive Discourse Functions for Conceptualising Content-Language Integration in Q4 CLIL Multilingual Education.” EuJAL 1 (2): 216–253, 220). We focus on the CDF evaluate, using the Appraisal model to analyze evaluative language in a longitudinal corpus of student texts written in L2 English across disciplines (natural science, history, art), collected from the same students at the end of primary school (aged 11+) and at the beginning and end of secondary year 2 (aged 13–14). We trace students' control of meaning-making resources for the CDF evaluate across disciplines and over time through their ability to ‘couple’ interpersonal, or evaluative, meanings with their ideational, or field-specific knowledge. The findings show some development towards appropriate field + evaluation couplings, and suggest ways teachers can focus students' attention on the language of evaluation across disciplines, aiding development of cognitive discourse competence. Our study further supports the contributions of Systemic Functional Linguistics to educational contexts, as the Appraisal framework discriminates types of evaluation for creating disciplinary knowledge.

Key words Content and language integrated learning (CLIL), appraisal, everyday/disciplinary knowledge, writing

Afterword: SFL, theoretical pluralism and content and language integration at the levels of curriculum, pedagogy and assessment

Tom Morton, Department of English Studies, Universidad Autónoma de Madrid, Madrid, Spain

Abstract This article is an afterword to the special issue on social-semiotic and systemic functional approaches to content and language-integrated learning in bilingual/multilingual education. It provides a conceptual overview of the contributions of each of the six articles. It highlights the theoretical pluralism which allows SFL to be combined with a range of other perspectives from applied linguistics and education, to throw light on content and language integration across a wide range of bilingual/multilingual education settings. In particular, the afterword focuses on how SFL and other compatible perspectives allow for a deeper understanding of content and language integration in three educational domains: curriculum, pedagogy and assessment. The afterword also highlights the potential of the use of SFL as a key part of the knowledge base for teachers in bilingual/multilingual education programmes, and suggests ways in which the findings from the studies can be incorporated in teacher education and professional development at each of the levels of curriculum, pedagogy and assessment.

Key words Content and language-integrated learning (CLIL), systemic functional linguistics, social-semiotic perspective

Issue4 摘要

Literacy development: the 21st century bilingual immersion classroom

Schalea S. Sanders, The School of Education, St. John’s University, Queens, New York, USA

Abstract Reading and writing translate to centuries of shared knowledge and can be expanded upon with the ability to acquire multiple tongues. In response to today’s most widely spoken languages, Chinese/English and Spanish/English dual language immersion programs continue to grow across the United States. Unfortunately, the lack of uniformity in the structure and implementation of national bilingual programs is as prominent as bilingual educators’ concerns on how to best support emergent bilinguals in their development of biliteracy, while meeting state and national standards in both English and the partner language. Immersion classrooms will benefit from practical and effective ways to inform instruction for increased student engagement, greater access to bilingual education resources, and support to deliver content area instruction in the target language to both native and non-native English-speaking students.

Key words Bilingual education, biliteracy, dual language immersion, immersion bilingual education, US English, second language acquisition

Collective teachers’ beliefs about multilingualism in Maltese primary education

Rebecca Camenzuli, University of Malta, Msida, Malta

Adrian Lundberg, Malmö University, Malmö, Sweden

Phyllisienne Gauci, University of Malta, Msida, Malta

Abstract Traditionally bilingual Maltese school populations are increasingly linguistically diverse, due to intensified migration flows. To shed light on central issues to be addressed by policy makers, school administrators, researchers and teacher trainers, collective beliefs of Maltese primary school teachers regarding their conceptual understanding and pedagogical actions concerning multilingualism are investigated. Through the application of Q methodology and focus group interviews, data from twenty-one in-service teachers from six different colleges were collected. Using inverted factor analysis, three factors were extracted for each of the components (understanding and pedagogy). Detailed narratives for each group of collective teachers’ beliefs were described and supplemented with teachers’ validating comments. Findings indicate that having a positive understanding of multilingualism does not necessarily imply positive pedagogical beliefs and vice versa. In Malta’s inherently bilingual education system, teachers tend to accept and welcome children’s languages in their classrooms and encourage the learning of additional languages. However, possibly due to a lack of adequate training on the subject, there is scepticism regarding whether and how to effectively draw on multilingualism in the classroom. Additionally, the need arises for more teacher autonomy and agency to make decisions regarding classroom language practices, and for a more comprehensive Maltese national language education policy.

