刊讯｜SSCI 期刊《语言学与教育》2023年第73-78卷

Linguistics and Education

Volume 73-78, 2023

Linguistics and Education（SSCI 一区，2023 IF：1.6，排名：67/194）2023年第73-78卷共发文77篇。研究论文广泛覆盖了语言教育、语言政策、教师身份、学生语言实践、课堂互动、情感劳动、语言多样性和包容性等主题，展现了语言教育领域的深度和广度。欢迎转发扩散！

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目录

ARTICLES

■Uncovering language socialization mechanisms in language teacher identity formation: An ethnographic study in a Chinese culture class, by Yuan Sang.

■Graphical models for narrative texts: Reflecting and reshaping curriculum demands for Swedish primary school, by Kim Ridell, Robert Walldén.

■Finding the right voice(s): An engagement analysis of L2 writers in hypothetical legal writing, by Yiran Xu.

■Flagging a turn as humorous with prospective indexicals, by Nimet Çopur, Adam Brandt.

■Mode-switching as Face-saving Resource in a Synchronous Online Class about Linguistic Racism, by Michael B. Sherry, Mandie Bevels Dunn, Jessica O'Brien.

■Children’s comprehension of time in audiovisual narratives: A multimodal discourse and empirical approach, by Chiao-I Tseng,by  Emilia Djonov.

■Teacher Talk and Literacy Gains in Chilean Elementary Students: Teacher Participation, Lexical Diversity, and Instructional Non-present Talk, by Alejandra Meneses, Paola Uccelli, Linda Valeri.

■The collective classroom “we”: The role of students’ sense of belonging on their affective, cognitive, and discourse experiences of online and face-to-face discussions, by Allison Zengilowski, Jeonghyun Lee, Rachel E. Gaines, Hannah Park, Eunjeong Choi, Diane L. Schallert.

■Alternative futures of English language education in Iran in the era of globalization, by Fariba Chamani.

■Hosting collectivity: ‘We’ as a person reference in interactional reflective practice in peer observation sessions, by Jaume Batlle.

■The relational actor: How teachers in bilingual schools distribute their political agency， by Jeremy Hurdus.

■A (dis)play on words: Emergent bilingual students’ use of verbal jocularity as a channel of the translanguaging corriente, by Mitch Ingram.

■Family literacies during the COVID-19 lockdown: Semiotic assemblages and meaning making at home, by Zheng Zhang PhD, Rachel Heydon, Le Chen b 3, Lisa Anne Floyd , Hanaa Ghannoum , Susan Ibdah , Ayman Massouti, Jeff Shen, Hisham Swesi.

■The dialogism of ‘telling’: Intertextuality and interdiscursivity in early school writing, by Oscar Björk, Radha Iyer.

■The emotional landscape of English medium instruction (EMI) in higher education, by Sara Hillman, Wendy Li, Curtis Green-Eneix, Peter I. De Costa.

■Sites of belonging: Fluctuating and entangled emotions at a UAE English-medium university, by Sarah Hopkyns, Christina Gkonou.

■A narrative inquiry into the emotional effects of English medium instruction, language learning, and career opportunities, by Özgür Şahan, Kari Sahan.

■“Physically I was there, but my mind had gone somewhere else”: Probing the emotional side of English-medium instruction, by Rui Yuan, Mo Li, Tiefu Zhang.

■Linguistic shaming and emotional labour: English medium of instruction (EMI) policy enactments in Kiribati higher education, by Indika Liyanage.

■Emotion and imagination in English-medium instruction programs: Illuminating its dark side through Nepali students’ narratives, by Pramod K. Sah.

■Commentary: Understanding Emotions in EMI Institutions through Attending to Context, History, and Ideology, by Elizabeth R. Miller.

■Commentary for “The emotional landscape of English medium instruction (EMI) in higher education”. by Jack Pun.

■Forum on “The emotional landscape of English medium instruction (EMI) in higher education”, by Sara Hillman, Wendy Li, Özgür Şahan, Kari Sahan, Indika Liyanage, Tiefu Zhang, Rui Yuan, Sarah Hopkyns, Christina Gkonou, Pramod K. Sah.

