刊讯｜SSCI 期刊《语言与教育》2023年第1-6期

Linguistics and Education

Volume 37, Issue 1-6,  2023

LANGUAGE AND EDUCATION（SSCI一区，2022 IF：2.432）2023年第1-6期共发文58篇，其中研究性论文49篇，书评9篇。研究论文涉及语言发展、功能性多语言学习方法、语料库研究、语言商品化、多元文学、国际化英语、儿童语法发展、双语教育、语言意识形态、语言课堂、认知模态、语法教学等。欢迎转发扩散！（2023年已更完）

往期推荐：

目录

ISSUE 1

ARTICLES

■Expanding participation: supporting newcomer students’ language development through disciplinary practices, by Laura Alvarez, Marguerite De Loney, Sarah Capitelli, Guadalupe Valdés,Paulina Julia Biernacki, Pages 1–21.

■ Multilingual tasks as a springboard for transversal practice: teachers’ decisions and dilemmas in a Functional Multilingual Learning approach, by Nell Foster, Nathalie Auger,Piet Van Avermaet, Pages 22–38.

■ Extensive viewing of children’s entertainment and the potential for incidental learning of early years reading vocabulary: a corpus study, by Clarence Green, Pages 39–53.

■ Growing up bilingual: language proficiency, social identities and competences of complementary school-attendees and non-attendees in the UK, by Layal Husain,Virginia Lam, Pages 54–70.

■ The value of knowing: conscious and unconscious writing choices, by Susan Jones, Pages 71–87.

■Beyond market and language commodification: Contemplating social-market value and social-welfare concerns in language education policy and practice in Pakistan, by Syed Abdul Manan, Sham Haidar,Rooh UI Amin, Pages 88–104.

■ Constructing the pedagogy of multiliteracies. The role of focalisation in the development of critical analysis of multimodal narratives, by Íris Susana Pires Pereira,Ângela Campos, Pages 105–122.

BOOK REVIEWS

■ Making language visible in the university: English for academic purposes and internationalisation, by Jiaoyue Chen ,Delin Kong, Pages 123–126.

■ Foreign language proficiency in higher education, by Amy L. Clay, Pages 127–130.

ISSUE 2

ARTICLES

■ Impact of language-training programs on French educators’ interactions and child syntax development, by Emmanuelle Canut, Caroline Masson,Magali Husianycia, Pages 131–150.

■Improving English language arts instruction in Indiana dual language bilingual education classrooms, by Woongsik Choi, Wan Hee Kim, Wayne E. Wright & Trish Morita-Mullaney, Pages 151–170.

■ Discrimination in the gig economy: the experiences of Black online English teachers, by Nathaniel Ming Curran, Pages 171–185.

■ An analysis of the forms of teacher-student dialogue that are most productive for learning, by Sara Hennessy, Elisa Calcagni, Alvin Leung,Neil Mercer, Pages 186–211.

■ Supportive primary teacher beliefs towards multilingualism through teacher training and professional practice, by Sanna Pohlmann-Rother, Sarah Désirée Lange, Laura Zapfe,Daniel Then, Pages 212–228.

■Variables influencing ESL teacher candidates’ language ideologies, by Mariana Alvayero Ricklefs, Pages 229–243.

■ Language considerations in refugee education: languages for opportunity, connection, and roots, by Celia Reddick,Vidur Chopra, Pages 244–261.

BOOK REVIEWS

■Language ideology and order in rising China, by Lin Chen,Danping Wang, Pages 262–265.

■Children reading for pleasure in the digital age: mapping reader engagement, by Sujia Gan, Pages 266–269.

ISSUE 3

ARTICLES

■Re-envisaging English medium instruction, intercultural citizenship development, and higher education in the context of studying abroad, by Yusop Boonsuk, Fan Fang, Pages 271–287.

■A portrait of academic literacy in mid-adolescence: a computational longitudinal account of cognitive academic language proficiency during secondary school, by Adrián Granados, Antonio Lorenzo-Espejo, Francisco Lorenzo, Pages 288–307.

■ Teaching higher-order thinking skills to multilingual students in elementary classrooms, by Deon Victoria Heffington, Maria R. Coady, Pages 308–327.

■Monolingual school websites as barriers to parent engagement, by Ingrid Piller, Ana Sofia Bruzon, Hanna Torsh, Pages 328–345.

■ Recognising the SAE language learning needs of Indigenous primary school students who speak contact languages, by Carly Steele, Gillian Wigglesworth, Pages 346–363.

■ Agency and feedback-seeking: academic English socialization of L2 students in Hong Kong, by Chit Cheung Matthew Sung, Pages 364–382.

■Theorising the dynamics of heritage language identity development: a narrative inquiry of the life histories of three Chinese heritage speakers, by Yue Zhou, Yongcan Liu, Pages 384–400.

BOOK REVIEWS

■ The art and architecture of academic writing, by Jiao Li, Xuesong (Andy) Gao, Pages 401–404.

■ Bloomsbury World Englishes volume 2: ideologies , edited by R. Rubdy, R. Tupas, and M. Saraceni. London: Bloomsbury, 2021. pp. xii + 318. ISBN 9781350065840 (hbk): $190. ISBN 9781350065857 (epub): $171, by Evangeline Lin, Pages 405–407.

ISSUE 4

ARTICLES

■ ‘If you have the freedom, you don’t need to even think hard’ – considerations in designing for student agency through digital multimodal composing in the language classroom, by Fei Victor Lim, Thi Thu Ha Nguyen, Pages 409–427.

■ Thinking aloud: the role of epistemic modality in reasoning in primary education classrooms, by Fiona Maine, Anna Čermáková, Pages 428–443.

■ Re-narrating grammar instruction: addressing teachers’ narrative understanding of language use, by Mike Metz, Pages 444–459.

■ 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.

■ Towards language-aware pedagogy? experiences of students in multilingual Finnish schools, by Elisa Repo, Pages 460–482.

■ Clare Kramsch and Lihua Zhang: The Multilingual Instructor: What Foreign Language Teachers Say about their Experience and Why it Matters, by Min Bao, Xuesong (Andy) Gao, Pages 602–606.

■ Gender-fair language in English language teaching: insights from teachers in Philippine higher education institutions, by Veronico N. Tarrayo, Pages 483–499.

■ ‘Yes, but you were born in France’: practiced language policies with culturally and linguistically diverse students in an elementary classroom in France, by Francis John Troyan, Nathalie Auger, Pages 500–515.

■ The promise of Chinese: African international students and linguistic capital in Chinese higher education, by Wen Xu, Garth Stahl, Hao Cheng, Pages 516–528.

■ ‘EMI is like a durian’: Chinese students’ perspectives on an ideal English-medium instruction classroom in higher education, by Rui Yuan, Tiefu Zhang, Mo Li, Pages 529–545.

BOOK REVIEWS

■ Pedagogical translanguaging, by Maira Klyshbekova, Pages 546–549.

ISSUE 5

ARTICLES

■Caring across linguistic difference: translanguaging pedagogies for low-overlap interactions, by Elaine C. Allard, Ruby V. Schlaker, Katherine Phillips Mergott, Pages 557–572.

■ Learning about translanguaging in two bilingual teacher preparation programs, by Blanca Araujo, Maria Teresa de la Piedra, Alberto Esquinca, Pages 573–585.

■Translenguaje y El Arte en Unión: fostering pre-service teachers’ languaging and multiliteracies through bilingual community art gallery lessons, by Lucía Cárdenas Curiel, Lindsay McHolme, Anika R. Lundeen, Pages 586–609.

■ Translanguaging in teacher education: engaging preservice teachers in culturally and linguistically sustaining pedagogies, by Luz Yadira Herrera, Pages 610–623.

■ Un Día De Lo Padre: a multigenerational Plática with bilingual pre-service teachers and their elders, sharing perspectivas about translanguaging and bilingual education, by Mitch Ingram, Deborah PalmerS, Pages 624–638.

■ Translanguaging through the body: centering geographies of selves in Latinx pre-service teacher education, by Cinthya M. Saavedra, Monica Ybarra Gonzalez, Pages 639–650.

■‘I found comfort in Spanglish:’ translanguaging and the linguistic experiences of bilingual teacher candidates in rural California, by Adam Sawyer, Fernando/Ferran Rodríguez-Valls, Pages 651–670.

BOOK REVIEW

■ Transformative Translanguaging Espacios: Latinx Students and Their Teachers Rompiendo Fronteras Sin Miedo, by Mark B. Pacheco, Pages 671–673.

