刊讯｜SSCI 期刊《国际双语教育与双语制》2023年第6-10期

International Journal of Bilingual Education and Bilingualism

Volume 26, Issue 6-10, June 2023

International Journal of Bilingual Education and Bilingualism（SSCI一区，2022 IF：2.8，排名：27/194）2023年第6-10期共发文46篇，其中研究性论文37篇，书评9篇。研究论文涉及二语研究、语言一时形态、词汇模式、语言流动性、双语接触、翻译教学法、多模态等。欢迎转发扩散！

往期推荐：

目录

ISSUE 6

ARTICLES

■Spatial repertoires in the disciplinary communication of international STEM scholars, by Bal Krishna Sharma, Suresh Canagarajah, Pages 665–671.

■ Traveling through spatial repertoires and mathematics: chronotopes of physics discourse and instructional practices, by Yi-Ju Lai, Pages 672–688.

■ A new materialist perspective to studying L2 instructional interactions in engineering, by Bal Krishna Sharma, Pages 689–707.

■ Monolingual ideologies versus spatial repertoires: language beliefs and writing practices of an international STEM scholar, by Valeriya Minakova, Suresh Canagarajah, Pages 708–721.

■ Words Go Together Like ‘Bread and Butter’: The Rapid, Automatic Acquisition of Lexical Patterns, by Kathy Conklin, Gareth Carrol, Pages 492–513.

■ The processes of learning and doing writing in macrosocial spaces: understanding how international STEM graduate students deploy spatial repertoires, by Shyam Sharma, Pages 722–733.

■ Materializing assessment: spatial repertoires and dialectic proficiency in oral English proficiency examinations for international teaching assistants in the US, by Sarah Sok, Qian Du, Jerry Won Lee, Pages 734–754.

■ Beyond language fluidity: the role of spatial repertoires in translingual practices and stancetaking, by Lupe Rincon-Mendoza, Pages 755–766.

ISSUE 7

ARTICLE

■ The time is now! Preparing middle and high school teachers for Dual Immersion Programs (Spanish-English) in California: a readying examination of current practices, needs, and potentialities, by María Capdevila-Gutiérrez, Eduardo Muñoz-Muñoz, Fernando Rodríguez-Valls, Jordi Solsona-Puig, Pages 774–785.

■ From compliance to resistance: administrator perspectives on implementing structured English immersion and dual language bilingual education programs, by Evelyn C. Baca, Pages 786–799.

■Are parents satisfied with integrated classrooms?: Exploring integration in dual language programs, by Jongyeon Ee, Pages 800–816.

■Teaching Arabic to children and youth in the United States: between love and indictment, by Youmna Deiri, Pages 817–829.

■ Uyghur and Tibetan university students’ English language learning in China: a spatial assemblage, by Hao Wang, Xia Chao, Pages 830–844

■ Interactions between bilingual language proficiency and exposure: comparing subjective and objective measures across modalities in bilingual young adults, by Thorfun Gehebe, Deepti Wadhera, Klara Marton, Pages 845–860.

■ Maternal heritage language proficiency and child bilingual heritage language learning, by He Sun, Jiamin Low, Ivy Chua, Pages 861–875.

■ Using dual language picturebooks to teach language contact phenomena in a tertiary context, by Nicola Daly, Julie Barbour, Pages 876–890.

■ Narratives by bilingual children: a tale of strengths and growth during kindergarten, by Andrea A. N. MacLeod, Diane Pesco, Pages 891–903.

■ ‘Do you know a few words?’ – developing an evidence-based model to analyse multilingual classroom interaction, by Laura S. Nap, Frans C. Hiddink, Joana Duarte, Pages 904–917.

ISSUE 8

ARTICLE

■ Sustainable translanguaging pedagogy in support of the vulnerable language: honoring children’s ways of ‘Showing’ and ‘Telling’ in an early childhood dual language bilingual education program, by Sabrina F. Sembiante, Catherine Restrepo-Widney, Alain Bengochea, Mileidis Gort, Pages 928–942.

■ Engaging in and creatively reproducing translanguaging practices with peers: a longitudinal study with three-year-olds in Luxembourg, by Claudine Kirsch, Simone Mortini, Pages 943–959.

■ Translanguaging pedagogies in a Mandarin-English dual language bilingual education classroom: contextualised learning from teacher-researcher collaboration, by Zhongfeng Tian, Sunny Man Chu Lau, Pages 960–974.

■ Harnessing multimodality in language teacher education: expanding English-dominant teachers’ translanguaging capacities through a Multimodalities Entextualization Cycle, by Christina M. Ponzio, Matthew R. Deroo, Pages 975–991.

■ The critical awakening of a pre-service teacher in a Spanish graduate program: a phenomenology of translanguaging as pedagogy and as content, by Josh Prada, Pages 992–1005.

BOOK REVIEWS

■ Multilingual adolescents: tension, negotiation, and agency The multilingual adolescent experience: Small stories of integration and socialization by Polish families in Ireland, by M. Machowska-Kosciak, Bristol, UK: Multilingual Matters, 2020, 240 pages, $149.95 (ebook), ISBN 9781788927673, by Wiktoria Kozlowska, Pages 1006–1009.

■ Decoloniality, language and literacy. Conversation with teacher educators, edited by Carol McKinney and Pam Christie, Bristol, Multilingual Matters, 2022, Pp. vii + 223, GBP 29.95, ISBN: 9781788929233, by Tania Ferronato, Pages 1009–1011.

■ Pedagogical translanguaging: Theoretical, methodological and empirical perspectives (Vol. 132), Juvonen, P., & Källkvist, M. (Eds.). (2021). Multilingual Matters, by Jessica McConnell, Zhongfeng Tian, Pages 1012–1014.

ISSUE 9

ARTICLES

■ Identifying difficulties and best practices in catering to diversity in CLIL: instrument design and validation, by María Luisa Pérez Cañado, Diego Rascón Moreno, Valentina Cueva López, Pages 1022–1030.

■ Teachers as designers of learning in diverse, bilingual classrooms in England: an ADiBE case study, by Do Coyle, Kim Bower, Yvonne Foley, Jonathan Hancock, Pages 1031–1049.

■ CLIL for all? An exploratory study of reported pedagogical practices in Austrian secondary schools, by Silvia Bauer-Marschallinger, Christiane Dalton-Puffer, Helen Heaney, Lena Katzinger, Ute Smit, Pages 1050–1065.

■ Diversity in CLIL as experienced by Finnish CLIL teachers and students: matters of equality and equity, by Tarja Nikula, Kristiina Skinnari, Karita Mård-Miettinen, Pages 1066–1079.

■ Attention to diversity in German CLIL classrooms: multi-perspective research on students’ and teachers’ perceptions, by Philipp Siepmann, Dominik Rumlich, Frauke Matz, Ricardo Römhild, Pages 1080–1096.

■ Students’ appraisals of their bilingual experience in a monolingual Italian reality: suggestions for improvement, by Yen-Ling Teresa Ting, Pages 1097–1110.

■ Attention to diversity in bilingual education: student and teacher perspectives in Spain, by Antonio Vicente Casas Pedrosa, Diego Rascón Moreno, Pages 1111–1128.