■Kinetically-held questions: Representational gesture post-stroke holds in whole-class interactions in STEM, by Virginia J. Flood, Benedikt W. Harrer.

■On the development of interactional competence in L2 French: Changes over time in responsive turn beginnings in peer interactions, by Carmen Konzett-Firth.

■The social construction of authorities: An interactional ethnographic examination of positional legitimacy, by Daniel Edelen, Sarah B. Bush, Audra Skukauskaitė, Karen S. Karp, Sherron K. Roberts, Farshid Safi.

■Building word knowledge through integrated vocabulary explanations in ESL tutorials, by Derya Duran, Leila Kääntä.

■Story-closing in PhD supervisory feedback: A conversation analytical study, by Binh Thanh Ta, Anna Filipi.

■Engaging with readers: Students’ metalinguistic understanding of the use of pronouns in building reader-writer relationships, by Debra Myhill, Abdelhamid Ahmed, Lameya Rezk.

■Pedagogical variations of critical literacies practices in a secondary transnational education program, by Zheng Zhang.

■Evolution of English language education policies in the Chinese mainland in the 21st century: A corpus-based analysis of official language policy documents, by Huiyu Zhang, Yayu Shi.

■Gender-Inclusive Textisms: How Spanish-speaking educational communities promote linguistic innovations on twitter, by Francisco Núñez-Román, Alejandro Gómez-Camacho, Coral I. Hunt-Gómez。

■Changes in orientations among pre-service EFL teachers’ correction practices: From teaching materials to underlying knowledge structures, by František Tůma, Jana Obrovská, Petr Svojanovský.

■Hierarchies of home language proficiency in the linguistically diverse primary school classroom: Personal, social and contextual positioning, by Nell Foster, Piet Van Avermaet, Nathalie Auger.

■The workings of multiple principles in student-teacher interactions: Orientations to both mundane interaction and pedagogical context, by Mieke Breukelman, Myrte N. Gosen, Tom Koole, Janneke van de Pol.

■Directives to read for self-correction in peer-tutoring consultations for L2 writing, by Eunseok Ro, Hyunwoo Kim.

■Traversing perceptions toward Englishes: A currere-informed duoethnography of Southeast Asian PhD students studying in the US, by Parawati Siti Sondari, Yanika Phetchroj.

■Surveying the landscape of college teaching about African American Language, by Quentin C. Sedlacek, Anne H. Charity Hudley, Christine Mallinson.

■Task representation in German as a foreign language: A systemic functional analysis of Norwegian students’ written responses, by Veronika Hamann.

■From linguistic insecurity to confidence: Language emotion and ideology in South Korean study-abroad students’ post-journey reflections, by Jeong-Ah Lee, In Chull Jang.

■From ideological clarity to Linguistic Ideological Clarity: Critical reflections, examination of language ideologies & interrogation of pedagogical practices, by Patricia Venegas-Weber, Giselle Martinez Negrette.

■JIĀO/JIÀO 教 Chinese bilingual doctoral researchers to theorise translingually: A pedagogy for intercultural doctoral education, by Haibo Shen.

■English learner talk in mainstream classrooms: Examining classroom ecology, by Meghan Odsliv Bratkovich.

■Thinking brainstorming as otherwise in collaborative writing: A rhizoanalysis, by Mindy Svenlin, Sofia Jusslin.

■Language learners’ linguistic investment in ideologically framed language institutes: Forms of capital, ideology, and identity, by Zia Tajeddin, Caroline Kerfoot, Mahmoud Fereydoonfar.

■Translanguaging in content-based EMI classes through the lens of Turkish students: Self-reported practices, functions and orientations, by Ali Karakaş.

■15 years’ experience of teaching English in Saudi Primary Schools: Supervisors’ and teachers’ perspectives, by Yasser Alsuhaibani, Sultan Altalhab, Simon Borg, Rezan Alharbi.

■Detecting the factors affecting classroom dialogue quality, by Chrysi Rapanta, Andrea Miralda-Banda, Mercè Garcia-Milà, Maria Vrikki, Fabrizio Macagno, Maria Evagorou .

■Mediated focalisation in video explanations: Implications for the communication of architecture and STEM, by Anne F.J. Hellwig, Erika Matruglio, Helen Georgiou, Pauline T. Jones.