Key words Teachers’ beliefs, Q methodology, multilingualism, Malta, primary school education, translanguaging

Bridging the ‘dual lives’: school socialization of young bi/multilinguals in the eyes of EFL teachers

Joanna Rokita-Jaśkow, Institute of English Studies, Pedagogical University of Krakow, Krakow, Poland

Agata Wolanin, Institute of English Studies, Pedagogical University of Krakow, Krakow, Poland

Werona Król-Gierat, Institute of English Studies, Pedagogical University of Krakow, Krakow, Poland

Katarzyna Nosidlak, Institute of English Studies, Pedagogical University of Krakow, Krakow, Poland

Abstract Over the last decade, teachers in Poland have observed an increase in the number of primary school children with bi/multilingual and culturally diverse backgrounds. Regardless of their complex experiences, they face many cultural, social, linguistic and educational challenges upon entering primary school. English teachers are often at the forefront, helping them navigate through the intricacy of their seemingly ‘dual lives’ (Li and Zhu. 2013. “Translanguaging Identities and Ideologies: Creating Transnational Space Through Flexible Multilingual Practices Amongst Chinese University Students in the UK.” Applied Linguistics 34 (5): 516–535, 531). The paper presents the results of an interview study among 23 Polish EFL teachers with a view towards investigating Polish EFL teachers’ experiences and ways of working with bi/multilingual children directed at child integration and socialization into the new environment. The collected data was coded following the content analysis approach (Krippendorff. 2003. Content Analysis: An Introduction to its Methodology. Thousand Oaks, CA: Sage) and analysed from the ecological perspective (see Bronfenbrenner. 1979. The Ecology of Human Development: Experiments by Nature and Design. Cambridge, MA: Harvard University Press; van Lier. 2004. The Ecology and Semiotics of Language Learning. Boston: Kluwer Academic Publishers), whereby successful child socialization was observed to be dependent on an intricate network of interrelated factors. The role of the exosystem, i.e. the school system, has been found the least supportive due to the absence of a comprehensive multilingual policy, and lack of teacher support via teacher training, all of which have been concluded to be of urgent need in the emergent multilingual setting.

Key words Bilinguals, multilinguals, socialization, integration, ecosystem

Bidialectal pre-school: enacting participation frames through linguistic and other semiotic means

Marie Rickert, Department of Literature and Arts, Maastricht University, Maastricht, The Netherlands; Institute of Dutch Philology, University of Münster, Münster, Germany

Abstract This paper analyses how teachers and toddlers enact participation frames in bidialectal early education in Limburg, the Netherlands. Teachers’ language choice is often context-bound as they use the national language, Dutch, for instruction and the regional language, Limburgish, for playful or social-emotional situations with individual children. Drawing on ethnographic data generated during 4.5 months of fieldwork in a bidialectal pre-school, I address how teachers and toddlers use the two language varieties, respectively, as well as other semiotic means to shape situational participation in multiparty interaction. My multi-modal analysis of selected video- and audio-recordings of interactions of two teachers and the target child Felix as well as varying other participants shows that teachers may use Limburgish to move into a personal conversation amongst colleagues in front of the children. In contrast, they use Dutch to stage conversations which they intend to be overheard by the children. Closely investigating children’s orientation towards participatory statuses and their interactional consequences, it becomes evident that children co-create participation frames initiated by the teachers at times and subvert them at other times.