■ Inclusion and diversity in bilingual education: a European comparative study, by María Luisa Pérez Cañado, Pages 1129–1145.

BOOK REVIEWS

■ The mysteries of bilingualism: unresolved issues (by François Grosjean, Chichester, UK and Hoboken, USA, John Wiley & Sons, 2022, 164 pp., ₤29.99/$36.95 (Pbk), ISBN 978-1-11960-237-8), by Yumi Tanaka & Christopher L. Starling, Pages 11446–1148.

■ Teacher Education for inclusive bilingual contexts: collective reflection to support emergent bilinguals with and without disabilities (by Patricia Martínez-Álvarez, London/New York, Routledge, 2022, xviii + 242pp., €120.00 (hardback), ISBN 978-0-367-63125-3), by Haoda Feng, Gang Zeng, Pages 1148–1151.

ISSUE 10

ARTICLES

■ The ‘politics of speed’ and language integration policies: on recent developments in Austria, by Mi-Cha Flubacher, Pages 1159–1169.

■ EMI as a performative technology of acceleration in higher education contexts: academics and administrators’ perspectives, by Osman Z. Barnawi, Pages 1170–1182.

■ ‘Speak English!’: social acceleration and language learning in the workplace, by Loy Lising, Pages 1183–1196.

■ Speeding up, slowing down. Language, temporality and the constitution of migrant workers as labour force, by Alfonso Del Percio, Pages1197–1209.

■ ‘Language hackers’: YouTube polyglots as representative figures of language learning in late capitalism, by Alberto Bruzos, Pages 1210–1227.

■ Ken Hyland and Lillian C. Wong: Specialised English: New Directions in ESP and EAP Research and Practice, by Luda Liu, Feng (Kevin) Jiang, Pages 596–599.

BOOK REVIEWS

■ Multilingual testing and assessment (by Gessica De Angelis, Bristol, Blue Ridge Summit: Multilingual Matters, 2021, 148 pp., $129.95 (paperback), ISBN:1800410565), by Massiel Zaragoza, Pages 1228–1230.

■ Educating Emergent Bilinguals: Policies, Programs, and Practices for English Learners (2nd edition) (by Ofelia Garcia and Jo Anne Kleifgen, New York, NY, Teachers College Press, 2018, xiv + 242 pp., $32.95 (paperback), ISBN: 99780807758854), by Yashira Valentin-Rosas, Pages 1230–1232.

■ Decoloniality, Language, and Literacy: Conversations with Teacher Educators (Edited by Carolyn McKinney and Pam Christie, Multilingual Matters, 2021, 463 pp., $39.99 (Hardback), ISBN: 978-1788929233), by Ayah Issa, Pages 1232–1235.

■ Academic achievement in bilingual and immersion education: TransAcquisition pedagogy and curriculum design (by Elizabeth Rata and Tauwehe Sophie Tamati, London, Routledge, 2022, 154 pp., £29.59 (ebk), ISBN: 978-1-003-15644-4 (ebk)), by Xiaoming Tian, Pages 1235–1238.

摘要

Spatial repertoires in the disciplinary communication of international STEM scholars

Bal Krishna Sharma, Department of English, University of Idaho, Moscow, ID, USA

Suresh Canagarajah, Departments of Applied Linguistics, English, and Asian Studies, The Pennsylvania State University, PA, USA

Abstract The overall goal of this special issue is to understand how bi-/multilingual STEM scholars navigate and deploy spatial repertoires for professional communication. The articles present contextualized, empirical cases from various genre contexts: instructional practices, scholarly writing, language proficiency tests, and research group meetings. While all the articles adopt a spatial orientation to understanding STEM communication, the authors draw from diverse theoretical concepts that include chronotope, new materialism, and stance analysis for their data analysis. The analyses to understand these genre-specific contexts broadly combine two approaches: (1) analysis of actual communicative practices; and (2) meta-discursive comments by the professionals on their practices. In analyzing the disciplinary practices, language ideologies, and textual products, the authors use the methodological tools of interaction analysis, document analysis, observation, and interviews. Several articles combine more than one methodological tool in order to capture various aspects of disciplinary communication in the given genre context. The six articles included in this issue were first presented as a colloquium at the annual conferences of the American Association for Applied Linguistics in 2019 in Atlanta, Georgia. 

Traveling through spatial repertoires and mathematics: chronotopes of physics discourse and instructional practices

Yi-Ju Lai, Second Language Education Program, Department of Curriculum and Instruction, University of Minnesota, Twin Cities, Minneapolis, MN, USA

Abstract This paper examines the chronotopic nature of physics discourse and instructional practices that are mediated through the integration of disciplinary spatial repertoires and mathematical symbolic systems. The paper addresses how meanings are constructed during instruction between bilingual international teaching assistants (ITAs) and undergraduate physics students through the chronotopic (re)contextualization of prior physics reasoning and future applications in present discussions about a physics event. Instructional activities mediated by spatial repertoires and mathematical symbolic systems between ITAs and undergraduates were video recorded. Data were analyzed using a joint method of multimodal conversation analysis and the Bakhtinian concept of chronotope. Findings illustrate that the simultaneous chronotopes of physics discursive practices engaged student participation in ITA-led activities and maintained the sequential chronotopes in instructional practices, demonstrating joint attention between ITAs and undergraduates as co-contributors to meaning making. The chronotopic link creates a dialogic space in which multidiscursive practices of knowledge construction can be achieved through an integration of disciplinary spatial repertoires and mathematical symbolism and images. The present study suggests a spatial repertoire-informed chronotopic turn in analyzing the dynamic multiplicity of physics instructional practices by ITAs in academic contexts. 

Key words Chronotope, spatial repertoires, multimodal conversation analysis, international teaching assistants, physics

A new materialist perspective to studying L2 instructional interactions in engineering

Bal Krishna Sharma, Department of English, University of Idaho, Moscow, ID, USA

Abstract This article responds to a call for applied linguistics and bilingualism research from a spatial repertoires perspective informed by new materialism. It focuses on the ways international faculty members carry out instructional interactions in STEM using English as an additional language. Using video data, the analysis demonstrates how visual technology, material space and human bodies collectively shape instructional interactions in a structural engineering class in a university setting. The communication shows a complex entanglement of language with technology, visual representations of concrete designs and embodiment. The study details the characteristics of repertoires that are expected in the given instructional space for an effective practice, and it sheds light on what new members can learn and do in order to be competent in their profession. Additionally, the data corpus can be used as an authentic resource for the disciplinary socialization of bi-/multilingual STEM students and scholars for whom English is an additional language. 