■Talking about race and racism: The developing discourse practices of elementary students, by Annie Daly.

■Investigating university students’ digital citizenship development through the lens of digital literacy practice: A Translingual and transemiotizing perspective, by Mingyue Michelle Gu, Corey Fanglei Huang, Chi-Kin John Lee.

■Monolingual content-area teacher candidates’ identity work in an online teacher education course, by Jessica McConnell, Zhongfeng Tian, Bedrettin Yazan.

■Creating equitable spaces for all learners: Transforming classrooms through biography-driven instructional conversations, by Melissa A. Holmes.

■From frustration to fascination: Discourse analysis as writing feedback for multilingual learners, by Chris K. Chang-Bacon, Joelle M. Pedersen.

■Translanguaging and Spatial Repertoire: Academic Information Literacies of Multilingual International Doctoral Students, by Huan Gao.

■Introduction: Transnational and translingual social practices at schools. Discourse and practice in science, politics and education,by Galina Putjata, Melanie David-Erb.

■The development of educational policy positioning on multilingualism in the Federal Republic of Germany - Contradictory approaches towards ‘foreign’ and ‘heritage’ languages, by Dr. Dita Vogel.

■The consideration of transnational lifestyles in self-positioning practices of schools: Analysis of websites in the regular and alternative school sectors, by Melanie David-Erb.

■‘Inert benevolence’ towards languages beyond English in the discourses of English primary school teachers, by Clare Cunningham, Sabine Little.

■Towards a better understanding of preschool teachers’ agency in multilingual multicultural classrooms: A cross-national comparison between teachers in Iceland and Israel, by Mila Schwartz, Hanna Ragnarsdóttir, Nurit Kaplan Toren, Orit Dror.

■Living transnational lives: Languages, education and senses of belonging across three generations of a Greek-German bilingual family, by Ioanna Spyrou Ntetsika, M. Knappik, Nadja Thoma.

■Language education policy and transnational and translingual social practices at schools. Commentary on the special issue, by Nadja Thoma.

■‘They speak Arabic to make teachers angry’: High-school teachers’ (de)legitimization of heritage languages in Catalonia, by Isabel Sáenz-Hernández, Cristina Petreñas, Cecilio Lapresta-Rey, Josep Ubalde.

■Creating translanguaging spaces in a Hong Kong English medium instruction mathematics classroom: A comparative analysis of classroom interactions with and without the use of iPad, by Kevin W.H. Tai.

■Ideologies of poverty and implications for decision-making with families during home visits, by Christine L. Hancock.

■Gender-inclusive picture books in the classroom: A multimodal analysis of male subjective agencies, by Izaskun Elorza.

■“Why the long nose?”: A sociolinguistic analysis of deaf migrants’ language learning experiences in adult education, by Nora Duggan.

■University Students’ Perceptions of Their Lecturer's Use of Evaluative Language in Oral Feedback, by Xiaoling Jin, Zhoulin Ruan.

■Tracing textual silences and ideological tensions in adopted inclusive education legislation in China, by Hui Zhang, Diana Arya.

■Getting to grips with genre pedagogy - Mapping and analysing the recontextualisation of Sydney school genre pedagogy in the Swedish educational context, by Pernilla Andersson Varga, Anna Maria Hipkiss, Susanne Staf.

■An exploration of Taiwanese multilingual students’ linguistic identities, by Hsiao-Chun Lin.

■Learning to write or writing to resist? A primary school child's response to a family writing intervention, by M. Obaidul Hamid, Iffat Jahan.

■Nation, alterity and competing discourses: Rethinking textbooks as ideological apparatuses, by Waqar Ali Shah.

■The effects of multilingual pedagogies on language awareness: A longitudinal analysis of students’ language portraits, by Valentina Carbonara.

■Community language ideologies: Implications for language policy and practice, by Lydiah Kananu Kiramba, Qizhen Deng, Xiaoyan Gu, Alexa Yunes-Koch, Kara Viesca.

■An exploratory study of teachers’ metalanguage use to support student writing in science: Foregrounding the science-language connections, by Lay Hoon Seah.