Key words Participation, bidialectalism, early education, multiparty interaction, overhearing, language socialisation

Towards a reconceptualisation of the Cantonese lexicon in contemporary Hong Kong: classificatory possibilities and their implications for the local Chinese-as-an-additional-language curriculum

Hugo Wing-Yu Tam, School of Humanities, Nanyang Technological University, Singapore, Singapore; Faculty of Arts, Chulalongkorn University, Bangkok, Thailand

Samuel C. S. Tsang, Department of Education, University of Oxford, Oxford, UK

Abstract This paper proposes a tripartite model describing the lexical categories across different registers and levels of formality in the Cantonese language in contemporary Hong Kong: (i) native Cantonese words, (ii) Sino-Cantonese words, and (iii) Anglo-Cantonese words. Examples of authentic Cantonese use were used to illustrate the histories and etymology of key lexical categories and sub-categories as found in the city’s linguistic landscape. As a sensitising device, the proposed classificatory model highlights the role of lexical borrowings in the constitution of contemporary Cantonese lexis, whilst decentring a primarily Mandarin-based approach to research and practice. Given the authenticity and omnipresence of Cantonese use across spoken and written modalities in contemporary Hong Kong, this paper argues that there is much scope for disambiguating and systematising the place of Cantonese lexis in the local Chinese language curriculum. In this regard, the case of Chinese language provision for ethnolinguistic minority learners with Chinese-as-an-Additional-Language (CAL) needs in post-handover Hong Kong is put forth to call attention to the utility of this descriptive model in mitigating against the learning and pedagogical issues associated with the disconnect between the curriculum and authentic language use, as well as linguistic disintegration.

Key words Language contact, language policy, lexical interaction, East Asian languages, Sinograph, visual ethnography, translingual words

Do executive functions gained through two-way dual-Language education translate into math achievement?

Sangmi Park, Department of Psychology, Clark University, Worcester, MA, USA

P. Lital Dotan, Department of Psychology, Clark University, Worcester, MA, USA

Alena G. Esposito, Department of Psychology, Clark University, Worcester, MA, USA

Abstract Success in mathematics contributes to children’s future career and lifelong financial security. There have been reports that dual-language education conveys academic advantages in mathematics achievement, although there is debate. This study aimed to investigate whether dual-language education benefits children’s mathematics achievement and examine executive functions as a potential mechanism through which dual-language education influences math achievement. Fourth grade children (n = 465; aged 9–10 years) attending either dual-language education or mainstream education programs within the same school were tested on both mathematics achievement and executive functions. Results showed that children in the dual-language education program had higher math scores as well as higher executive functions performance. Executive functions also significantly mediated the relation between education program and mathematics achievement, providing support for executive functions as a mechanism through which advanced mathematics performance is achieved. All analyses controlled for primary caregiver education. Attrition rate of the education program as well as bilingual proficiency were considered in the analysis. Results suggest that bilingual experience gained from a dual-language program may benefit children’s executive functions and that dual-language education may be an effective program for children’s mathematics achievement through cognitive advantages that contribute to academic success.

Key words Two-way dual-language education, mathematics achievement, executive functions, bilingual proficiency

Preparing teacher candidates for bilingual practices: toward a multilingual stance in mainstream teacher education

Ester de Jong, School of Teaching and Learning, University of Florida, Gainesville, FL, USA

Jiameng Gao, School of Teaching and Learning, University of Florida, Gainesville, FL, USA

Abstract Teacher preparation programs throughout the United States have begun to include issues of second language teaching and learning in their curriculum in an effort to better prepare their teacher candidates to meet the needs of the increasingly linguistically and culturally diverse student population in K-12 schools. In this article, we argue for the importance of including the development of a multilingual stance in these efforts, which is mainstream teacher candidates’ willingness and ability to engage in bi/multilingual practices. The article first reviews recent efforts that shows the importance of using students’ full linguistic repertoire in teaching bilingual learners across classroom settings, including mainstream classrooms. It then provides a synthesis of practices in teacher education that aim to scaffold teacher candidates’ development of a multilingual stance. We conclude with suggestions for further research and implications for teacher preparation.