Key words Assemblage, interaction, new materialism, spatial repertoires, STEM

Monolingual ideologies versus spatial repertoires: language beliefs and writing practices of an international STEM scholar

Valeriya Minakova, Department of Applied Linguistics, Penn State University, PA, USA

Suresh Canagarajah, Department of Applied Linguistics, Penn State University, PA, USA

Abstract This paper explores language beliefs and writing practices of an international scholar in Biochemistry working at a large U.S. research university. Although the participant articulated monolingual ideologies and a desire to become like a ‘native speaker,’ he did not consider advanced writing skills in English a prerequisite for publishing in English in his field. Through ‘talk-around-text’ (Lillis 2008) and visits to his laboratory, we examine what resources the participant deemed valuable in the process of producing a scientific article. Adopting a spatial orientation to writing (Canagarajah 2018a), we pay particular attention to the spatial repertoires that shaped his recent first-author publication. We bring out the tensions between his language ideologies and actual communicative practices and discuss the theoretical and pedagogical implications of our research. Ultimately, we argue that a spatial orientation to communication expands the notion of bilingualism by urging us to consider people’s actual creative practices of meaning-making in particular spaces rather than focus on isolated cognitive abilities. 

Key words Language ideologies, bilingualism, bilingualism, spatial repertoires, linguistic justice

The processes of learning and doing writing in macrosocial spaces: understanding how international STEM graduate students deploy spatial repertoires

Shyam Sharma, Stony Brook University (State University of New York), Stony Brook, NY, USA

Abstract Analyzing a segment of data from a larger study, this article discusses how international graduate students in the STEM fields deploy macrosocial spatial repertoires as they go about learning and doing graduate-level writing. Using a Constructivist Grounded Theory approach to theme-building analysis of interviews and drawing on relevant scholarship from Applied Linguistics and Writing Studies, it illustrates how the process of learning and doing graduate-level writing required these multilingual students an increasing ability to traverse and engage myriad physical, disciplinary/intellectual, and social and cultural spaces. It concludes by highlighting the benefits of understanding how these students utilize many and expansive spatial repertoires for enhancing writing and communication support for the students.

Key words Writing process, spatial repertoire, macrosocial spaces, STEM, international graduate students

Materializing assessment: spatial repertoires and dialectic proficiency in oral English proficiency examinations for international teaching assistants in the US

Sarah Sok, Department of English and Program in Academic English, University of California, Irvine, CA, USA

Qian Du, Department of English and Program in Academic English, University of California, Irvine, CA, USA

Jerry Won Lee, Department of English and Program in Academic English, University of California, Irvine, CA, USA

Abstract Various examinations are administered at universities across the US as a means of assessing bilingual/multilingual international teaching assistants’ (ITAs’) proficiency in spoken English before they are permitted to teach. While such exams are taken by students in a range of academic disciplines, recent research suggests that communicative success in academic disciplines such as STEM is more accurately understood through a materialist, as opposed to structuralist, orientation to competence. According to this orientation, communication is not contingent on autonomous competence in standardized English but instead on transcultural dispositions along with the strategic use of semiotic resources and spatial repertoires. In this paper, we provide a focused analysis of one university’s Test of Oral English Proficiency (TOEP), which was recently redesigned in alignment with a materialist orientation to competence (e.g. through greater consideration for materiality, embodiment, and performativity). Through an analysis of audio and video recordings from the TOEP, this article demonstrates that a materialist orientation to competence can be actualized through a paradigm of assessment that accounts for the mutual negotiation of proficiency between speaking and listening subjects, or what we refer to as materializing assessment. 

Key words International teaching assistants, bilingual/multilingual graduate students, STEM, spatial repertoires, oral English proficiency exams, materializing assessment

Beyond language fluidity: the role of spatial repertoires in translingual practices and stancetaking

Lupe Rincon-Mendoza, Department of Applied Linguistics, The Pennsylvania State University, University Park, PA, USA

Abstract In Research Group Meetings (RGM) and other professional activities, sometimes positions are fluid, but stances illustrate international scholars’ bilingual competence in an RGM in Microbiology. In stances, people index sociocultural values by evaluating discursive figures in talk, proffering epistemic/affective assessments, and positioning each other [Jaffe, A. 2009. “Introduction: The Sociolinguistics of Stance.” In Stance: Sociolinguistic Perspectives, edited by A. Jaffe, 3–28. New York, NY: Oxford University Press]. I show how international scholars troubleshoot and problem-solve with senior colleagues as they enact stances to maintain relationships. Competence entails language fluidity and diverse semiotic resources, or translingual practices [Canagarajah, S. 2013. Translingual Practice: Global Englishes and Cosmopolitan Relations. London, UK: Routledge], in stances. While existing stance models stress verbal resources [Du Bois, J. W. 2007. “The Stance Triangle.” In Stancetaking in Discourse: Subjectivity, Evaluation, Interaction, edited by R. Englebretson, 139–182. Amstderdam: John Benjamins Publishing Company], they overlook the role of spatial repertoires. This micro-interactional analysis of RGMs demonstrates how diverse semiotic resources inform stances, and argues for stance methodologies and analyses which include multimodal, gestural, and semiotic repertoires. Findings indicate that power relations are managed through scholars’ use of verbal and semiotic resources in interpersonal stances. I argue that bilingual competence should acknowledge the role translingual practices play in stance taking, and the management of professional relationships in such meetings. 

Key words Language use, spatial repertoires, translanguaging, stance

The time is now! Preparing middle and high school teachers for Dual Immersion Programs (Spanish-English) in California: a readying examination of current practices, needs, and potentialities

María Capdevila-Gutiérrez, Universidad Castilla-La Mancha, Facultad de Letras, Departamento de Filología Moderna, Ciudad Real, Spain

Eduardo Muñoz-Muñoz, Teacher Education Department, San José State University, San José, CA, USA

Fernando Rodríguez-Valls, Department of Secondary Education, California State University, Fullerton, Fullerton, CA, USA

Jordi Solsona-Puig, Universitat de Lleida, Facultat d'Educació, Psicologia i Ciències del Treball, Departament de Psicologia, Lleida, Spain

Abstract Teachers working in middle and high school Dual Immersion (DI) programs (Spanish-English) face unique sets of challenges: linguistic equity between the two languages of instruction, attrition due to high linguistic and academic expectations, and preparing DI students for standardized tests in English. In this article, we reflect on our current experiences both from the teacher preparation perspective and from daily teaching and learning in DI classrooms. From the intersection of our positionalities and lived experiences, we conceptualize the next steps in the preparation of future Dual Immersion (Spanish-English) secondary teachers. In doing so, we outline the specific skills middle and high school DI teachers must have in order to build effective practices around three key areas for Dual Immersion instruction: Bilingualism and Biliteracy, Student Achievement, and Socio-Cultural Competence. We argue that in order to guarantee the success and high quality of DI programs in middle and high school, Teacher Preparation Programs and School Districts should work together now developing a comprehensive and intentional preparation and support for middle and high school DI teachers and administrators working in these school sites.

Key words Teacher preparation, dual immersion, biliteracy, student achievement, socio-cultural competence

From compliance to resistance: administrator perspectives on implementing structured English immersion and dual language bilingual education programs

Evelyn C. Baca, School of Teaching & Learning, Illinois State University, Normal, IL, USA

Abstract This qualitative case study explored the perspectives of school administrators on implementing structured English immersion (SEI) and dual-language bilingual education (DLBE) programs serving emergent bilingual learners at one urban Arizona elementary school. Using a sociocultural policy perspective, I analyzed findings from a series of interviews examining the ways the participating administrators navigated and implemented restrictive language policies, while simultaneously providing pathways to DLBE opportunities for emergent bilingual learners. I found there was ongoing tension between compliance and resistance to state-mandated policies. In addition, there were differences in how the administrators positioned emergent bilingual learners as a good or bad fit for the DLBE program at the focal school site. The results and discussion underscore both the continued challenges of SEI policy in Arizona and the role of educational leaders in fostering spaces for biliteracy development.