ISSUE 6

ARTICLES

■ What has changed over 18 years? Future teachers’ language use and attitudes towards multilingualism in the Basque Autonomous Community, by Ada Bier, David Lasagabaster, Pages 675–697.

■‘This is not right!’ Teachers telling stories about multilingual family engagement during COVID-19, by Barbara Ettenauer, Kathryn McIntosh & Cory Buxton, Pages 698–716.

■ Student voice and teacher agency: storytelling in letters of recommendation for college admissions, by Jungyoon Koh, Helen Dominic, Heidi Elmendorf, Sarah Cowgill,  Pages 717–730.

■ Engaging ‘silent’ students in classroom discussions: a micro-analytic view on teachers’ embodied enactments of cold-calling practices, by Miriam Morek, Vivien Heller, Noelle Kinalzik, Pages 731–749.

■ ‘You can be fluent in English but empty-headed’ Language ideologies underlying Namibian primary school teachers’ beliefs, by Soili Norro, Pages 750–771.

■ Complexifying internal linguistic discrimination: bilingual Latinx teachers navigating Spanish language ideologies in bilingual programs, by Diego Román, Alberto Pastor & Katherine Ward, Pages 772–787.

■ English medium higher education in Hong Kong: linguistic challenges of local and non-local students, by Christopher Shepard, Heath Rose, Pages 788–805.

■ Attitudes towards mother tongue education in Manipur, Northeast India, by Sophayo Khamrang Varah, Deepak Tanaji Pawar, Pages 806–819.

■‘I’ve grown so much more confidence in my actual instruction’: examining teacher candidates’ pedagogical knowledge growth in translanguaging, by Chiu-Yin (Cathy) Wong, Xiaochen Du, Antonio G. Estudillo, Pages 820–835.

BOOK REVIEW

■ Creating welcome learning environments: using creative arts methods in language classrooms, by Caroline Linse, Pages 836–839.

摘要

Expanding participation: supporting newcomer students’ language development through disciplinary practices

Laura Alvarez, Teacher Education Department, Kalmanovitz School of Education, Saint Mary’s College of California, Moraga, CA, USA

Marguerite De Loney, Department of Anthropology, Stanford University, Stanford, CA, USA

Sarah Capitelli, Teacher Education Department, University of San Francisco, San Francisco, CA, USA

Guadalupe Valdés, Graduate School of Education, Stanford University, Stanford, CA, USA

Paulina Julia Biernacki, Graduate School of Education, Stanford University, Stanford, CA, USA

AbstractIn teaching newcomer students, educators must envision how to provide opportunities for language use and development through age-appropriate content instruction. This article describes a design research study, in which we developed and piloted 5th grade science units and studied the participation of two newcomer students in sense-making interactions with peers. By analyzing their participation over a school year, we provide a vision of newcomers’ language development that is integrated with, rather than a prerequisite for, disciplinary work. Newcomers’ language development involved expanding the interactional moves they used to participate in scientific sense-making, including moves that might be considered purely ‘social’, but were essential to collaboratively enacting disciplinary practices. In addition, their positioning in small group interactions impacted affordances for participation and language use. Over time, students shifted their positioning, which coincided with improved participation and collaborative sense-making for newcomers and their peers. We offer implications for how teachers can create integrated classrooms that support newcomers’ language development and disciplinary learning. 

Key words Newcomers, emergent bilinguals, English learners, second language acquisition, science, disciplinary practices

Multilingual tasks as a springboard for transversal practice: teachers’ decisions and dilemmas in a Functional Multilingual Learning approach

Nell Foster, Centre for Diversity and Learning, Ghent University, Ghent, Belgium;b Centre for Multilingualism and Diversities Research, University of the Western Cape, Cape Town, South Africa

Nathalie Auger, L’Humain, Université Paul Valéry, Montpellier, France

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

AbstractFunctional Multilingual Learning (FML) aims to leverage pupils’ full language repertoire in a strategic and transversal way across the curriculum in order to enhance access to conceptual understanding and improve skills in the language of schooling. This linguistic-ethnographic study explores the pedagogical decisions of four teachers in a French–speaking primary school in Brussels, Belgium as they create ‘meaningful multilingual tasks’ for their linguistically diverse classrooms. Findings indicate that tasks serving symbolic and linguistic functions were the easiest for teachers to conceptualise, and that class-level learning objectives often took precedence over individual objectives. Multilingual scaffolding only occurred in classrooms already functioning extensively within a socio-constructivist paradigm and needed to be supported by a free classroom language policy to be the most effective. Whole-class tasks generated a new sense of linguistic capital but entailed a reframing of the notion of inclusion as they sometimes generated feelings of linguistic insecurity or resulted in limited participation.

Key words Functional Multilingual Learning, plurilingualism, language awareness, teachers, innovative pedagogy, Belgium

Extensive viewing of children’s entertainment and the potential for incidental learning of early years reading vocabulary: a corpus study

Clarence Green, School of Education, Federation University Australia, Melbourne, Australia

AbstractThis study evaluates the potential for incidentally learning early reading vocabulary through the extensive viewing (EV) of children’s movies/television with subtitles. Recent research has investigated how much exposure to important vocabulary EV and extensive reading (ER) provides. Investigations compute the number of repetitions of target vocabulary in corpora designed to represent EV/ER. Curriculum time estimates are then computed based on the time needed to reach vocabulary repetition thresholds linked to incidental learning. This study focuses on an understudied area of EV, namely children’s transition to literacy. It investigates whether early reading vocabulary is available in children’s movies/television, a form of compelling, comprehensible input. Recent research has found vocabulary acquisition gains from EV are enhanced by subtitles. Therefore, this study analyses 743 subtitles from children’s movies (4.8 million words) and 3174 subtitles from children’s series (6.4 million words). Using two recent wordlists representing early reading vocabulary, vocabulary frequency and approximate curriculum time estimates are computed for three thresholds linked to incidental vocabulary acquisition, i.e. 6, 12 and 20 encounters. Results indicate that EV with subtitles could support the development of an oral language vocabulary that contains a pool of words needed for early reading, and provide print exposure to this essential vocabulary.

Key words Extensive viewing, extensive reading, vocabulary, transition to literacy, incidental vocabulary learning, oral language

Growing up bilingual: language proficiency, social identities and competences of complementary school-attendees and non-attendees in the UK

Layal Husain, School of Psychology, University of East London, London, UK

Virginia Lam, Department of Psychology, University of Roehampton, London, UK

AbstractThe UK is linguistically rich but faces a reducing uptake of language learning in schools, as pupils feel more withdrawn and disinterested in learning an additional language to English. A key component in many linguistic minority communities to preserve their language is complementary schooling (CS), which has wide-ranging educational and societal implications. This study compared social developmental outcomes and patterns among bilingual children who attended CS and those who did not in London. A sample of 153 pupils aged 4–9 years was recruited including 73 across five CS settings and 80 across four state primary schools. Measures included strength of ethnic and national identities, cognitive, athletic and social competences, exposure and proficiency for each language, and family affluence (FA). Results showed that CS-attendees reported higher proficiency in HL, particularly in literacy, compared to non-attendees. Ethnic and British identities were positively associated with the respective language’s proficiency and exposure in both groups, while unique patterns were also observed. Regression models confirmed the unique contributions of HL and CS to ethnic identity, but age and FA were also significant predictors of English proficiency and social competencies. Findings indicate the supportive roles of CS and HL and identity development. Further considerations of these and other factors in subsequent research are discussed. 

Key words Bilingualism, complementary schools, heritage languages, identity

The value of knowing: conscious and unconscious writing choices

Susan Jones, University of Exeter, Graduate School of Education, St Luke’s Campus, Heavitree Road, Exeter, Devon EX1 2LU, United Kingdom

Abstract This article is concerned with how developing writers use grammar knowledge to make choices in writing and the extent to which this knowledge is conscious and the choices deliberate. Drawing on case study data with 24 school-aged writers involved in a three-year longitudinal study, the article reports the pattern of conscious and unconscious choices being made. It will reveal how curriculum emphasis has tended to prioritise grammatical use over rhetorical purpose, thus raising grammatical use to conscious awareness. The data also shows how linguistic understanding appears first in text before being articulated as a conscious choice; thus raising a question as to the value of conscious and explicit grammatical understanding. The article will argue for a pedagogy that creates a space to talk about choices in order to lift unconscious writing decisions into conscious and useable awareness.