Key words Bilingual students, additive bilingualism, teacher education

Community languages teachers’ funds of knowledge: domains, meta-awareness and transferability

Jing Qi, RMIT University, Melbourne, Australia

Kerry Mullan, RMIT University, Melbourne, Australia

Abstract Community languages (CL) schools have grown rapidly to accommodate an increasing number of learners globally. However, teacher development for CL schools remains under-researched, and a deficit view of the CL teachers continues to dominate. Contextualised in Victoria Australia, and theoretically driven by the concept of funds of knowledge, this study explores how CL teachers’ everyday life and work practices might constitute sources of knowledge that are worthy of curricular and pedagogical notice. Specifically, this study addresses two research questions: what funds of knowledge do CL teachers have? How do they use such knowledge for teaching in CL schools? Qualitative data and descriptive statistics were collected through teacher surveys, teacher journals and workshop observation of 70 CL teachers of 15 languages in Victoria, Australia. CL teachers’ funds of knowledge were analysed and defined in terms of domains of practices, teacher meta-awareness, and knowledge transferability. We delineate four interwoven domains of CL teachers’ funds of knowledge, which have been generated through and embedded in their interpersonal, intercultural, inter-schooling and interdisciplinary practices. We argue for professional development of CL teachers to build upon increasing CL teachers’ meta-awareness and facilitating specific and broad transfers of their funds of knowledge.

Key words funds of knowledge, practices, teacher development, community language schools

Primary-school teachers’ beliefs about the effects of early-English education in the Dutch context: communicative scope, disadvantaged learning, and their skills in teaching English

Claire Goriot, Centre for Language Studies, Radboud University, Nijmegen, The Netherlands

Roeland van Hout, Centre for Language Studies, Radboud University, Nijmegen, The Netherlands

Abstract We investigated whether primary-school teachers’ beliefs towards early-English education are related to the type of English education they are involved in (early- or later-English schools), their English language skills and whether they teach English. Ninety-nine Dutch teachers filled in a questionnaire with 25 statements about early-English education, and assessed their own English speaking proficiency. Their beliefs were based on the effects of three distinct components: Communicative scope, Disadvantaged learning, and their own skills for teaching English. Regression analyses showed that teachers working at an early-English school generally hold more positive beliefs about the effects of early-English education than teachers working at a later-English school. Furthermore, teachers who taught English lessons themselves and teachers who assessed their own English speaking proficiency at a higher level, showed less negative beliefs about the effects of early-English education for Disadvantaged learning, and had more positive beliefs about their own English teaching skills. Teachers with a higher self-rated speaking proficiency showed more positive beliefs about the effects of early-English education on Communicative scope development. This study shows that teachers’ beliefs and skills concerning English education are related to each other. Pre- and in-service training on providing English lessons should thus pay attention to both.

Key words Early-English education, primary school, teacher beliefs, English education, English proficiency

Translanguaging in higher education: exploring interactional spaces for meaning-making in the multilingual universities of Pakistan

Anila Panezai, Department of English, Balochistan University of IT, Engineering & Management Sciences (BUITEMS), Quetta, Pakistan

Liaquat Ali Channa, Department of English, Balochistan University of IT, Engineering & Management Sciences (BUITEMS), Quetta, Pakistan

Bakht Bibi, Department of English, Balochistan University of IT, Engineering & Management Sciences (BUITEMS), Quetta, Pakistan

Abstract In the multilingual contexts such as Pakistan, English as the only medium of instruction poses challenges for adequate teaching and learning at the university level. Our study aimed to explore teachers’ translanguaging practices at the university level. We attempted to understand why teachers translanguaged and how they perceived the impacts of translanguaging in their English medium classrooms. By employing a mixed-methods design, we firstly observed classes and then interviewed teachers. This qualitative phase was followed by a questionnaire survey. Class observations suggested that the practice of translanguaging provided an interactional space to both teachers and students for creating and understanding meaning of their interactions. The analysis of interviews and questionnaire survey confirmed that translanguaging promoted meaningful communication in classes. Teachers believed that they could easily communicate their ideas when they taught by employing translanguaging as a strategy. They held that practicing translanguaging in the class resulted in developing students’ interest in lectures too. We discuss pertinent implications in the light of findings.