■Intersectional highlighting in queer immigrants’ English learning through dating: Dominant ideologies, individual agency, and implications for second language education, by Liang Cao.

■Lexical cohesion development in English as a foreign language learners' argumentative writing: A latent class growth model approach, by Jianhua Zhang, Lawrence Jun Zhang.

摘要

Uncovering language socialization mechanisms in language teacher identity formation: An ethnographic study in a Chinese culture class

Yuan Sang, School of Foreign Languages, Shanghai Jiao Tong University, 800 Dongchuan St., Shanghai 200240, China

Abstract  Language teacher identity formation has long captured researchers’ attention in second/foreign language (L2) teacher education, and nowadays it has been increasingly viewed as a process of socialization. However, much remains unexplored about this socialization process, especially how language socialization impacts L2 teachers’ professional growth. To bridge this gap, this ethnographic study was conducted in a Chinese culture class, aiming to uncover mechanisms of language socialization manifested in the communicative interactions between pre-service English-as-a-foreign-language (EFL) teachers and their teacher educator. Results based on qualitative data analyses demonstrated three key mechanisms through which pre-service teachers’ language teacher identity was shaped through their language experience in the classroom. These findings indicate the importance of investigating the influence of language socialization on L2 teachers’ learning experience. Future research directions are also discussed to further the field's understanding of the nature, processes, and outcomes of socialization in language teacher identity formation.

Graphical models for narrative texts: Reflecting and reshaping curriculum demands for Swedish primary school

Kim Ridell & Robert Walldén, Faculty of Education and Society, Malmö University, Malmö 205 06, Sweden

Abstract  This study explores how graphical models, teaching resources and language arts curricula for primary school in Sweden represent features of narrative genre. Furthermore, it provides a conceptual and methodological approach for studying the recontextualization of genre knowledge in different educational contexts. We selected two particular models (the Story Face and the Obstacle Chart) because they are promoted by the Swedish National Agency of Education. We analyzed the models, curricula, and related teaching resources through Bernstein's concept of recontextualization fields, Martin's genre theory, and Kress and van Leeuwen's visual grammar. The results show that both graphical models use metaphors to evoke students’ everyday experience and break down a narrative text to key story elements. Aligning with Swedish language arts curricula, the models de-emphasize the need to manage tension in narratives. Finally, the results show that the models’ different ways of representing key story elements may be difficult for teachers and students to decode.

Finding the right voice(s): An engagement analysis of L2 writers in hypothetical legal writing

Yiran Xu, Department of Global Arts, Media and Writing Studies, University of California, Merced, United States

Abstract  This longitudinal case study tracks the development of four second language (L2) writers’ skills in hypothetical legal writing in a year-long legal language program. Drawing on the system of Engagement from systemic functional linguistics, the study analyzes how L2 writers engaged different legal voices and advanced their arguments via three discursive strategies: dialogic expansion, contraction, and justification. An examination of the Engagement resources the writers deployed in 32 essays illustrates their diverse developmental paths and highlights the linguistic choices that reflect the variation in their development. I discuss the influence of initial L2 proficiency and model essays on L2 writers’ trajectories and the distinct challenges these writers faced in maintaining a consistent argumentative position. I argue that the system of Engagement is a useful analytical framework for understanding the linguistic choices L2 legal writers make as they work toward the communicative goals of the target legal genre.

Flagging a turn as humorous with prospective indexicals

Nimet Çopur, Recep Tayyip Erdogan University, Turkey

Adam Brandt, Newcastle University, UK

Abstract  This study explores how second language students design their turns to produce a humorous frame in Initiation-Response-Feedback (IRF) sequences. More specifically, it examines and unpacks the multimodal resources deployed by students in flagging utterances as humorous and how they are responded to within task-based context. Using Conversation Analysis, we demonstrate that various resources deployed by the speaker in different sequential placements collectively serve as “prospective indexicals” (Goodwin, 1996), through which speakers (1) mobilise participants’ attention and (2) prepare them as to the nature of the forthcoming utterance and thus, what to listen for, and (3) signal that the utterance is to be treated as a laughable as well as indicating which specific part of the utterance is. In doing so, this study provides implications for teacher education and foreign language teaching as well as shedding light on an under-researched phenomenon in both L2 classroom interaction research and humour scholarship.