Key words Writing development, grammar knowledge, linguistic knowledge, writing choices, metalinguistic understanding, writing pedagogy, talk for writing

Beyond market and language commodification: Contemplating social-market value and social-welfare concerns in language education policy and practice in Pakistan

Syed Abdul Manan, Graduate School of Education, Nazarbayev University, Nursultan (Astana), Kazakhstan

Sham Haidar, Department of English, Faculty of Social Sciences, Air University, Islamabad, Pakistan

Rooh UI Amin, University of Sialkot, Sialkot, Pakistan

AbstractThis study demonstrates how stakeholders’ treatment of English language as the sole marketable/saleable commodity in educational setting can have implications for multilingualism and existing linguistic diversity in Pakistan. Language commodification refers to the valuation of languages as marketable/saleable commodities and their relative exchange value. The findings are based on semi-structured interviews with students, teachers, and administrators/principals conducted in schools and a university during three different PhD studies. This article specifically focusses on how stakeholders view English-medium education and indigenous languages. Given stakeholders’ diversity-as-a-problem orientations and rationalization of English-medium education, we propose an epistemic reorientation in which the social-market value of languages and social-welfare considerations may become the basis of language-in-education policy and planning. Social-market value refers to the role languages play as social, educational, cultural, and pedagogical resources for the larger social development, peace, and integration of society. The social-market perspective upholds multilingualism as a resource rather than as a problem. The article concludes that academic researchers could use intellectual activism as change agents to foster critical multilingual awareness and expose stakeholders to alternative competing epistemologies. This awareness is expected to help redress the conceptual myths and fallacies most stakeholders hold about the social potential of languages and multilingualism.

Key words Language commodification, language policy and planning, social-welfare considerations, social-market value, Pakistan, indigenous languages

Constructing the pedagogy of multiliteracies. The role of focalisation in the development of critical analysis of multimodal narratives

Íris Susana Pires Pereira, Research Centre on Education, Institute of Education, University of Minho, Braga, Portugal

Ângela Campos, Agrupamento de Escolas de Professor Óscar Lopes, Matosinhos, Portugal

AbstractThis paper aims to contribute to the construction of multiliteracies pedagogy. We argue that the analysis of focalisation is an essential dimension in multiliteracies pedagogy aimed at promoting the development of critical analysis of multimodal narratives. Our point is sustained by a case study of focalisation in an animated narrative comprising a hybrid multimodal text offered for students learning about refugees in a public digital platform. We performed a critical analysis of the visual narrative supported by a grammar of focalisation in animated images and a framework for critical analysis of multimodal discourse. The analysis shows that viewers (and characters) are differently positioned throughout the text as uninvolved observers of the represented characters as ‘others’; as emphatic witnesses of the others’ suffering; and as committed social actors who see the refugees as ‘one of us’. We interpret these findings as conveying different ideological meanings associated with assimilatory or liberating ideologies. We discuss the major implications of our findings concerning the role of focalisation in the enactment of critical analysis of multimodal texts, the interdependence of critical analysis vis-à-vis the other learning processes as well as the need for teachers’ professional development as a pre-requisite to construct the pedagogy of multiliteracies. 

Key words Multimodality, visual narrative, critical literacy, focalisation, multiliteracies, critical analysis of multimodal discourse

Impact of language-training programs on French educators’ interactions and child syntax development

Emmanuelle Canut, Department of Linguistics, University of Lille, Lille, France

Caroline Masson, Department of Linguistics, University of Sorbonne Nouvelle, Paris, France

Magali Husianycia, Association de Formation et de Recherche sur le Langage (AsFoReL), Nancy, France

AbstractStudies that measure the effectiveness of language-training program for children’s language development do not clearly identify in adult-child interaction which characteristics of educators’ language are most effective, particularly for children over 4 years of age who need to develop complex syntactic skills. Our study aimed to analyze the language use of 26 educators (with different professions: teachers, animators, and employees) participating in French language-training program for preschoolers. This training was based on linguistic research on language acquisition and focused on syntax. A total of 131 children were recorded in adult-child joint narration in a dyadic interaction across six French cities and 20 preschools. The statistical analysis of the linguistic and pragmatic properties of the educators’ language while interacting with children demonstrated that the educators changed their language practices after training. This study also revealed that syntax complexity of educators’ input has a significant impact on syntax development of children. 

Key words Language-training program, educators’ language, children’s language development, syntax, interaction

Improving English language arts instruction in Indiana dual language bilingual education classrooms

Woongsik Choi, Purdue University, West Lafayette, IN, USA

AbstractThis paper reports on a mixed methods systematic classroom observation study as part of a federally funded project to improve instruction for English language learners (ELLs) in Indiana Dual Language Bilingual Education (DLBE) classrooms. Participating DLBE teachers received professional development through online ELL licensure and DLBE certificate coursework along with on-site sociocultural instructional coaching. Participants include 15 teachers (7 treatment DLBE teachers; 8 comparison non-DLBE teachers). We observed and video recorded each teacher’s English language arts (ELA) block four times over 18 months to examine changes over time and determine the impact of the coursework and coaching on their instructional practices. Using the Sheltered Instruction Observation Protocol (SIOP), we compare the scores of the two groups over time. We also provide analytic classroom vignettes for six of the eight SIOP components to illustrate how treatment teachers’ instruction improved over time. The findings generally demonstrate that the treatment led to improvements in the overall quality of sheltered ELA instruction of the DLBE teachers, but also reveal areas in need of more attention within DLBE teacher professional development. 

Key words Dual language bilingual education (DLBE), English language learners (ELLs), English language arts (ELA), Sheltered Instruction Observation Protocol (SIOP), Indiana

Discrimination in the gig economy: the experiences of Black online English teachers

Nathaniel Ming Curran, Department of English and Communication, The Hong Kong Polytechnic University, Kowloon, Hong Kong

Abstract This article examines the rapidly expanding market for online English learning and tutoring. It focuses on the experiences of Black American online English teachers employed on a variety of popular online teaching platforms (e.g. Cambly, italki, PalFish, VIPKid etc.). Specifically, the article considers how specific affordances of online English teaching platforms (e.g. customer ratings and algorithms) function to disadvantage non-White teachers. In order to address these issues, the article brings together two relevant but distinct literatures: scholarship on language ideologies and scholarship on algorithms and the gig economy. The data analyzed include: Semi-structured interviews with Black online English teachers; the websites of popular teaching platforms; and posts in public Reddit threads focused on online English teaching. The findings demonstrate how Black teachers experience the intersection of customer-based ratings and algorithms within the burgeoning online English teaching industry. The article concludes by advocating for scholars to more systematically engage with and study online tutoring platforms’ use of rating and algorithms.

Key words Native speakerism, online English teaching, gig economy, algorithmic bias, raciolinguistic ideologies

An analysis of the forms of teacher-student dialogue that are most productive for learning

Sara Hennessy, Faculty of Education, University of Cambridge, Cambridge, UK

Elisa Calcagni, Friedrich Schiller University, Jena, Germany

Alvin Leung, Faculty of Education, University of Cambridge, Cambridge, UK

Neil Mercer, Faculty of Education, University of Cambridge, Cambridge, UK

Abstract Dialogic approaches based on active student participation, open, respectful discussion, exploring and critiquing different perspectives are increasingly found to support student learning. However, the specific productive forms of teacher-student interaction have rarely been studied systematically. A recent large-scale project explored the relationship between dialogic forms of interaction and learning outcomes for students aged 10–11 in primary school classrooms in England. This follow-up study built on the dataset and outcomes of that study. The objective here was to generate insights into the forms of interaction observable within classes achieving higher and lower learning gains in English and mathematics. Sociocultural discourse analysis combined in-depth qualitative analysis with corpus linguistics methods. The specific forms of dialogue emerging in the earlier study as most productive for learning from turn-by-turn coding and whole-lesson ratings were analysed in more depth. The findings offer rich illustrations of how the productive features are manifested in authentic classroom practice. The outcomes contribute to our understanding of which specific forms of teacher-student dialogue support learning, and how teachers may actively promote these.