Key words Multilingual context, university classes, English medium instruction, translanguaging, meaning-making

Issue5 摘要

Does CLIL shape language attitudes and motivation? Interactions with target languages and instruction levels,

Audrey De Smet, Institut Langage et Communication, UCLouvain, Louvain-la-Neuve, Belgium; NaLTT, Université de Namur, Namur, Belgium

Laurence Mettewie, NaLTT, Université de Namur, Namur, Belgium

Philippe Hiligsmann, Institut Langage et Communication, UCLouvain, Louvain-la-Neuve, Belgium

Benoît Galand, Psychological Sciences Research Institute, UCLouvain, Louvain-la-Neuve, Belgium

Luk Van Mensel, NaLTT, Université de Namur, Namur, Belgium

Abstract Besides being promoted as a way to improve target language proficiency, Content and Language Integrated Learning (CLIL) is also believed to positively impact socio-affective variables such as language attitudes and motivation. Yet, few extensive empirical studies exist on these aspects in CLIL. The present contribution aims to address this gap in the literature by investigating language attitudes and motivation in CLIL on a large scale across two target languages (English and Dutch) and two instruction levels (primary and secondary). Questionnaire data were collected from 896 pupils in French-speaking Belgium measuring their language attitudes in terms of perceived easiness and attractiveness of the target language and their motivation in terms of expectancy for success, task value and cost. Results of the MANCOVAs show pupils report more positive attitudes and higher motivation in CLIL compared to non-CLIL and in English compared to Dutch. However, these differences mainly appear at secondary level, suggesting more favorable profiles develop after the fifth grade, which is the onset of formal foreign language instruction for non-CLIL pupils. Moreover, the effect sizes indicate that the target language (English vs. Dutch) plays a more crucial role than CLIL vs. non-CLIL regarding language attitudes and motivation.

Key words Language attitudes, motivation, CLIL, English, Dutch, expectancy-value

Attentional abilities of children enrolled in immersion education in French-speaking Belgium

Morgane Simonis, Psychological Sciences Research Institute, Université catholique de Louvain, Louvain-la-Neuve, Belgium

Benoit Galand, Psychological Sciences Research Institute, Université catholique de Louvain, Louvain-la-Neuve, Belgium

Philippe Hiligsmann, Institut Langage et Communication, Université catholique de Louvain, Louvain-la-Neuve, Belgium

Arnaud Szmalec, sychological Sciences Research Institute, Université catholique de Louvain, Louvain-la-Neuve, Belgium; Institute of Neuroscience, Université catholique de Louvain, Louvain-la-Neuve, Belgium; Department of Experimental Psychology, Ghent University, Ghent, Belgium

Abstract There is currently much controversy surrounding the cognitive advantages that are often associated with bilingualism, especially regarding the so-called executive control advantage. Recently, it has been suggested that bilingualism emerging from immersion education may not lead to an advantage in executive control, but rather to an improvement specifically at the level of attentional abilities. In order to test this hypothesis, the current large sample study involving over 500 participants investigated whether foreign-language immersion education can be associated with an advantage in attentional functions. We recruited 12-year-old children and 18-year-old adolescents enrolled in immersion education in French-speaking Belgium for at least 6 years. They were compared to non-immersed children and adolescents on tasks assessing auditory sustained attention, auditory and visual selective attention and divided attention. Several control variables such as nonverbal intelligence, socioeconomic status and other potentially relevant background variables were also considered. The results indicate no measurable difference between the immersed and the non-immersed participants, for none of the examined attentional abilities. These findings are discussed in the light of the cognitive implications of becoming bilingual through a formal education experience.