Mode-switching as Face-saving Resource in a Synchronous Online Class about Linguistic Racism

Michael B. Sherry, Mandie Bevels Dunn, Jessica O'Brien,University of South Florida

Abstract  Why might students in an online synchronous course about classroom communication opt to use simultaneous chat, rather than audiovisual participation, during a video teleconference call? Drawing on prior research about online discussions and video-mediated communication, we used critical discourse analysis to examine how prospective and practicing teachers in an English teacher education course at a university in the Southern US switched from the mode of video to chat during an online synchronous teleconference lesson on Black Language and linguistic racism in Secondary English teaching. We found that, aside from practical concerns regarding privacy and internet access, the White teacher participants chose chat to express perspectives on Black language that revealed both traces of their biases and emerging awareness regarding inclusive language pedagogy. We offer implications regarding online teaching of issues associated with language/education. (134)

Children’s comprehension of time in audiovisual narratives: A multimodal discourse and empirical approach

Chiao-I Tseng, University of Bremen, Germany

Emilia Djonov, Macquarie University, Australia

Abstract  Children’s understanding of time is essential for success in literacy, history and science education, and narrative is often adopted as a cross-curricular vehicle for promoting its development. This study proposes a social-semiotic, multimodal framework for analysing the co-patterning of temporal relations in audiovisual narratives and its effect on children’s comprehension. Moving beyond the focus on individual temporal devices in previous research, our framework combines three systems of time features in audiovisual narratives - event time, sequencing and frequency. To illustrate the framework’s value for investigating the interaction and combined effects of different temporal devices in narratives, we present an exploratory study in which 28 children aged 7–10 years watched and interpreted temporally-complex segments from two Disney animations. The findings support our argument that the co-patterning of temporal features plays a key role in children’s comprehension of audiovisual narratives and have implications for research on multimodality and education.

Teacher Talk and Literacy Gains in Chilean Elementary Students: Teacher Participation, Lexical Diversity, and Instructional Non-present Talk

Jean-Marc Dewaele, Departm

Alejandra Meneses, Pontificia Universidad Católica de Chile, Santiago, Chile

Paola Uccelli, Harvard Graduate School of Education, Cambridge, United States of America

Linda Valeri, Mailman School of Public Health, Columbia University, New York, United States of America

Abstract  Although the relation between child-caregiver non-present talk and children’s language and literacy development has been extensively studied, scarce research has examined the contributions of teacher talk’s conceptual, interactive, and linguistic dimensions to early literacy. Using fine-grained linguistic analysis, lessons from 16 Chilean classrooms from Pre-K to 2nd grade were coded for: conceptual (non-instructional, instructional present, instructional non-present), interactive (teacher-student talk ratio), linguistic (syntactic complexity, lexical diversity). Students were administered baseline and end-of-year literacy assessments (n=343). Controlling for school, classroom, and individual-level factors, HLM analyses revealed a positive quadratic effect of teachers’ lexical diversity on early literacy gains and a negative effect of teacher-student talk ratio, such that classrooms with greater teacher participation in instructional non-present talk tended to display lower literacy gains. A significant interaction revealed that at greater levels of teacher participation, teachers’ higher lexical diversity negatively impacted literacy gains.

The collective classroom “we”: The role of students’ sense of belonging on their affective, cognitive, and discourse experiences of online and face-to-face discussions

Allison Zengilowski, University of California, Davis, United States

Jeonghyun Lee, Georgia Institute of Technology, United States

Rachel E. Gaines, Kennesaw State University, United States

Hannah Park, University of Wisconsin-Madison, United States

Eunjeong Choi, City University of Seattle, United States

Diane L. Schallert,The University of Texas at Austin, United States

Abstract This study examined how graduate students’ sense of belonging reflected their cognitive and affective experiences and their discursive engagement in three classroom discussion environments: face-to-face, and synchronous and asynchronous computer-mediated discussions. Self-report surveys at mid-semester identified higher and lower belongingness students. Mid-semester and end-of-semester ratings allowed exploration of cognitive/affective factors. Online discussion transcripts were analyzed to determine how higher-belonging and lower-belonging students used the pronoun We, with codings ranging from close (immediate) to more distant connections (far generic). Findings were that higher-belonging students reported higher levels of enjoyment, usefulness, and involvement. Lower-belonging students expressed sensitivities to peer judgment. As for their discourse, higher-belonging students posted more We instances than lower-belonging students in both online discussion formats. In synchronous discussions, higher-belonging students used more immediate We pronouns, whereas lower-belonging students used more far generic We. Understanding students’ experiences may aid educators in designing classroom discussion that supports learning and social-emotional well-being.