Key words Classroom dialogue, primary school, student participation, mixed methods, sociocultural discourse analysis, concordance analysis

Supportive primary teacher beliefs towards multilingualism through teacher training and professional practice

Sanna Pohlmann-Rother, University of Würzburg, Würzburg, Germany

Sarah Désirée Lange, University of Würzburg, Würzburg, Germany

Laura Zapfe, University of Würzburg, Würzburg, Germany

Daniel Then, University of Würzburg, Würzburg, Germany

Abstract Teaching multilingual learning groups is an important part of the professional activity of primary teachers in Germany, placing high demands on their occupational professionalism. The aim of this article is to analyse the effects of educational and occupational influencing factors on the beliefs of teachers regarding multilingualism as a facet of pedagogical professionalism. The data is based on the ‘BLUME-study’, in which primary teachers (N = 123) were asked about their beliefs regarding multilingualism. A linear regression model was used to analyse the extent to which the teachers’ beliefs are influenced: (a) by participating in learning opportunities on ‘German as a Second Language (GSL)’ in teacher training; (b) through experiences with multilingual students in teaching; (c) by participating in training on multilingualism in professional practice; and (d) by undertaking language-sensitive school programmes. Therefore, we analyse influencing factors drawn from both the university phase and the occupational phase of teacher professionalisation. The results show that the use of learning opportunities on the topic of ‘GSL’ in pre-service training and in in-service training as well as the positive evaluation of contact experiences in teaching lead to supportive beliefs towards multilingualism.

Key words Multilingualism, teachers’ beliefs, teacher professionalisation, primary school, contact experiences

Variables influencing ESL teacher candidates’ language ideologies

Mariana Alvayero Ricklefs, Department of Curriculum and Instruction, College of Education, Northern Illinois University, DeKalb, IL, USA

Abstract This is a mixed-method research study of the language ideologies of 180 teacher candidates enrolled in the English-as-a-Second Language (ESL) teacher preparation program at a large public university in the United States. The theoretical perspectives of critical pedagogy and language ideology form the framework of this study. The data collection and analysis procedures encompassed different types and sources of data to ensure a triangulated data set. Data included teacher candidates’ responses to a language survey, open-ended questions and interviews. The reliability of data analysis was ensured with the inter-rater technique. Findings of the study suggest that there were six major language ideologies held by the teacher candidates and that relevant demographic and experiential variables influenced some of these ideologies. The study concludes with practical and research implications for language teacher education.

Key words ESL, ideology, teacher education, language teaching; emergent bilinguals

Language considerations in refugee education: languages for opportunity, connection, and roots

Celia Reddick, Harvard Graduate School of Education, Harvard University, Boston, MA, USA

Vidur Chopra, Department of International and Transcultural Education, Teachers College, Columbia University, New York City, NY, USA

Abstract Currently 26 million people live as refugees, 40% of whom are school-aged. As global policy shifts to include refugee children and young people in education systems in settings of exile, language-in-education emerges as an under-explored challenge for refugee learners and the education systems they join. Refugee young people face uncertain futures, prompting questions about which languages can enable refugees to realize their multi-directional aspirations. Drawing on 80 semi-structured interviews with 45 Sudanese, South Sudanese, and Syrian refugee young people living in Uganda and Lebanon, we analyze the linguistic experiences of refugees across locations, ages, and educational stages. We find that current practices of inclusion within national education systems in exile only partially attend to refugees’ linguistic needs. Global policies of educational inclusion focus almost exclusively on the languages of school and work in exile, an approach which fails to support refugees in meeting three key needs in exile: the need for opportunity, connection, and stable roots. Attention to these three needs can support refugee learners’ diverse linguistic repertoires as they develop the linguistic skills needed to navigate education in exile while also sustaining the languages that root young people in places, communities, and relationships of origin.

Key words Language-in-education, refugee, Uganda, Lebanon, language minority students, multilingual education

Re-envisaging English medium instruction, intercultural citizenship development, and higher education in the context of studying abroad

Yusop Boonsuk, English Section, Faculty of Humanities and Social Sciences, Prince of Songkla University, Pattani, Thailand

Fan Fang, Department of Foreign Languages and Literature, College of Liberal Arts, Shantou University, Shantou, China

Abstract Although the development of intercultural citizenship among university students has now been included as a key policy in international universities, pedagogical practices for promoting the awareness, understanding, and development of intercultural citizenship while studying abroad have reportedly been inadequate. To address this gap, this qualitative interview study 1) explores the perceptions of Thai and Chinese students enrolled in English-medium education programs on the development of intercultural citizenship and 2) identifies links between intercultural citizenship and English for students studying in international universities. The findings reveal that the participants generally had positive attitudes toward the concept of intercultural citizenship and agreed that living in a foreign country surrounded by individuals from diverse linguistic and cultural backgrounds made it more effective to learn about and promote awareness of intercultural citizenship compared to staying in their homelands. They further demonstrate that English proficiency levels, exposure to teaching methods before studying abroad, and regular on-campus and off-campus activities with international friends from different linguistic-cultural backgrounds are significant in enhancing intercultural citizenship competencies. Further, some implications in terms of the promotion of intercultural citizenship education through English are also proposed and discussed.

Key words Intercultural citizenship, intercultural development, intercultural awareness, English-medium instruction, study abroad

A portrait of academic literacy in mid-adolescence: a computational longitudinal account of cognitive academic language proficiency during secondary school

Adrián Granados, Department of Philology and Translation, Universidad Pablo de Olavide, Sevilla, Spain

Antonio Lorenzo-Espejo, Departamento de Organización Industrial y Gestión de Empresas II, Escuela Técnica Superior de Ingeniería, Universidad de Sevilla, Sevilla, Spain

Francisco Lorenzo, Department of Philology and Translation, Universidad Pablo de Olavide, Sevilla, Spain

Abstract This study describes academic literacy development during mid-adolescence, when learners need to adjust to the demands of academic discourse as a gateway to linguistic adulthood. Unlike most research to date, which is cross-sectional and detached from disciplinary content, this study provides a two-year longitudinal description of academic language in the form of history essays. During the two-year study, a group of 20 students (whose first language was Spanish) produced a corpus of history essays in relation to topics covered in the official curriculum. These essays were processed with MultiAzterTest, a state-of-the-art computational tool that produces linguistic and discursive representations of texts. A statistical analysis of the metrics shows a significant evolution of key measures, which may contribute to charting academic language literacy. More precisely, the results point to a statistically significant evolution of the length of language units (i.e. the amount of words, sentences and paragraphs), in syntactic complexity (i.e. the proportion of nouns and the complexity of noun phrases), in lexical richness (i.e. the frequency and precision of lexis) and in cohesion metrics (i.e. the overall use of connectives), hence exploring the boundaries between basic child speech and adult discourse.

Key words Language development, literacy development, academic language, computational analysis, MultiAzterTest

Teaching higher-order thinking skills to multilingual students in elementary classrooms

Deon Victoria Heffington, Departamento de Lenguas, Universidad Autónoma del Estado de Quintana Roo, Chetumal, Quintana Roo, México

Maria R. Coady, Teacher Education and Learning Sciences (TELS), North Carolina State University, Raleigh, NC, USA

Abstract Educational systems worldwide underscore the importance of developing higher-order thinking skills (HOTS) to prepare students for the new challenges of the XXI century. Some pressing issues faced by educators include the ambiguity of the construct; the implementation of HOTS in classroom practices; and the implications for teaching students from linguistically and culturally diverse backgrounds. Framed in Culturally and Linguistically Responsive Teaching, this article reports on a qualitative case study that explored how two elementary school teachers developed HOTS with emerging multilingual students. Using the constant comparative method (CCM), data collection included observations and artifacts; data analysis included open, axial coding, and category formation. Findings show that: (a) HOTS were framed as subskills in instructional practices; (b) teachers used multiple activities to develop HOTS, progressing from lower to higher-order thinking; and (c) teachers differentiated instruction considering students’ language level and background experiences, but did not account for the additional layers of complexity when interrelating HOTS to language. This article builds on existing theories and frameworks of HOTS, provides examples of activities for developing HOTS, and offers recommendations for teaching HOTS to multilingual learners.

Key words Higher-order thinking skills, HOTS, multilingual, elementary, teaching

Monolingual school websites as barriers to parent engagement

Ingrid Piller, Department of Linguistics, Macquarie University, Sydney,Australia

Ana Sofia Bruzon, Department of Linguistics, Macquarie University, Sydney,Australia

Hanna Torsh, Department of Linguistics, Macquarie University, Sydney,Australia

Abstract This paper investigates the communication strategies of schools to engage linguistically diverse parents through enrollment information on their websites. The importance of the study is due to the known educational disadvantage experienced by migrant children as well as the known positive influence of parental engagement on educational achievement. Against this background, we ask whether English-speaking and non-English-speaking parents have equal opportunities to support the education of their children through accessible high-quality enrollment information provided by their local school. To this end, we analyze language choice, multilingual information architecture, and references to linguistic diversity on the websites of 30 highly linguistically diverse Australian primary schools. English was found to be the exclusive medium of communication, even in schools where up to 98% of students speak another language at home. Where automated translation options or hyperlinks to external translated information are available, these follow a monolingual logic and are listed by language names in English rather than targeting the specific languages of the school community. References to linguistic diversity are rare but serve to normalize monolingual practices while regulating and otherizing linguistic diversity. The study thus demonstrates that accessible enrollment information in languages other than English is virtually non-existent. We close with implications for more inclusive design and professional development to foster greater parental engagement in linguistically diverse societies.