Key words Language policy, bilingual education, structured English immersion, ELLs, administrators

Are parents satisfied with integrated classrooms?: Exploring integration in dual language programs

Jongyeon Ee, Department of Teaching and Learning in the School of Education, Loyola Marymount University, U.S.A., Los Angeles, CA, USA

Abstract This study concerns integration in a two-way dual language immersion (DLI) context. Specifically, the present study examines parents of students in Korean-English DLI programs with the intent to understand the extent of their satisfaction with their child’s ability to get along with children of different cultures and languages. This study also examines parental views on integration among parents themselves. Using the survey data collected from over 450 parents in seven elementary schools in southern California, this quantitative study also investigates to what degree the variables of integration among children and among parents are associated with other parental demographic characteristics and parental experiences in their child’s DLI program. Based on the study findings, this study argues that integration in DLI must be a school-wide commitment and not simply a program’s goal. Moreover, to achieve integration in DLI, all stakeholders of the program need to be considered, including students, educators, and families of students in the school. This study also highlights the need to diversify discussions regarding DLI programs in terms of target languages, program types, and school locations.

Key words Dual language immersion, two-way immersion, racial integration, Korean-English dual language immersion, parents of students in immersion education

Teaching Arabic to children and youth in the United States: between love and indictment

Youmna Deiri, Department of Curriculum and Instruction, The College of Education, Texas A&M International University, Laredo, TX, USA

Abstract This bilingual qualitative study draws on translingual interviews conducted in 2017 and 2018 with seven Arabic bilingual teachers in Central Ohio, United States. The conceptual framework centers on raciolinguistic perspective and decolonial love pedagogies. The interview questions focused on: teachers’ pedagogical practices and challenges and opportunities (educational, social, and political) that they face while teaching Arabic. Findings assert that the teachers had a deep understanding of the impact of raciolinguistic ideologies and perspective on teaching Arabic and highlighted the implicit and explicit sociopolitical constraints that limit their students’ ability to use Arabic in contexts beyond the home environment. The findings also suggested that the bilingual Arabic teachers wrote themselves and their students differently from the raciolinguistic perspective imposed on them by focusing on decolonial love pedagogies. The implications require more radical intimate inquiry in the light of Orientalist and neoliberal politics of bilingual education in U.S. that pertain to Arabic education.

Key words Raciolinguistic perspective, Arabic bilingualism, teaching Arabic, racialization, indicted languages, language indictment, Arabic as an indicted language, decolonial pedagogies of love, language education

Uyghur and Tibetan university students’ English language learning in China: a spatial assemblage

Hao Wang, School of Applied Foreign Languages, Zhejiang International Studies University, Hangzhou, People’s Republic of China

Xia Chao, Department of Instruction and Leadership in Education, School of Education, Duquesne University, Pittsburgh, PA, USA

Abstract Informed by an increasing amount of research in understanding spatiality in language learning, this ethnographic case study investigates two ethnic minority university students’ English language learning in urban, virtual, and classroom spaces as they relocated to an interior city for higher education in southeastern China. Data consisted of the students’ informal online interactions, drawing journals, photos, and interviews. This study examines the participants’ capacity in appropriating and transforming both human and non-human objects in facilitating their English language learning and the contestations embedded in their meaning-making processes as they assembled their linguistic repertoires and materiality. This study finds that the virtual spaces are more enabling for the Uyghur student’s English language learning than his learning in urban and classroom spaces, whereas the urban space is more empowering for that of the Tibetan student. Instead of the traditional layout of classroom space, the two students became legitimate participants in the urban and virtual spaces where they actively engaged in utilizing resources for English language learning. This study indicates that spatiality needs to be seen as more central in shaping the participants’ English language learning outcomes. Implications for future research and pedagogy are provided.

Key words Space, language learning, assemblage, translocality, ethnic minority students

Interactions between bilingual language proficiency and exposure: comparing subjective and objective measures across modalities in bilingual young adults

Thorfun Gehebe, Department of Speech-Language-Hearing Sciences, The Graduate Center of the City University of New York, New York, NY, USA

Deepti Wadhera, Department of Speech-Language-Hearing Sciences, The Graduate Center of the City University of New York, New York, NY, USA

Klara Marton, Department of Speech-Language-Hearing Sciences, The Graduate Center of the City University of New York, New York, NY, USA;b Department of Communication Arts, Sciences and Disorders, Brooklyn College, Brooklyn, NY, USA;c Barczi Gusztav College of Special Education of Eotvos Lorand University, Budapest, Hungary

Abstract Due to the varying aspects of the bilingual experience and the use of numerous subjective and objective measures across studies, bilingual individuals are often described and grouped differently. We examined the relationship among two subjective and one objective English proficiency measures in spoken and written modalities in 64 bilingual young adults with different levels of English exposure. Participants with high and medium English exposure performed similarly and better than participants with low English exposure across proficiency measures. Participants with high English exposure showed the most consistency in their performance across measures and modalities. Their performance on subjective and objective measures in both spoken and written modalities were strongly correlated. In the medium-exposure group, subjective and objective measures in both modalities were moderately correlated, but only as measured by a self-rated questionnaire. In the low-exposure group, subjective and objective measures in both modalities were moderately correlated, but only as measured by subjective ‘Can-Do’ statements in the spoken modality. Based on our findings, most proficiency measures provide accurate outcomes for Englishspeakers with high exposure and for balanced bilingual individuals. In contrast, more research is needed with English language learners or individuals with low language exposure to determine the most efficient proficiency measure.

Key words Bilingualism, language proficiency, language exposure, spoken modality, written modality

Maternal heritage language proficiency and child bilingual heritage language learning

He Sun, National Institute of Education, Nanyang Technological University, Singapore, Singapore

Jiamin Low, School of Humanities, Nanyang Technological University, Singapore, Singapore

Ivy Chua, School of Humanities, Nanyang Technological University, Singapore, Singapore

Abstract ‘Should I talk to my child in a language that I am not good at?’ This question reveals the dilemma that many bilingual parents are facing. In the current study, 301 English-Mandarin bilinguals’ mothers in Singapore self-evaluated their Mandarin proficiency and we assessed the 4–5 years old children’s Mandarin receptive vocabulary and grammar. We also investigated children’s bilingual language exposure with a parental questionnaire and children’s phonological short-term memory with CTOPP. The results indicated that mothers’ Mandarin proficiency would affect the amount of Mandarin they speak to their children. Those mothers with a medium- or high-level Mandarin proficiency demonstrated a significantly stronger influence on children’s Mandarin vocabulary and grammar than the mothers with lower Mandarin proficiency. Specifically, mothers’ Mandarin proficiency mediated the relations between familial SES and children’s Mandarin skills after controlling children’s Mandarin exposure at home, gender, and short-term phonological memory. Our findings suggest the unique role that maternal Mandarin proficiency plays in early heritage language learning. It indicates that mothers who have a decent command of heritage language should be encouraged to use this language more often with their children, considering maternal heritage language proficiency as a promotive factor from the influence of low SES.