Alternative futures of English language education in Iran in the era of globalization

Fariba Chamani, Department of English Language and Literature, Faculty of Persian Literature and Foreign Languages, Allameh Tabataba'i University, Tehran, Iran

Abstract  The crucial role of English in global communications has underscored the importance of language planning to ensure successful English language education. Although language planning attempts to direct the future of languages, it rarely considers the uncertainty of the future. Scenario planning, as a popular tool for managing the uncertainty in Futures Studies, has been used rarely in ELT. This study employed scenario method to develop the alternative futures of ELT in Iran in the next twenty years, based on the data collected through interviews and questionnaires, from thirty policymakers, ELT professionals, and practitioners, selected through purposive and snowball sampling. Probable (ELT on its last legs), undesirable (ELT downfall), and desirable (ELT on the rise) scenarios were developed for ELT based on a structural analysis of ELT context and then some strategies were recommended for creating the desirable futures. These findings might contribute to planning for sustainable change in ELT in Iran.

Hosting collectivity: ‘We’ as a person reference in interactional reflective practice in peer observation sessions

Jaume Batlle, Facultat d'Educació, Universitat de Barcelona, Passeig de la Vall d'Hebron, 171, Barcelona 08035, Spain

Abstract  Personal pronouns are a common linguistic element in the construction of teachers’ identities. Teachers often articulate their reflections through a collective personal reference, as it is in the use of the personal pronoun ‘we’, which emerges in the construction of the arguments that are used as the basis for reflective practice. The study presented here examines the use of ‘we’ as a personal pronoun to construct teacher identities in interactional reflective practice in post-observation feedback sessions. More specifically, aim to understand how teachers express their identity as a group through the use of the personal pronoun ‘we’. Findings demonstrate that teachers actively identify with the group to which they belong. The reference to collectivity is established along a continuum that stretches from teachers in general to teachers of the school in question to individual practitioners as teachers of a class group. The article contributes to a better understanding of how teachers’ identity is constructed in peer observation feedback interactions.

The relational actor: How teachers in bilingual schools distribute their political agency

Jeremy Hurdus, Department of English Studies, University of the Basque Country UPV/EHU, Paseo de la Universidad, 5, Vitoria-Gasteiz, Álava 01006, Spain

Abstract  The growing interest in the individual agent in language-in-education policymaking comes at a time when theorists in multiple fields place ever more emphasis on the role of the relations between individuals in social production. In an attempt to reconcile both perspectives, I conduct a qualitative, egocentric policy network analysis to explore how teachers in American Spanish-English bilingual schools distribute their agency as they solve problems and design policy accordingly. Four patterns of agency distribution emerge: 1) partnership-sustained relational goods hinge on joint obligation, 2) teachers seek out knowledge and expertise from others in episodes of joint composing, 3) the participants limit their distribution of agency when undertaking acts of subversion, and 4) teachers enroll agents with power when instigating model-wide changes. These patterns suggest that agency-focused research that overlooks relations may underestimate the complexity of the policymaking process. The findings point to a need to complement scaled approaches to language planning with non-scalar methods as certain relational dynamics cannot be confined to a single layer of the policy apparatus. Finally, I offer added nuance to the notion of implementational and ideological space, highlighting that educators intentionally limit their distribution of agency in order to carve open space for subversive practices.