Key words Home-school communication, inclusive design, monolingual habitus of multilingual schools, multilingual websites, parental engagement, school language management

Recognising the SAE language learning needs of Indigenous primary school students who speak contact languages

Carly Steele, School of Languages and Linguistics, The University of Melbourne, Melbourne, Australia;b School of Education, Curtin University, Perth, Australia

Gillian Wigglesworth, School of Languages and Linguistics, The University of Melbourne, Melbourne, Australia

Abstract Most Indigenous peoples live in urban and regional locations across Australia and no longer speak their traditional languages fluently. Instead contact languages, creoles and dialects, are widely spoken. In many educational settings, educators may know little about the first languages of the Indigenous children they teach, and not recognise these as different languages or dialects. Consequently, these students may not be treated as second language learners of Standard Australian English (SAE) and their language learning requirements are not considered. From a sociocultural perspective, language is crucial to students’ learning. In this paper, we quantitatively analyse the SAE learning needs of Indigenous primary school aged children in Far North Queensland using oral elicited imitation of simple sentences in SAE as a research method. Using one-way ANOVA, the results are compared with native monolingual SAE speakers showing significant differences between the two. This finding has important implications for classroom teaching practices and educational policies.

Key words Aboriginal and Torres Strait Islander languages, contact languages, English as an additional language or dialect (EAL/D), TESOL, Standard Australian English (SAE), language differences, Indigenous education, primary schools, elicited imitation

Agency and feedback-seeking: academic English socialization of L2 students in Hong Kong

Chit Cheung Matthew Sung, Department of English, City University of Hong Kong, Kowloon Tong, Hong Kong

Abstract This paper extends our understanding of agency in second language (L2) students’ academic English socialization by reporting on an investigation into how two mainland Chinese doctoral students enacted their agency in feedback-seeking for improving academic English writing during their studies in an English-medium university in Hong Kong. The findings show that the ways in which they exercised their agency to seek language feedback from socializing agents varied between individuals and in different feedback-seeking contexts. In particular, their enactments of feedback-seeking agency are found to be differentially shaped not only by their academic writing goals, but also by the habitus derived from their past experiences and the forms of social and cultural capital they accumulated prior to and during their doctoral studies. The findings also reveal that their language ideologies regarding the role of native-speaker norms in academic English writing mediated their feedback-seeking agency by exerting influence on their academic writing goals and their perceptions of different socializing agents as affordances for their language socialization. Overall, this paper offers more nuanced understandings of agency in L2 students’ academic English socialization and illustrates the complex and dynamic interplay between agency, goal, habitus, capital and language ideology in shaping their feedback-seeking behaviour.

Key words Academic discourse socialization, L2 students, agency, capital, feedback-seeking

Theorising the dynamics of heritage language identity development: a narrative inquiry of the life histories of three Chinese heritage speakers

Yue Zhou, Faculty of Education, University of Cambridge, Cambridge, UK

Yongcan Liu, Faculty of Education, University of Cambridge, Cambridge, UK

Abstract This article examines the dynamics of heritage language (HL) identity development by analysing the life history accounts of three Chinese heritage language (CHL) learners growing up in the UK. Drawing on narrative data, the study contributes to the growing body of HL identity research by capturing the individual trajectories of CHL learners engaging with different interlocutors, at multiple sites, and across the lifespan. We report the various ways our participants are positioned by the essentialist discourses of Chineseness and how they learn to (re)position themselves as competent HL learners and legitimate members of the diasporic community. The findings highlight the need to understand HL learners’ identity and agency as emergent from varied social interactions embedded within one’s personal history. In light of the findings, we propose an original model to theorise the dynamics of HL identity development from a historical, spatial, and relational lens, and conclude with practical suggestions to encourage HL learning and maintenance.

Key words Heritage language education, identity development, Chinese as a heritage language, narrative inquiry, life history

‘If you have the freedom, you don’t need to even think hard’ – considerations in designing for student agency through digital multimodal composing in the language classroom

Fei Victor Lim, National Institute of Education, Nanyang Technological University, Singapore, Singapore

Thi Thu Ha Nguyen, National Institute of Education, Nanyang Technological University, Singapore, Singapore

Abstract We report on a study in which two primary school English Language teachers work with researchers to co-design a series of lessons to enhance student agency. ‘Tinkering’ through digital multimodal composing is used as a pedagogical approach. We reflect on the issues in balancing the student’s agency with the teacher’s role. Our study is guided by questions on how we can design for student agency through digital multimodal composing and what the considerations to design for student agency are. Our findings suggest that while tinkering offers a useful set of features for the design of a more student-centric English Language classroom, two important considerations need to be taken into account. The first relates to the extent in which the student can make choices; the second relates to the extent of the teacher’s guidance in scaffolding the process of digital multimodal composing.

Key words Digital multimodal composing, multiliteracies, agency, pedagogy, Singapore

Thinking aloud: the role of epistemic modality in reasoning in primary education classrooms

Fiona Maine, Faculty of Education, University of Cambridge, Cambridge, UK

Anna Čermáková, Faculty of Education, University of Cambridge, Cambridge, UK

Abstract Thinking together in primary classrooms has received much scholarly attention in recent years, with a focus on educational dialogue at the forefront of studies concerned with identifying what constitutes effective language for learning. Whilst the expression of explicit reasoning is often discussed, less attention has been given to the role that provisionality or vague language plays in supporting the articulation of ‘thinking aloud in action’. In this study, we draw on data which comprised recorded lessons of primary-aged children (8–10 years old) in whole class and small peer-group learning contexts. Using linguistic ethnography we examine the data for patterns of specific vocabulary associated with reasoning and provisional or vague language. We then identify episodes in the transcripts where the language co-occurs. Tracking two children’s contributions, we are able to note the differences in their articulation of ideas in the different learning contexts of whole class and small group. We conclude that not only is thinking aloud complex, fluid and provisional, but that ‘epistemic modality’ supports reasoning by allowing a tempering of proposed ideas and by appealing to listeners by referencing shared experiences. The small group or larger whole class contexts change this relationship, though not necessarily as expected.

Key words Dialogue, classroom talk, reasoning, epistemic modality, vague language, language of possibility

Re-narrating grammar instruction: addressing teachers’ narrative understanding of language use

Mike Metz, Department of Learning Teaching & Curriculum, University of Missouri, Columbia, MO, USA

Abstract This study examines teaching about grammar and language use in secondary schools through a narrative lens. The author analyses narrative episodes in interviews with three secondary English language arts teachers in the USA to identify patterns in stories of teaching about language use. Findings show teachers with vastly different life experiences teaching in different contexts orient to the same dominant school language narrative that requires students to accommodate the prejudicial expectations for language use held by a wider society. The author argues the maintenance of traditional school language teaching, despite more than 60 years of research in educational linguistics showing its ineffectiveness, stems from the strength of this dominant school language narrative. Ultimately, the author proposes an adoption of narrative methods in working with teachers to actively re-write the dominant school language narrative; foregrounding a critical approach with the goal of addressing social inequities through language use.

Key words Grammar instruction, language use

narrative knowledge, critical language awareness, teacher knowledge, narrative inquiry

Towards language-aware pedagogy? experiences of students in multilingual Finnish schools

Elisa Repo, Department of Teacher Education, University of Turku, Turku, Finland;b University of California Berkeley Language Center, Berkeley, CA, USA;c Department of Northern European and Baltic Languages, Johannes Gutenberg University of Mainz, Mainz, Germany

Abstract Curricular reform requires Finnish schools to be language aware and promote instruction that builds on students’ linguistic resources. However, knowledge about students’ experiences related thereto remains scarce. To create understanding about linguistic integration in increasingly multilingual schools, this study quantitatively explores the relationship between lower secondary school students’ (aged 13–16, N = 409) experiences and their linguistic backgrounds from three perspectives: (i) pedagogical practices, (ii) first language(s), and (iii) participating in academic-language situations. Theoretically, the study follows a sociocultural understanding of operationalising scaffolding within a learner’s zone of proximal development, valuing multilingualism as a resource, and identifying the demands of academic language. The data were collected at two multilingual schools via a survey. The findings reveal questions about the implementation of the language-aware curriculum requirement in schools. The experiences of students with diverse linguistic backgrounds differ, and thus, multilingual schools should pay specific attention to translating language awareness into pedagogical practices. The results further suggest that if activating learners via co-constructing, negotiating, and reformulating knowledge is helpful for emergent learners of Finnish, finding novel strategies to transform language and pedagogical understandings for sociocultural applications could help students overcome linguistic boundaries.