Key words Maternal language proficiency, heritage language maintenance, Mandarin, child bilingual, SES

Using dual language picturebooks to teach language contact phenomena in a tertiary context

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

Julie Barbour, Division of Education, University of Waikato, Aotrearoa, New Zealand

Abstract Increasingly, New Zealand English and Te Reo Māori are being woven together in Aotearoa New Zealand. This weaving is evident in the text of many dual language picturebooks. While the combination of text and image in picturebooks creates a powerful pedagogical tool, there is little research exploring their use with tertiary Arts students. In this article, we explore how dual language picturebooks were used in a tertiary Arts class to introduce language contact concepts. The responses of a tertiary educator and students to this pedagogy are analysed and discussed, confirming the value of this pedagogical approach.

Key words dual language picturebooks, tertiary education, language contact, arts students, Te Reo Māori, New Zealand English

Narratives by bilingual children: a tale of strengths and growth during kindergarten

Andrea A. N. MacLeod, Department of Communication Sciences & Disorders, University of Alberta, Edmonton, Canada

Diane Pesco, Department of Education, Concordia University, Montreal, Canada

Abstract Given their significance in daily life and frequent inclusion in clinical and educational assessments, children’s narrative abilities merit investigation. The present study examines the narratives of children acquiring an additional language, adding to the more abundant studies of monolingual children. Sixty kindergartners (mean age 68 months) residing in Quebec, Canada participated. All spoke a minoritized language at home, and were being instructed in French, the majority language, at school. The children told stories in French based on pictures from the Edmonton Narrative Norms Instrument (Schneider, Dubé, and Hayward, 2005) in late fall or early winter, and again in spring. Their stories were subsequently analyzed for their macrostructural features. Despite limited exposure to French prior to kindergarten, the majority of children were able to communicate the central problem in the story, characters’ attempts to resolve the problem, and outcomes of those attempts. Furthermore, the children’s scores increased from time 1 to time 2 overall, and for four of eight story grammar elements. The higher scores were due to higher scores on elements as well as the emergence of new elements in children’s stories at time 2. The findings can help guide expectations for narrative growth among emerging bilingual children and inform instruction.

Key words Childhood bilingualism, early bilingualism, language acquisition, narrative development

‘Do you know a few words?’ – developing an evidence-based model to analyse multilingual classroom interaction

Laura S. Nap, Centre for Multilingualism and Literacy, NHL Stenden University of Applied Sciences, Leeuwarden, The Netherlands

Frans C. Hiddink, Centre for Multilingualism and Literacy, NHL Stenden University of Applied Sciences, Leeuwarden, The Netherlands

Joana Duarte, Centre for Multilingualism and Literacy, NHL Stenden University of Applied Sciences, Leeuwarden, The Netherlands;b Minorities and Multilingualism, Faculty of Arts, University of Groningen, Groningen, The Netherlands

Abstract In the field of applied linguistics, the use of multiple languages in educational settings has often been studied from a pedagogical perspective, focusing on teacher practices. In order for multilingual teaching pedagogies, such as translanguaging to reach their full potential, pupils should participate actively in classroom interaction and be stimulated to discuss different ideas, as in dialogic interaction (Alexander. 2008. Towards Dialogic Teaching: Rethinking Classroom Talk. Dialogos). The current study aims to explore multilingual pedagogical practices in primary education from an interactionist perspective and further develop a model of multilingual classroom interaction (Gajo and Berthoud. 2018. “Multilingual Interaction and Construction of Knowledge in Higher Education.” International Journal of Bilingual Education and Bilingualism 21 (7): 853–866) based on empirical analyses. Whole class conversations taking place in three Dutch primary schools participating in an Educational Design Research programme were analysed using a mixed methods approach. The analyses demonstrate discourse practices largely in line with monologic interaction and a rather limited and only symbolic use of other languages than Dutch. We discuss the use of the model of multilingual classroom interaction in primary education on a micro-level and the possible relationship between the use of multilingualism and pupils' participation in classroom interaction.

Key words Multilingual education, translanguaging, dialogic interaction, whole class interaction, mixed methods

Sustainable translanguaging pedagogy in support of the vulnerable language: honoring children’s ways of ‘Showing’ and ‘Telling’ in an early childhood dual language bilingual education program

Sabrina F. Sembiante, Department of Curriculum & Instruction, Florida Atlantic University, Boca Raton, FL, USA

Catherine Restrepo-Widney, Department of Curriculum & Instruction, Florida Atlantic University, Boca Raton, FL, USA

Alain Bengochea, Department of Early Childhood, Multilingual, and Special Education, University of Nevada Las Vegas, Las Vegas, NV, USA

Mileidis Gort, Department of Equity, Bilingualism and Biliteracy, University of Colorado Boulder, Boulder, CO, USA

Abstract Show-and-Tell activity provides emergent bilingual (EB) children with an opportunity to engage oral language skills to support their developing bi/literacy. In dual language bilingual education (DLBE) preschool programs, teachers utilize translanguaging practices to facilitate communication, scaffold learning, and encourage participation. Using a sustainable translanguaging lens, we explore English- and Spanish-language model teachers' pedagogical choices in Show-and-Tell in support of children's Show-and-Tell purposes and practices. Video data were analyzed for discourse- and content-related codes to examine teachers' discursive and translanguaging choices and presenters' languaging practices during Show-and-Tell. Qualitative analyses revealed that teachers' translanguaging choices vary in response to the language context (i.e. teacher's designated language of instruction and the target language of the Show-and-Tell) and to children's languaging practices (i.e. choice of language, amount of unprompted talk, purpose of presentation, degree of peer involvement). Given the vulnerable status of Spanish as the minoritized language in an English-majority culture, teachers sustained the use and modeling of Spanish in Spanish Show-and-Tell while integrating Spanish as a supportive resource in English Show-and-Tell. Findings suggest implications for how teachers can protect minoritized languages within DLBE preschool programs while valuing children's authentic translanguaging practices and building on children's understanding language functions and forms in each language.

Key words Show-and-Tell, preschool, translanguaging, dual language, pedagogical choices

Engaging in and creatively reproducing translanguaging practices with peers: a longitudinal study with three-year-olds in Luxembourg

Claudine Kirsch, Department of Humanities, Faculty of Humanities, Education and Social Sciences, University of Luxembourg, Esch-sur-Alzette, Luxembourg

Simone Mortini, National Youth Service, Luxembourg, Luxembourg

Abstract The increasing societal and linguistic diversity in schools challenge traditional teaching approaches and call for pedagogies that cater to the growing number of multilingual pupils. Translanguaging pedagogies can offer multilinguals a productive learning environment that helps them leverage their resources for learning. Translanguaging studies in early childhood education are still scant, especially those that involve emergent multilinguals, focus on adult–child and peer interactions, and examine children’s agency. The present paper from multilingual Luxembourg examines the engagement of two three-year-olds in adult-led and child-led activities in two early childhood education settings as well the ways in which they creatively reproduced translingual activities and strategies in peer interactions. The data of the qualitative study stem from 128 excerpts, video-recorded over the course of a year. The findings show that the children’s language use and active engagement depended on the pedagogy and the practitioners’ language-supportive strategies. In peer interactions, they creatively reproduced routine activities, thereby transforming formulaic speech, as well as the practitioners’ strategy use. The findings can guide curriculum developers and practitioners when implementing inclusive translanguaging practices in early childhood education.