Key words Bilingualism, foreign-language acquisition, immersion education, attention

MulTINCo: multilingual traditional immersion and native corpus. Better-documented multiliteracy practices for more refined SLA studies

Fanny Meunier, Institute of Language and Communication, Université catholique de Louvain, Louvain-la-Neuve, Belgium

Isa Hendrikx, Institute of Language and Communication, Université catholique de Louvain, Louvain-la-Neuve, Belgium

Amélie Bulon, Institute of Language and Communication, Université catholique de Louvain, Louvain-la-Neuve, Belgium

Kristel Van Goethem, Institute of Language and Communication, F.R.S.-FNRS & Université catholique de Louvain, Louvain-la-Neuve, Belgium

Hubert Naets, Institute of Language and Communication, Université catholique de Louvain, Louvain-la-Neuve, Belgium

Abstract Whilst the links between learner corpus research (LCR) and Second Language Acquisition (SLA) have long been debated, McEnery et al. (2019. “Corpus Linguistics, Learner Corpora, and SLA: Employing Technology to Analyze Language Use.” Annual Review of Applied Linguistics 39: 74-92. doi:10.1017/S0267190519000096) claim that learner corpus data are not yet sufficiently integrated in SLA research. This article aims to go one way towards bridging the LCR/SLA gap by illustrating the benefits of collecting and analyzing data sets that better document multiliteracy practices. We first contextualize our work within the field of LCR where calls for more multidimensional data sets have been made. We then present a new database called MulTINCo - Multilingual Traditional, Immersion, and Native Corpus - collected in the framework of a project on Content and Language Integrated Learning in French-speaking Belgium. As our data set contains rich metadata and blends corpus data with other data types, we illustrate its potential for SLA research. In Sections 3 and 4, we describe the data collected and the interface. In the last section of the paper, we wrap up with a discussion on the methodological assets of such multidimensional data sets for SLA studies, and present directions for future research.

Key words Learner corpus research, SLA, multi-literacy, L2 Dutch, L2 English, L1 French, CLIL

Comparing CLIL and non-CLIL learners’ phrasicon in L2 Dutch: the (expected) winner does not take it all

Amélie Bulon, Institute of Language and Communication, Université catholique de Louvain, Louvain-la-Neuve, Belgium

Fanny Meunier, Institute of Language and Communication, Université catholique de Louvain, Louvain-la-Neuve, Belgium

Abstract This paper explores the longitudinal development of the phrasicon (i.e. phraseological lexicon) of French-speaking learners of Dutch in two different educational settings: Content and Language Integrated Learning (CLIL) and traditional foreign language learning contexts (non-CLIL). We followed 195 pupils and analyzed a corpus of 390 written texts gathered at two data collection points: at the beginning of their fifth year of secondary school education (Grade 11) and at the end of their sixth year (Grade 12). We examined both frequency and accuracy of the phrasicon. Whilst SLA research often supports the fact that learners at a higher proficiency level have a larger phrasicon and that CLIL learners’ overall language competence is higher than their non-CLIL peers, our results show no significant increase in the frequency of use of phraseological units in CLIL; a significant decrease for two categories (referential phrasemes and lexical collocations) is even noticed. non-CLIL learners display no significant change in the use of various types of phrasemes. Regarding accuracy, both CLIL and non-CLIL learners’ phrasicon become more accurate (fewer errors) over time in more than 50% of the categories. Here again, no statistically significant improvement was noted among the groups between the two data collection points.

Key words Phraseology, CLIL, L2 Dutch, longitudinal, written

Receptive knowledge of intensifying adjectival compounds: Belgian French-speaking CLIL and non-CLIL learners of Dutch and English

Isa Hendrikx, Institut Langage et Communication (IL&C), Université catholique de Louvain, Louvain-la-Neuve, Belgium

Kristel Van Goethem, F.R.S.-FNRS & Université catholique de Louvain, Louvain-la-Neuve, Belgium