Key words Language awareness, multilingual schools, sociocultural theory, lower secondary school students, pedagogical practices

Gender-fair language in English language teaching: insights from teachers in Philippine higher education institutions

Veronico N. Tarrayo, Research Center for Social Sciences and Education, Department of English, Faculty of Arts and Letters, University of Santo Tomas, Manila, The Philippines

Abstract Although the literature has recognized the successes and challenges resulting from the implementation of gender-fair language (GFL) policies in the school domain and beyond, students and teachers still struggle in engaging with topics concerning gender identity and expression, and in integrating the micro-aspects of gender-nonconforming vocabulary and topics related to gender and sexuality. In the Philippine English language teaching (ELT) context, research on how English language teachers navigate the difficult and ideologically laden terrains of GFL in the classroom has remained underexplored. Through a qualitative survey among 31 Filipino college teachers of English and follow-up email interviews, this paper analyzes the teacher-participants’ insights about GFL and its place in ELT, and ways of integrating GFL into the classroom. Findings indicated that GFL ensures inclusivity and promotes visibility of genders, and challenges deep-seated norms of gender asymmetry. The teachers likewise reported that incorporating GFL in ELT helps develop students’ social skills and fosters an inclusive learning space. Regarding ways in integrating GFL into ELT, they used GFL- and gender-themed instructional materials, and facilitated class interactions and activities that promote GFL and gender inclusivity.

Key words English language teaching, gender education, gender-fair language, gender and development

‘Yes, but you were born in France’: practiced language policies with culturally and linguistically diverse students in an elementary classroom in France

Francis John Troyan, Department of Teaching and Learning, The Ohio State University, Columbus, OH, USA

Nathalie Auger, Centre L’HUMAIN, Université Paul Valéry, Montpellier, France

Abstract This case study investigated the practiced language policies of a French elementary school educator, Catherine, as she implemented the French National Cycle of instruction for the early elementary grades with a culturally and linguistically diverse (CLD) class of students. The findings revealed that macro-level policies—such as curriculum and teaching practices perpetuated monolingual ideologies and an overall republican goal of integration—limited Catherine’s practices in her work with CLD students. The study highlights the critical need for continuing reform in practices in teacher education and development in France, as well as in the ways that CLD students are served in French public schools.

Key words Multilingualism, language policy

language ideologies, teaching practice, teacher education, France

The promise of Chinese: African international students and linguistic capital in Chinese higher education

Wen Xu, Faculty of Education, East China Normal University, Shanghai, China

Garth Stahl, School of Education, The University of Queensland, St. Lucia, Queensland, Australia

Hao Cheng, Faculty of Education, East China Normal University, Shanghai, China

Abstract The proportion of international students in Chinese higher education is increasing, however, there remains little research that explores their motivations and how their learning of Chinese influences their identities and imagined futures. In this paper, we address the need for research on South-South migration—specifically Sino-African relations—and draw on the concept of linguistic capital to explore what it means for 15 self-funded international students from six different African countries. The findings highlight African youths’ negotiation of power matrices in different fields and their desire for Chinese linguistic capital. The acquisition of such capital would position themselves advantageously in terms of employability and social prestige within the geopolitical and geo-economic context of China-Africa relations. In documenting their investment in Chinese language learning, the study compels us to reflect on the intersection of identity, ideology and capital within the language acquisition process and what Chinese language learning has come to mean for those from the peripheral nation-states.

Key words Linguistic capital, African international students, higher education, China, Chinese language learning

‘EMI is like a durian’: Chinese students’ perspectives on an ideal English-medium instruction classroom in higher education

Rui Yuan, Faculty of Education, University of Macau, Macau, China

Tiefu Zhang, School of Foreign Languages, University of Electronic Science and Technology of China

Mo Li, Faculty of Education, University of Macau, Macau, China

Abstract This paper reports a qualitative study of what constitutes an ideal EMI classroom from the perspective of university students. Data were collected through in-depth interviews with 26 university students from various disciplines at a large public university in China. The analysis reveals three core themes, which were perceived to be integral to an ideal EMI classroom: 1) an integration between content, language, and learning strategies, 2) a process-oriented course design permeated with a translanguaging approach, and 3) moving beyond specific EMI classrooms with a future and community orientation. This paper argues that EMI needs to be approached as a full educational experience with multiple dimensions (i.e. cognitive, social, and affective), through which, students gradually build up their professional knowledge and disciplinary literacy as well as foster their sense of belonging and direction in their situated subject field.

Key words English-medium instruction, student experiences, an ideal perspective, higher education

Caring across linguistic difference: translanguaging pedagogies for low-overlap interactions

Elaine C. Allard, Department of Educational Studies, Swarthmore College, Swarthmore, Pennsylvania, USA

Ruby V. Schlaker, Department of Educational Studies, Swarthmore College, Swarthmore, Pennsylvania, USA; Philadelphia Public Schools, Philadelphia, Pennsylvania, USA

Katherine Phillips Mergott, Department of Educational Studies, Swarthmore College, Swarthmore, Pennsylvania, USA; Edwin M. Stanton School, Philadelphia, Pennsylvania, USA

Abstract Incorporating students’ home languages into the classroom is one powerful way to welcome and show immigrant students care. But what if teachers can’t speak these languages? Sharing findings from a collaborative educational ethnography in a large urban ESL program in the U.S., this article offers a framework that new and practicing teachers can use to create warm relationships, support academic progress, and challenge inequality within their classrooms, even when their own linguistic repertoires overlap little with those of their students.

Key words Emergent bilingual, ESL, secondary education, translanguaging, care, repertoire, immigrant students

Learning about translanguaging in two bilingual teacher preparation programs

Blanca Araujo, Department of Curriculum and Instruction, MSC 3 CUR New Mexico State University, Las Cruces, New Mexico, USA

Maria Teresa de la Piedra, Department of Teacher Education, University of Texas at El Paso, El Paso, Texas, USA

Alberto Esquinca, Department of Dual Language and English Learner Education, San Diego State University, San Diego, California, USA

Abstract In this article, our focus will be on two Hispanic Serving institutions (HSI’s) located on the US/Mexico Border and their bilingual teacher preparation faculty because they enroll a significant population of bilingual Latinx preservice teachers. We specifically ask What policies, ­practices and ideologies does bilingual teacher faculty use to prepare candidates for translanguaging pedagogies at HSIs? We will focus on how teacher educators are preparing future bilingual teachers to use translanguaging pedagogy in their classrooms. We argue that bilingual teacher educators can create safe spaces to support socially just pedagogies through translanguaging.

Key words Translanguaging, teacher education, bilingual teachers, Hispanic Serving Institutions, bilingual education

Translenguaje y El Arte en Unión: fostering pre-service teachers’ languaging and multiliteracies through bilingual community art gallery lessons

Lucía Cárdenas Curiel, Department of Teacher Education/College of Education, Michigan State University/East Lansing, East Lansing, Michigan, USA

Lindsay McHolme, Department of Teacher Education/College of Education, Michigan State University/East Lansing, East Lansing, Michigan, USA

Anika R. Lundeen, Department of Teacher Education/College of Education, Michigan State University/East Lansing, East Lansing, Michigan, USA

Abstract We present an analysis of bilingual pre-service teachers’ translanguaging practices when co-teaching bilingual art gallery lessons as a field experience in a Spanish/English bilingual/bicultural teacher education program. Using a critical bilingual literacies approach, we posed an opportunity for bilingual/bicultural pre-service teachers to be positioned as cultural and linguistic experts. We found how using art objects as mediators of translanguaging in bilingual art gallery lessons has the potential to promote cross-linguistic metalinguistic awareness, develop a sense of identity investment and positionality, and encourage interrogation of linguistic inequality. We offer implications for the inclusion of arts and translanguaging in multiple disciplinary areas.