Key words Translanguaging, multilingualism, Luxembourg, early childhood, creative reproduction

Harnessing multimodality in language teacher education: expanding English-dominant teachers’ translanguaging capacities through a Multimodalities Entextualization Cycle

Christina M. Ponzio, Michigan State University, East Lansing

Matthew R. Deroo, Department of Teaching and Learning, University of Miami, Coral Gables, FL, United States of America

Abstract This qualitative case study (Yin, [2014]. Case Study Research: Design and Methods. 5th Ed. Thousand Oaks, CA: Sage.) emerged from our effort to support teachers, who predominantly identify as monolingual speakers, in learning about translanguaging through a less-explored facet of translanguaging: multimodality. Drawing upon Bezemer and Kress’s (2016) social semiotic framework for multimodal analysis and Lin’s, [2019]. “Theories of Trans/Languaging and Trans-Semiotizing: Implications for Content-Based Education Classrooms.” International Journal of Bilingual Education and Bilingualism 22 (1): 5–16. doi:10.1080/13670050.2018.1515175.) Multimodalities Entextualization Cycle (MEC), we ask: ‘What did integration of multimodal resources contribute to pre- and in-service teachers’ learning about translanguaging in an online asynchronous course within an English as a Second Language teacher education program at a Midwest U.S. university?’ Through multimodal analysis (Jewitt 2017), we analyzed the texts teachers created in response to four multimodal tasks; this included analyzing semiotic meaning conveyed through the multiple modes teachers integrated in their responses. We also compared broader patterns in their cumulative learning about translanguaging as a part of an MEC. Our findings suggest that envisioning a cycle of multimodal learning tasks can provide predominantly monolingual-identifying teachers with means to expand their own dynamic repertoires as they make sense of translanguaging. We conclude with recommendations for how language teacher educators can harness multimodal resources to expand teachers’ capacity to enact translanguaging as an equity-based pedagogy of hope. 

Key words language teacher education, translanguaging, multimodality, case study, multimodal analysis

The critical awakening of a pre-service teacher in a Spanish graduate program: a phenomenology of translanguaging as pedagogy and as content

Josh Prada, Indiana University-Purdue University, Indianapolis, IN, USA

Abstract This 2-year case study is a phenomenology of belief-change resulting from a specific curricular re-configuration. It follows Álvaro, a Master of Arts in Teaching Spanish student, from the first week of classes until graduation, as he completed a 4-semester program. Seeking to stimulate a move toward conscientização, the pilot curriculum included a translanguaging approach to three graduate courses, readings and group discussions on translinguistics, and shadowing an undergraduate Spanish class (for ‘heritage speakers’) that adopted a translanguaging approach. Additionally, opportunities for professional development (e.g. preparing and presenting an original paper at a national bilingual education conference) were provided. Following an iterative approach, data were collected via interviews and written reflections throughout the program; datasets were transcribed (when necessary) and analyzed after collection. Manen’s (1990) guidelines for phenomenological analysis were adopted, and member checking was used for validation of findings. Results chart out a baseline of beliefs held by Álvaro prior to entering the program, and three types of belief-shift he experienced during his studies; these regard the dynamic nature of Spanish, the link between race and language, and the value of multilingual practices in society and education. Critical awakening/despertar crítico is introduced as a metacategory.

Key words Critical awakening, despertar crítico, translanguaging, graduate education, teacher education, conscientização

Identifying difficulties and best practices in catering to diversity in CLIL: instrument design and validation

María Luisa Pérez Cañado, Department of English Studies, University of Jaén, Jaén, Spain

Diego Rascón Moreno, Department of English Studies, University of Jaén, Jaén, Spain

Valentina Cueva López, Department of Statistics and Operational Research, University of Jaén, Jaén, Spain

Abstract This paper makes available to the broader educational community the instruments which have been originally designed and validated within the European project CLIL for all: Attention to diversity in bilingual education (ADiBE) to determine how diversity is being catered to across a broad array of CLIL contexts in European Secondary Education (Austria, Finland, Germany, Italy, Spain, and the United Kingdom). They include three sets of questionnaires, interviews, and observation protocols and are qualitative and quantitative instruments whose design has been based on the latest research and which have undergone a carefully controlled double-fold pilot process for their validation (external ratings approach and pilot phase with a representative sample of 264 subjects). The questions included in the three sets of instruments are initially characterized, together with their format and main categories. The paper then details the steps undertaken for their research-based design and the double-fold pilot process followed for their validation. The questionnaires and interview and observation protocols are then presented in a format which is directly applicable in any CLIL classroom in order to determine the accessibility of bilingual programs for all types of achievers and to identify the chief difficulties and best practices in promoting inclusion in bilingual education.

Key words CLIL, diversity, questionnaire, interview, observation, validity

Teachers as designers of learning in diverse, bilingual classrooms in England: an ADiBE case study

Do Coyle, University of Edinburgh, Edinburgh, UK

Kim Bower, Sheffield Hallam University, Sheffield, UK

Yvonne Foley, University of Edinburgh, Edinburgh, UK

Jonathan Hancock, University of Edinburgh, Edinburgh, UK

Abstract This ADiBE case study explores an innovative, integrated approach to addressing diversity in secondary classrooms in England, where more than one language is used and learned. We position diversity in multilingual and multicultural communities where schooling seeks to provide meaningful learning experiences for all students and guide learners towards being and becoming global citizens. Within a UK context, underpinning values emphasise social justice and inclusion embodied in classroom practices that actively involve teachers as researchers with their learners – in terms of ‘curriculum-making’ and reinterpreting the impact of diversity on ‘successful’ learning communities. This research analyses contextual and exploratory factors that enable diverse learners with diverse needs to engage in learning partnerships with each other and their teachers. Using a framework to capture collaborative professional learning, synergies are explored between two different approaches to bilingual learning – English as an Additional language (EAL) and Content and Language Integrated Learning (CLIL). The case study identifies potentially rich sites for building pedagogic capital and explores how diversity can enable more young people to feel valued, respected and successful bilingual learners in formal schooling.