Abstract Languages differ in their preferences for particular intensifying constructions. While intensifying adjectival compounds (IACs) (e.g. ijskoud, ice-cold) are productively used to express intensification in Dutch and English, in French this construction is hardly productive. Consequently, French-speaking learners may encounter difficulties acquiring IACs in Dutch/English. As part of a research project on CLIL in French-speaking Belgium, we explore the effect of CLIL on the acquisition of IACs in the target language (TL) Dutch/English through a multiple-choice test. The results confirm that CLIL students (learning English/Dutch) develop greater receptive knowledge of these constructions. Furthermore, the more frequent IACs are more likely to be recognized by the learners. Moreover, even when the CLIL effect is considered alongside other factors, such as the students' extracurricular exposure to the TL and their overall vocabulary, CLIL is still an important predictor of the learners' receptive knowledge of English IACs, in addition to productive and receptive vocabulary. By contrast, current informal contact with the TL and receptive vocabulary are significant predictors of learners' receptive knowledge of Dutch IACs, but CLIL does not significantly contribute to the regression model for the latter language.

Key words Intensifying adjectival compounds, acquisition of L2 Dutch and L2 English, French-speaking learners, Content and Language Integrated Learning (CLIL), receptive and productive vocabulary, target language exposure

Understanding foreign language education and bilingual education in Belgium: a (surreal) piece of cake

Laurence Mettewie, NaLTT, UNamur, Belgium

Luk Van Mensel, NaLTT, UNamur, Belgium

Abstract The aim of the present article is to provide an overview of the current state of affairs regarding foreign language education and bilingual education in the different parts of Belgium. In a brief historical contextualisation, we explain how language education in Belgium has been shaped by the country’s political and economic history, which has led to legal constraints concerning the language(s) of instruction as well as foreign language education. A paradoxical situation has now emerged: on the one hand, an apparently straightforward organisation of language education according to a ‘one community – one language’ principle; on the other hand, a complex and heterogeneous reality with respect to the organisation of the school system in general and language education in particular. We illustrate the present situation with figures from the different language communities (Dutch-, French-, and German-speaking) on (a) foreign languages learned at school in regular settings, and (b) alternatives to the regular framework that bypass the constrictive legislation, such as CLIL. The data reveal the intricate make-up of language education in Belgium, reflecting a tailor-made approach taken by each of the three official language communities.

Key words Belgiumforeign language education, bilingual education, CLIL, Dutch, English/EFL

Discussion: multiple approaches in CLIL: cognitive, affective and linguistic insights

Ana Llinares, Universidad Autónoma de Madrid, Madrid, Spain

Abstract This article is an afterword to the special issue on ‘Assessing CLIL: A multidisciplinary approach'. It provides a conceptual overview of the key approaches and issues in CLIL research addressed in the different articles. Apart from the focus on the comparison of CLIL and non-CLIL students' L2 proficiency in the Belgian context, some of the variables addressed are the focus on different L2s, the longitudinal approach, or the use of a solid corpus of learner language. The different approaches to SLA addressed in the issue (cognitive, attitudinal and linguistic) are also discussed.

Key words Multidisciplinarity in CLIL, CLIL in Belgium, learner corpus in CLIL

期刊简介

The Journal is multidisciplinary and focuses on all aspects of bilingualism and bilingual education around the world. Theoretical and conceptual analysis, foundational and applied research using qualitative or quantitative approaches, critical essays, and comparative book reviews are all invited. Contributions from varied disciplines are welcome: linguistics, sociology, psychology, education, law, women’s studies, history and economics, informatics included.

该杂志是多学科的，关注全世界双语和双语教育的各个方面。理论和概念分析、使用定性或定量方法的基础研究和应用研究、评论文章和比较书评均受邀参加。欢迎来自不同学科的投稿：语言学、社会学、心理学、教育学、法学、妇女研究、历史与经济学、信息学等。

Book reviews should be no more than 2000 words and should include the full bilbiographic details of the reviewed book.

书评不应超过2000字，并应包括完整的传记详细审查的书。

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本文来源：International Journal of Bilingual Education and Bilingualism官网

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