Key words Translanguaging, art, co-teaching, bilingualism, biliteracy, teacher education

Translanguaging in teacher education: engaging preservice teachers in culturally and linguistically sustaining pedagogies

Luz Yadira Herrera, School of Education, CA State University, Camarillo, California, USA

Abstract This qualitative case study challenges monoglossic teaching practices in mainstream classrooms with emergent bilingual learners. I examine how pre-service teachers in a California teacher education course took up a culturally and linguistically sustaining pedagogy (CLSP) that centers students’ identities, cultures, and language practices, as well as the ways they engaged with translanguaging during an examination of their own and their students’ language practices, and in enacting a translanguaging pedagogy. I discuss the opportunities that teacher candidates experienced in their student-teaching placements as they planned and implemented CLSP, and the ways in which their interactions with the children informed the urgency of a transformative pedagogy. I argue that we must fully embrace translanguaging as a culturally and linguistically sustaining pedagogical practice in our continued effort toward transforming education and in seeking to eradicate systemic injustices in schools and beyond.

Key words Translanguaging, bilingual, bilingualism, emergent bilingual, teacher education, culturally sustaining pedagogies

Un Día De Lo Padre: a multigenerational Plática with bilingual pre-service teachers and their elders, sharing perspectivas about translanguaging and bilingual education

Mitch Ingram, Department of Curriculum & Instruction, Texas State University, San Marcos, TX, USA

Deborah Palmer, School of Education, University of Colorado Boulder, Boulder, CO, USA

Abstract In university bilingual educator preparation programs, we frequently discuss issues across and around language, culture, and teaching. Topics inevitably emerge regarding the dialogue first generation college students have with their family members about maintaining the ‘purity’ of a language vis-à-vis navigating the waters of a translanguaging corriente [current]. In this article, we examine these perspectives after having witnessed a snapshot of this dialogue. In fall 2018, a group of Latin@ undergraduate bilingual pre-service teachers in our university Second Language Acquisition course invited their elders to class. Amidst food, music, tears, and risas, we were honored to enter into this robust conversation about the tension between the potential of translanguaging and the power of the idea of language ‘purity.’ While the professional field and course content offered students grounding in theory and pedagogy, parents offered personal and deeply felt convictions; both aimed to support and sustain Latin@ bilingual and immigrant identities. After sharing our thematic analysis of recordings of class conversations on that day and others, student reflections, and follow-up student interviews with elders, we discuss what these critical conversations mean to bilingual pre-service teachers and bilingual preparation programs in the university.

Key words translanguaging, bilingual teacher , preparation, language ideologies, Latin@ parents, higher education

Translanguaging through the body: centering geographies of selves in Latinx pre-service teacher education

Cinthya M. Saavedra, College of Liberal Arts, The University of Texas Rio Grande Valley, Edinburg, TX, USA

Monica Ybarra Gonzalez, Department of Curriculum & Instruction, University of IL Urbana-Champaign, Champaign, IL, USA

Abstract Traversing metaphorical, literal, and epistemological borders everyday creates and produces new ways of being and knowing. These migrations have afforded many with ways to live in the in-betweenness of multiple languages, identities, and knowledges. In this conceptual essay, we focus on Gloria Anzaldúa’s concept of geographies of selves to support ideas of translanguaging as a theory and pedagogy of linguistic embodiment. The body moves through space and time gathering information, knowledge, and wisdom to produce hybrid languages and culture and ultimately new knowledges. We specifically look towards the borderlands embodied experiences as central to new ways of understanding how bodies/identities express different realities and knowledges through language. We offer implications for Latinx pre-service education.

Key words Borderlands experiences, embodiment, geographies of selves, Gloria Anzaldúa, translanguaging

‘I found comfort in Spanglish:’ translanguaging and the linguistic experiences of bilingual teacher candidates in rural California

Adam Sawyer, Department of Teacher Education, California State University-Bakersfield, Bakersfield, CA, USA

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

Abstract A new bilingual/plurilingual education renaissance in California was ushered in with the passage of state Proposition 58 in 2016. Program planners, however, have struggled to meet the need for bilingual/plurilingual teachers within a linguistic context ravaged by two decades of restrictive policies. This restrictionism has resulted in an entire generation of would-be bilingual teacher candidates growing up without formal academic support for bilingualism and biliteracy in their k-12 education. Although plurilingualism has been stymied in formal spaces, emerging research on translanguaging indicates that ‘bilinguals’ by definition creatively language within their various social and political milieu such that syntheses or hybrid forms of language emerge that reflect their full linguistic repertoire. This study examines the linguistic experiences of those who have overcome the odds to pursue their bilingual teacher certification. Through analysis of participant case studies of Latinx candidates studying for their bilingual teacher certification in California’s southern San Joaquín Valley, we find translanguaging to be a critical tool of identity expression, interethnic solidarity, and plurilingual/bilingual sustenance within a decidedly conservative and subtractive sociocultural and sociolinguistic context. We discuss the implications of these findings for the centering of translanguaging in bilingual teacher education and the cultivation of future bilingual/plurilingual educators in California.

Key words Bilingual teacher preparation, California, ethnolinguistic identity, Latinx teachers, translanguaging

What has changed over 18 years? Future teachers’ language use and attitudes towards multilingualism in the Basque Autonomous Community

Ada Bier, Micaela Portilla Research Centre, University of the Basque Country UPV/EHU, Vitoria-Gasteiz (Álava/Araba), España

David Lasagabaster, Micaela Portilla Research Centre, University of the Basque Country UPV/EHU, Vitoria-Gasteiz (Álava/Araba), España

Abstract Attitudes are learned and one’s personal experience and social environment play a role in shaping them. Teachers in particular exert a significant impact on the formation of students’ language attitudes. This study targets prospective teachers. It is a replication of a survey whose data collection took place 18 years ago in the Basque Autonomous Community. It explores future teachers’ perceived competence, habits of language use and attitudes towards Basque, Spanish and English. The sample consisted of 576 participants. Data collection was carried out by means of the same questionnaire and following the same procedure employed in the original study. Data were analysed using inferential statistics; significant results, with medium and large effect sizes were obtained. Results indicate that Basque is mainly linked with the education domain, whereas Spanish is dominant in leisure time. Attitudes are highly positive for all three languages, as considered from both a monolingual and a multilingual perspective. While participants expressed the most favourable attitudes towards Basque, the most noticeable improvements were detected for English. With this study, we wish to contribute to the discussion about multilingualism within a multilingual education system, where a minority language co-exists with a national majority language and a global lingua franca.

Key words Language attitudes, pre-service teachers, Basque, minority language, English, global language, multilingualism

‘This is not right!’ Teachers telling stories about multilingual family engagement during COVID-19

Barbara Ettenauer, College of Education, Oregon State University, Corvallis, OR, USA

Kathryn McIntosh, College of Education, Oregon State University, Corvallis, OR, USA

Cory Buxton, College of Education, Oregon State University, Corvallis, OR, USA

Abstract Many teachers collaborated with and spoke up for multilingual families during the pandemic. Yet, little is known about how and why teachers’ understanding of multilingual family engagement changed during remote teaching. This study gives six teachers from a school district with a small proportion of multilingual students a voice to tell their stories. Figured worlds theory and discourse analysis were used to interpret in-depth data to uncover how the figured world of multilingual family engagement developed for this group of teachers during COVID-19. Findings showed that even if these teachers dealt with the same challenges of remote teaching as other educators, they quickly began to realize how important partnerships with the families are. This new understanding resulted in a realignment of their actions. Moreover, these teachers became agents of change as they started to address inequities on behalf of their students which were increasingly made visible by the pandemic.

Key words teacher, multilingual family engagement, figured worlds, discourse analysis, COVID-19

Student voice and teacher agency: storytelling in letters of recommendation for college admissions

Jungyoon Koh, Department of Linguistics, Georgetown University, Washington, DC, USA

Helen Dominic, Department of Linguistics, Georgetown University, Washington, DC, USA

Heidi Elmendorf, The Hub for Equity and Innovation in Higher Education, Georgetown University, Washington, DC, USA

Sarah Cowgill, The Hub for Equity and Innovation in Higher Education, Georgetown University, Washington, DC, USA

Abstract We analyze eight letters of recommendation written by high school teachers for first-generation college students, so as to illustrate narrative strategies that can make letters more effective in providing support for students’ college applications. Amidst recent criticisms of the limited utility of letters in college admissions, we argue that they can provide valuable context to students’ applications and present data in letters that shows how teachers make their students stand out. We draw on Bakhtin’s notion of voice and Bamberg’s theory of narrative positioning to examine teachers’ portrayals of their own and their students’ voices, especially through constructed dialogue. We show that such portrayals play a key role in allowing teachers to bridge the gap between students’ personal experiences and admissions officers’ institutional expectations by positioning teachers in a supportive and authoritative role, on the levels of the storyworld and the storytelling world.