Key words Diversity, EAL-CLIL, professional learning, combined pedagogies, teachers as designers of learning

CLIL for all? An exploratory study of reported pedagogical practices in Austrian secondary schools

Silvia Bauer-Marschallinger, Department of English and American Studies, University of Vienna, Vienna, Austria;b Institut für Ausbildung, KPH Wien/Krems, Vienna, Austria

Christiane Dalton-Puffer, Department of English and American Studies, University of Vienna, Vienna, Austria

Helen Heaney, Department of English and American Studies, University of Vienna, Vienna, Austria

Lena Katzinger, Department of English and American Studies, University of Vienna, Vienna, Austria

Ute Smit, Department of English and American Studies, University of Vienna, Vienna, Austria

Abstract Apart from linguistic diversity and multilingualism, empirical research into diversity is only in its beginnings in the Austrian educational context. CLIL research, on the other hand, is well-established but has not tended to focus on pedagogical practices. This study explores teachers’ and students’ self-reported experiences in Austrian CLIL classrooms with regard to the phenomenon of diversity and the pedagogical practices addressing it. This mixed-methods study used the research instruments (questionnaires, interview guides) developed in the ADiBE project. Three Viennese secondary schools with two classes each participated in the study. In total, 132 students answered the questionnaires. Six focus group interviews with 6–8 participants were conducted (one for each participating class). Teacher questionnaires were distributed in but also beyond the participating schools (N = 30), and eight teachers from the participating schools were interviewed. With regard to the phenomenon of diversity as such, our results suggest a system-inherent ambivalence between segregation and egalitarianism. Concerning pedagogical practices during CLIL lessons, such as language scaffolding, learner-centred design or use of German, the responses of students and teachers show that different aspects of classroom reality carry different weight with the two groups of participants.

Key words CLIL, diversity, reported experience, pedagogical practices, language scaffolding, use of L1, cooperative learning, student-centred pedagogy

Diversity in CLIL as experienced by Finnish CLIL teachers and students: matters of equality and equity

Tarja Nikula, Centre for Applied Language Studies, University of Jyväskylä, Jyväskylä, Finland

Kristiina Skinnari, Department of Language and Communication Studies, University of Jyväskylä, Jyväskylä, Finland

Karita Mård-Miettinen, Department of Language and Communication Studies, University of Jyväskylä, Jyväskylä, Finland

Abstract This article focuses on how Finnish CLIL teachers and students orient to and experience diversity in CLIL. The data consist of teacher and student interviews that were analysed using qualitative content analysis to identify recurrent themes with regard to diversity. The findings indicate that the theme of equality in the sense of ‘the same for all’ in both teaching, assessing and homework was readily brought up by both groups, reflecting the ethos of equality prevalent in Finnish education. Equity, however, was not similarly highlighted even though it is a guiding principle alongside equality in the Finnish Core Curriculum for Basic Education. Teachers were found reluctant to topicalise diversity, at least in the form of explicit differentiation. This applied especially to academic skills, with students’ different linguistic skills more readily addressed. Both teacher and student interviews construct CLIL students as high-achievers in comparison to peers in regular classrooms. The students, however, also criticised being treated as a homogenous group and expressed wishes for personalised support. In sum, the findings show tensions between maintaining equality and securing equity in that adherence to the same type of education for all may render invisible the varying competences, ways of learning and needs for support.

Key words CLIL in Finland, learner diversity, equality in education, equity in education

Attention to diversity in German CLIL classrooms: multi-perspective research on students’ and teachers’ perceptions

Philipp Siepmann, English Seminar, Westfälische Wilhelms-Universität Münster, Munster, Germany

Dominik Rumlich, Institute of English and American Studies, Paderborn University, Paderborn, Germany

Frauke Matz, English Seminar, Westfälische Wilhelms-Universität Münster, Munster, Germany

Ricardo Römhild, English Seminar, Westfälische Wilhelms-Universität Münster, Munster, Germany

Abstract CLIL programmes are firmly established in German schools. While empirical studies have provided insights into aspects such as language- and content-related achievement, motivation, and cultural learning, little is known about classroom practices and students’ perceptions thereof. Using ADiBE’s instruments, this mixed-method study explores how teachers and students view differentiation and diversity-sensitive CLIL classroom practices in North Rhine-Westphalia, Germany. In total, 31 teachers and 595 students shared their experiences concerning methods, materials, classroom arrangements, scaffolding, and differentiation techniques used to foster the educational success of linguistically and academically diverse students. A classroom observation (45 minutes) geography lesson and an accompanying focus-group interview with six students allowed for deeper insights into specific practices and how they were perceived. The results show (how) diversity is frequently taken into account in various ways, yet there are also substantial challenges in catering to a diverse student population. The findings of this first phase of the ADiBE project lay the groundwork for further research on heterogeneity in CLIL and will be used as a stepping stone for the creation of research-informed CLIL teaching materials and teacher-training resources.

Key words CLIL, diversity, heterogeneity, pedagogical practices, scaffolding, use of L1, cooperative learning, student-centred pedagogy

Students’ appraisals of their bilingual experience in a monolingual Italian reality: suggestions for improvement

Yen-Ling Teresa Ting, Department of Chemistry & Chemical Technologies, The University of Calabria, Rende, Italy

Abstract As increasingly more upper secondary schools mainstream bilingualism via an array of strategies, databases collecting students’ appraisals of their bilingual experiences become invaluable for informing practice. This paper discusses how the ADiBE Interview Protocol was adapted to efficiently collect candid appraisals from 99 students attending a high school in highly monolingual southern Italy. Students welcomed the opportunity to shape their instruction, generating a database of commentaries from which 11 thematic issues emerged: three related to improved language competence, personal growth and general satisfaction, while eight themes called for attention to methods, materials, classroom management and even scheduling. Appraisals are presented, alongside brief discussions regarding implications for teacher-training, task-diversity, task-choice and translanguaging strategies for optimizing the shared L1 in monolingual classrooms. That said, appraisals also unveiled expectations for native-speaking English-fluent Content-experts, which, in contexts such as ours, is not only unrealistic, but depreciates Content-experts who, although may not be fluent in English, know content very well. Appraisals indicate that students appreciate the opportunity for receiving bilingual instruction and are willing to put in extra work to learn ‘complex upper secondary content through a foreign language’, a challenge they feel could be rendered more manageable via more learner-centred, language-aware and inclusive pedagogies. outstanding issues that still deserve more attention.

Key words Students’ voices, qualitative ADiBE interview protocol, upper secondary content instruction, CLIL in a monolingual context, Italy

Attention to diversity in bilingual education: student and teacher perspectives in Spain

Antonio Vicente Casas Pedrosa, Department of English Studies, Facultad de Humanidades y Ciencias de la Educación, Universidad de Jaén, Jaén, Spain

Diego Rascón Moreno, Department of English Studies, Facultad de Humanidades y Ciencias de la Educación, Universidad de Jaén, Jaén, Spain

Abstract This paper reports on the outcomes of a study on stakeholder perspectives on catering for diversity in Content and Language Integrated Learning (CLIL) in Spain. It is part of the large-scale SWOT analysis conducted in Europe within the project ‘CLIL for All: Attention to Diversity in Bilingual Education (ADiBE)’. The research has involved the administration of two sets of questionnaires to 926 informants (742 students and 184 teachers) within 15 secondary schools of four provinces. After framing the topic against the backdrop of the project, the paper will expound on the objectives, methodology, variables, and procedure employed in this particular study in Spain. The bulk of the article will outline its main findings in relation to the five main fields of interest which have been canvassed: linguistic aspects, methodology and types of groupings, materials and resources, assessment, and teacher coordination and development. Across-group comparisons will be carried out to determine whether there are statistically significant differences between both cohorts. A diagnosis of where we currently stand in Spain in the process of catering for diversity in CLIL will be provided in light of these results and a future CLIL agenda will be carved out on the basis of these findings.