A (dis)play on words: Emergent bilingual students’ use of verbal jocularity as a channel of the translanguaging corriente

Mitch Ingram,Texas State University, 601 University Drive, ED 3044, San Marcos, TX, 78666, United States

Abstract This study demonstrates how 3rd-grade Latin@ emergent bilingual students employed the use of types of juegos de palabras, or wordplay, within and across named languages to engage around the site of humor. Based on observations from their academic year, I employed ethnographic methods to delve into how these students created, participated in, and mobilized linguistic resources to implement intra- and inter-language play manifesting as multiple-meaning words, syllable reordering and punning within their mirthful interactions. By using a translanguaging corriente (García et al., 2017) framework to understand how this developed, I aspire to render visible their jocular practices of verbal adeptness with those in their classroom community. The implications that I suggest are that instances of mirth are a legitimate locus of Latin@ bilingual students’ linguistic and cultural expression as well as a promising form of communication worth our attention as theorists and practitioners.

Family literacies during the COVID-19 lockdown: Semiotic assemblages and meaning making at home

Zheng Zhang PhD,Faculty of Education, Western University, 1137 Western Road, London, Ontario N6G 1G7, Canada

Rachel Heydon, Faculty of Education, Western University, 1137 Western Road, London, Ontario N6G 1G7, Canada

Le Chen, OISE, University of Toronto, 252 Bloor St W, Toronto, Ontario, M5S 1V6 Canada

Lisa Anne Floyd, Western University, 1137 Western Road, London, Ontario, N6G 1G7 Canada

Hanaa Ghannoum, Early Childhood Researcher & Parenting Coach, Dubai, United Arab Emirates

Susan Ibdah, Curriculum Project Lead, Schulich School of Medicine and Dentistry, London, Canada

Ayman Massouti, Department of Education, College of Arts and Sciences, Abu Dhabi University, Dubai Campus, P.O. Box 410896 Dubai, United Arab Emirates

Jeff Shen,Cobomax Academy, 999 Collip Circle, London, Ontario, N6G 0J3 Canada

Hisham Swesi, Faculty of Education, Western University, 1137 Western Road, London, Ontario N6G 1G7, Canada

Abstract  When home became the primary place for children's learning during the COVID-19 lockdown, a dominant rhetoric emerged about a literacy-skills crisis, especially involving learners from low-income and culturally and linguistically diverse families. By documenting the literacies practiced and the literacy-learning opportunities created in and among households during the lockdown in the spring and summer of 2020, this study turns this deficit-oriented rhetoric on its head. Conducted by parents with their children (aged 2-15), this collective biography found that during the lockdown households were forced into spaces that were physically constrained yet replete with a wide range of semiotic resources. Parents and children used these resources, which included multiple modes, media, and languages, to produce expansive literacies and literacy-learning opportunities. The present study offers suggestions about how to recognize and build on learners’ linguistic, cultural, and semiotic repertoires in the creation of literacy curricula.

The dialogism of ‘telling’: Intertextuality and interdiscursivity in early school writing

Oscar Björk, Department of Education, Uppsala University, Uppsala, Sweden

Radha Iyer, School of Cultural and Language Studies in Education, Faculty of Creative Industries, Education & Social Justice, Queensland University of Technology, Brisbane, Australia

Abstract  ThisRecently, Sweden has seen a rise in research concerning content and functional aspects of early school writing and has a tradition of form-orientated research. While this provides important insights, few studies still focus on dialogism in early school writing and on how students draw on experiences in writing. This study aims to shed light on the interplay between student experiences and their written texts in primary school writing instruction. Using intertextual and interdiscursive analysis, this study examines 38 student texts divided into two corpora and written concerning two different prompts. The prompts generated very different texts that showed a complex dialogism through the inner speech of the students. The intertextual and interdiscursive dialogues in the respective corpora draw on different conventions of writing and on different experiential worlds. The study further shows how heteroglossic centrifugal forces can work alongside monoglossic centripetal forces in the social practices of early school writing. 

The emotional landscape of English medium instruction (EMI) in higher education

Sara Hillman,Texas A&M University at Qatar, Doha, Qatar

Wendy Li, Duke Kunshan University, Kunshan, Jiangsu, China

Curtis Green-Eneix, Michigan State University, East Lansing, Michigan, USA 

Peter I. De Costa, Michigan State University, East Lansing, Michigan, USA

Abstract  This editorial piece is the introduction to our special issue on the emotional landscape of English medium instruction (EMI) in higher education. In this piece, we argue for a greater focus on examining the emotional environment of EMI in higher education—the variety of emotions that get entangled in policies, discourses, and practices in local EMI contexts, and the emotional effects of EMI on various stakeholders, such as students, teachers, and administrators. We also center poststructural and critical approaches to examining emotions in EMI, which enable researchers to be responsive to the local contexts, and contribute to developing emotionally supportive and socially just EMI environments. The five empirical studies, two commentaries, and forum piece that constitute this special issue all develop these arguments further.