Key words Letter of recommendation, college admissions, narrative positioning, constructed dialogue, teacher agency, student voice

Engaging ‘silent’ students in classroom discussions: a micro-analytic view on teachers’ embodied enactments of cold-calling practices

Miriam Morek, Department of German Studies, Faculty of Humanities, University of Duisburg-Essen, Essen, Germany

Vivien Heller, Department of German Studies, School of Humanities and Cultural Studies, University Wuppertal, Wuppertal, Germany

Noelle Kinalzik, Department of German Studies, School of Humanities and Cultural Studies, University Wuppertal, Wuppertal, Germany

Abstract Cold-calling has been proposed as an effective engagement strategy to enhance student participation in whole-class discussions. However, calling on students who did not volunteer can also be understood as a face-threat. The ways in which teachers accomplish cold-calling could prove critical as to how cold-calling is received. The linguistic, interactive, and bodily enactment of cold-calling though has not yet been studied. Drawing on multimodal interaction analysis, this paper aims to examine how actual cold-callings are brought about by teachers and students. Based on a collection of 86 instances of cold-calling recorded in two German middle-schools (grade 5) we analyse the linguistic, interactive, and embodied details of teachers’ cold-calling. We show how these serve to frame verbal participation in classroom discourse in two fundamentally different ways: either as collaborative thinking or as a moral obligation. These different enactments of cold-calling are also distinctive with respect to how they position the non-participating students (as more or less competent). Students’ interactive responses to the cold-calling suggest that the different enactments are not equally successful in engaging students in cognitively and discursively challenging tasks.

Key words Letter of recommendation, college admissions, narrative positioning, constructed dialogue, teacher agency, student voice

‘You can be fluent in English but empty-headed’ Language ideologies underlying Namibian primary school teachers’ beliefs

Soili Norro, Applied Language Studies, School of the Languages and Translation Studies, University of Turku, Turku, Finland

Abstract Societal language ideologies affect language education policy implementation through teachers’ beliefs, which in turn influence their pedagogical decisions and practices. Understanding the relationship between language ideologies and teachers’ beliefs is crucial in multilingual contexts in postcolonial countries such as Namibia. This study explores Namibian mainstream teachers’ beliefs about language policy and its implications for teaching and learning through a questionnaire, individual interviews and focus group discussions. The results show that both monolingual ideologies that stress the importance of English, and decolonising ideologies that advocate for the use of indigenous languages, affect teachers’ beliefs. Deconstructing the hegemonic ideologies and giving teachers opportunities to reconsider their beliefs would contribute to achieving a more flexible multilingual approach in education.

Key words Language ideologies, language education policy, Namibia, multilingual education

Complexifying internal linguistic discrimination: bilingual Latinx teachers navigating Spanish language ideologies in bilingual programs

Diego Romána, Department of Curriculum and Instruction, University of Wisconsin, Madison, WI, USA

Alberto Pastor, Department of World Languages and Literatures, Southern Methodist University, Dallas, TX, USA

Katherine Ward, Department of Spanish and Portuguese, University of Wisconsin, Madison, Madison, WI, USA

Abstract This qualitative study highlights the nuances behind apparent internal linguistic discrimination by Latinx bilingual teachers toward their Latinx students’ Spanish. Using a teacher solidarity lens and building on prior work in language ideologies and minoritized bilingual teacher identities, we conducted semi-structured interviews with 15 U.S. and non-U.S. born bilingual Latinx teachers. Specifically, we asked teachers to react to sentences containing features characteristic of U.S. Spanish varieties and their opinions of their students’ Spanish. Although teachers’ responses reflected hegemonic and monoglossic language ideologies, their answers did not suggest that teachers merely followed the bilingual program guidelines or had passively internalized these ideologies. Instead, teachers rationalized their decisions according to their (1) desire to protect their students from the linguistic discrimination they suffered themselves; (2) intent for Latinx students to maintain their Spanish language in the English-dominant U.S. social and educational system; and (3) belief that the ability to use ‘standard’ Spanish will result in students’ academic and professional success. In other words, teachers’ deep caring for their bilingual Latinx students and embodied knowledge of Latinx experiences influenced their pedagogical decisions regarding teaching of and in Spanish. Implications for the preparation of bilingual Latinx teachers are discussed here.

Key words Latinx, bilingual teacher identity, Spanish, language ideologies, internal linguistic discrimination

English medium higher education in Hong Kong: linguistic challenges of local and non-local students

Christopher Shepard, Department of Education, University of Oxford, Oxford, United Kingdom

Heath Rose, Department of Education, University of Oxford, Oxford, United Kingdom

Abstract This research project involved a mixed-methods study investigating language-related challenges of first-year students at an English Medium Instruction (EMI) university in Hong Kong. The two-phased sequential study employed a questionnaire survey and semi-structured student interviews. The survey and interview findings indicate that first-year students face a number of language-related academic challenges during their first year at an EMI university in writing, reading, speaking, and listening, many of which appear to stem from lower levels of vocabulary knowledge in English, unfamiliarity with academic and technical terminology, and limited exposure to varieties of English. Additionally, the findings suggest that these challenges can vary significantly based on background and first language, relating specifically to three different demographic student groups: local Hong Kong Cantonese-speaking students, Putonghua-speaking mainland Chinese students, and non-Chinese speaking local and international students.

Key words English language, English medium instruction, Hong Kong, internationalization, local, non-local

Attitudes towards mother tongue education in Manipur, Northeast India

Sophayo Khamrang Varah, Department of Civics and Politics, University of Mumbai, Santacruz, Mumbai, India

Deepak Tanaji Pawar, Department of Civics and Politics, University of Mumbai, Santacruz, Mumbai, India

Abstract The significance of the mother tongue, and particularly mother tongue education, is widely acknowledged across the world. This study aims to investigate mother tongue attitudes of students, teachers, parents, and community members in Manipur. A self-report survey was used to collect data from 463 participants, and an exploratory factor analysis was conducted to examine the relationship between demographic characteristics and attitudes towards mother tongue education. The findings were used to better comprehend the affective, behavioural, and cognitive (ABC) model. The overall findings of the study shows that participants had a favourable attitude towards mother language education, however the majority believe that it is not promoted at the policy level. This study suggests that, given the favourable attitude towards the mother tongue, there is an urgent need to recognise and promote mother tongue education at the policy level-developing multilingual education programmes-to increase educational quality and explore the barriers to its success and sustainability.

Key words Language attitudes, mother tongue, education, Manipur, minority language

‘I’ve grown so much more confidence in my actual instruction’: examining teacher candidates’ pedagogical knowledge growth in translanguaging

Chiu-Yin (Cathy) Wong, School of Education, Monmouth University, West Long Branch, NJ, USA

Xiaochen Du, Jump Immersion School, Scotch Plains, NJ, USA

Antonio G. Estudillo, School of Education and Leadership, City University of Seattle, Seattle, WA, USA

Abstract This study examined a group of English as a New Language teacher candidates’ (TCs’) pedagogical knowledge (PK) of translanguaging in a teacher preparation course. We deep-dived into exploring how their translanguaging stance and design knowledge evolved over a course of a semester. Using a participatory research approach, data were collected through the TCs’ weekly assignments, transcripts of final self-assessment videos, and field notes of all the course artifacts. Findings indicated that the TCs’ translanguaging stance and design knowledge grew significantly. By the end of the semester, their translanguaging design knowledge was supported and guided by their stance. The TCs noted their PK of supporting emergent bilingual students expanded and transformed because of their understanding of translanguaging. The findings also showed that co-constructing knowledge with the prof essor and peers contributed a great deal to the TCs’ PK growth. For these reasons, our study confirms that PK is dynamic and that advancing TCs’ pedagogical practices requires teacher educators’ intentional design of classroom activities and responsiveness to the learning process involving TCs. Widening the literature on translanguaging, we affirm that TCs can gradually expand their entire pedagogical repertoires through deepening their knowledge of translanguaging.

Key words Participatory research, pedagogical knowledge, pedagogical translanguaging, teacher candidates, translanguaging, teacher preparation

期刊简介

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

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

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

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

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

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

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

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