Key words CLIL, attention to diversity, Spain, bilingual education, student perspective, teacher perspective

Inclusion and diversity in bilingual education: a European comparative study

María Luisa Pérez Cañado, University of Jaén, Jaén, Spain

Abstract This article carries out a cross-European comparison of stakeholder perspectives on catering to diversity within CLIL programs. It reports on a cross-sectional concurrent triangulation mixed methods study with 2,526 teachers, students, and parents in 59 Secondary schools in six European countries: Austria, Finland, Germany, Italy, Spain, and the UK. It employs data, methodological, and location triangulation and carries out across-cohort comparisons in order to determine the differences/similarities which can be discerned between the measures implemented in northern, central, and southern Europe to make bilingual education a more inclusive reality for all. It also provides comparative insights into the main difficulties and chief training needs which still need to be addressed. The broader take-away is that CLIL provision, as it stands, does not fit the bill in the new mainstreaming scenario and needs to be reengineered to respond to the needs posed by educational differentiation. This pan-European outlook will allow us to determine where we currently stand on this issue and to showcase the main lessons which can be gleaned from different contexts in order to step up to one of the most important challenges facing bilingual education in Europe (and beyond) if we seek to ensure its sustainability.

Key words CLIL, Europe, diversity, inclusion, differentiation

The ‘politics of speed’ and language integration policies: on recent developments in Austria

Mi-Cha Flubacher, Department of Linguistics, University of Vienna, Vienna, Austria

Abstract Taking the hasty implementation of ‘German support classes’ in Austria in 2018 as a starting point, I will lay out recent political developments in Austria similarly marked by speed, i.e. I will focus on language integration policies in more detail, which form a central concern for studies on bilingualism and bilingual education with regard to compulsory language learning in the context of migration policies. In order to understand the role of speed in this contemporary development (i.e. introduction and revision) of language integration policies, I will introduce speed as a theoretical concept, before turning back to what I will call the Austrian case of politics of speed, which goes hand in hand with executive decreeing and a disregard of parliamentary democracy. As I argue in the concluding discussion, this has serious effects on institutions and the population, in the form of institutional lag and systemic confusion. It is my aim to tease out how this politics of speed results in a culture of confusion that, in the end, could serve a political purpose.

Key words Speed, language integration policies, accelerated law-making, language testing, assimilationist monolingualism, Austria

EMI as a performative technology of acceleration in higher education contexts: academics and administrators’ perspectives

Osman Z. Barnawi, Royal Commission Colleges and Institutes of Yanbu, Yanbu, Saudi Arabia

Abstract This paper argues that reading English Medium Instruction (EMI) as a performative technology of acceleration in the highly competitive conditions of today’s global higher education (HE) contexts is one way to gain insights into present-day realities of EMI orientations, experiences, and practices. In so doing, it examines the interplay of EMI, HE, and Tomlinson's [2007. The Culture of Speed: The Coming of Immediacy. London: Sage] three cultural narratives of speed. A Saudi HE institution, Sroor University (SU; a pseudonym), is used as a case example study to explore how the cultural narratives of speed have been experienced by language teachers, administrators, and engineering faculty members. The findings of this interview-led study show that a sense of urgency, active control, and an overwhelming tendency to direct all its educational efforts towards the needs of industry is prevalent in the operations of the university. It was also found that the culture of speed has brought about excitement, pleasure, pains, and risk to the academics in their everyday EMI practices. It concludes that reading these complex constellations of experiences through temporal perspectives allows us to capture not only the effects of the culture of speed but also how unequal power relations are played out among social actors within and across individual contexts.

Key words EMI, culture, speed, higher education, technology, capitalism, performative

‘Speak English!’: social acceleration and language learning in the workplace

Loy Lising, Department of Linguistics, Macquarie University, Sydney, Australia

Abstract Skilled migration to Australia depends on a good command of English. Where skilled migrants lack English – like the participants in this study – yet fulfil the vocational-skill employment requirement, they are granted temporary visas and provisionally employed but expected to improve their English on the job. They are assumed by mainstream society to practise with English-speaking colleagues; however, their conveyor-belt-like tasks make it impossible for them to engage in talk at work. While fulfilling their work contract, they need to improve their English proficiency to meet permanent residency requirements. Drawing on data from an ethnographic study with Filipino skilled migrants, this paper uses ‘social acceleration’ (Rosa [2013]. Social Acceleration: A New Theory of Modernity. Columbia University Press.) as a lens to examine the processes this group experiences in their employment in Australia. These processes are varied and complex, referred to in this paper as macro- and micro-accelerants that contribute to both acceleration of social change and of their pace of life. This paper contributes to a nuanced understanding of the ‘driving forces of acceleration’ Filipino skilled migrants face particularly in the way they navigate their English language learning against the pressures of a monolingual mindset and of ‘social acceleration’. 

Key words Social acceleration, skilled migration, language learning in the workplace

Speeding up, slowing down. Language, temporality and the constitution of migrant workers as labour force

Alfonso Del Percio, UCL Institute of Education, London, UK

Abstract This article offers an original ethnographic documentation of employability schemes targeting migrants in contemporary Italy. It argues that analysts’ current theorisations of time and space compression do not help us understand the multiple temporalities that migrants are subjected to when crossing borders, including those of labour market regimes. This ethnographic account is informed by a scholarship of migration that has extensively documented how the acceleration of movement and access to language, citizenship or work co-exist with experiences of waiting, elongation, withdrawal and delay – processes that complicate our understanding of the temporal regimes migrants are subjected to. Through a thick documentation of the experiences of unemployed migrants, job counsellors and other social actors in employability programmes in Rome, this article argues that both speeding up and slowing down are technologies of temporal management, including time–space compression, elongation and partitioning. These technologies regulate the time and speed of migrants’ incorporation into the labour market and allow the performance of processes of differential inclusion.

Key words Language, speed, labour, differential inclusion, migration

‘Language hackers’: YouTube polyglots as representative figures of language learning in late capitalism

Alberto Bruzos, Department of Spanish and Portuguese, Princeton University, Princeton, NJ, USA

Abstract YouTube polyglots are an online community whose origin can be traced to the late 2000s, when language learning forums and YouTube videos of language learning enthusiasts began appearing online. This article draws on critical discourse analysis to examine the discourses of language learning that are manifest in polyglot videos and websites. It also situates this online community and their conception of language learning in the historical context of the transition from Fordism to post-Fordism, a period marked by intense technological acceleration, rapid social change and the commodification of lifestyles in the global marketplace of the internet. As representative figures of this period, polyglots turn to discourses that are suffused with tropes of speed and other related values such as efficiency, entrepreneurialism and individuality. They see language as an individual skill, rather than as a social practice, and language learning as a personal endeavor guided by productivity.

Key words Polyglots, speed, YouTube, language learning, critical discourse analysis

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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