Sites of belonging: Fluctuating and entangled emotions at a UAE English-medium university

Sarah Hopkyns, Zayed University, PO Box 144534, Abu Dhabi, United Arab Emirates

Christina Gkonou, University of Essex, 4, 119, Colchester Campus, England

Abstract  English-medium education in multilingual university settings (EMEMUS) hosts a complex concoction of emotions amongst stakeholders. English-medium instruction (EMI) dominates higher education in the United Arab Emirates (UAE). For students, EMI creates both affordances and pressures resulting in pride, confidence, anxiety, guilt, shame, and (un)belonging. For university teachers, navigating EMEMUS can be an ‘emotion-laden process’ involving shifting identities, energy-intensive teaching methodologies, intercultural demands and ‘emotional labor’. This article presents findings from a phenomenological case study involving ten transnational university teachers and 110 Emirati undergraduate students at a UAE EMEMUS. Through metalinguistic reflections, participants discussed emotions and levels of belonging. Thematic analysis of the data revealed shifting positionalities which led to complex and entangled emotions. Intersecting identity aspects such as English proficiency, linguistic background, and language ideologies influenced emotional experiences. The article argues for greater recognition of stakeholders’ emotional labor and sociolinguistic lived realities rather than a one-size-fits-all approach to EMI.

A narrative inquiry into the emotional effects of English medium instruction, language learning, and career opportunities

Özgür Şahan, University of Southampton, Teaching Fellow in Applied Linguistics, England

Kari Sahan, University of Reading, Lecturer in Second Language Education, England

Abstract  The decision to introduce or expand EMI programs is often accompanied by neoliberal discourses without considering emotional effects of this on the individual. Through the lens of linguistic entrepreneurship, this study investigates the emotional impact of EMI on graduates from engineering programs in Turkey. Using a narrative inquiry design, we collected stories from four EMI graduates about their experiences regarding their academic studies and professional careers during and after EMI study. The results revealed that, although participants experienced different emotional reactions to EMI, including frustration over teaching practices, anxiety about the quality of their learning, and pride at their accomplishments, the interviews were characterized by feelings of obligation to develop English skills to secure a job in the sector. The findings contribute new understandings to the role of EMI on students’ emotional wellbeing and graduate outcomes. Results are discussed with respect to English language learning, neoliberalism, and higher education policy.

“Physically I was there, but my mind had gone somewhere else”: Probing the emotional side of English-medium instruction

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

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

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

Abstract  Emotions are vital for one's thinking, acting, and experiencing of self and life. There has been substantial research undertaken on the role of emotions in teaching and learning in educational settings; however, the emotional dimension of English-medium instruction (EMI) has yet to be understood. Informed by a post-structuralist perspective, the present study seeks to address the dearth of scholarship in this area by investigating what emotions a group of mainland Chinese students experience and how they perceive and navigate such emotions in an EMI teacher education program at a Macau university. Data collected through narrative frames and follow-up interviews reveal complex and mixed emotions experienced by the participants in the EMI courses. Particularly, they were subject to high emotional labor caused by an unsystematic, ineffective approach to EMI implementation mediated by a corporatized discourse in higher education. The study ends with implications for EMI teachers and administrators in higher education.

Linguistic shaming and emotional labour: English medium of instruction (EMI) policy enactments in Kiribati higher education

Indika Liyanage, Faculty of Humanities and Social Sciences, Beijing Normal University-Hong Kong Baptist University United International College, China

Abstract  The government of Kiribati, in navigating the intersection of post-colonialism and decolonization, neoliberal ideology, and climate change, has adopted a policy of English-medium instruction (EMI) in education. This paper explores the emotional labour of two leaders/administrators in higher education attempting to enact the EMI policy. Thematic analysis of interview data found that their policy enactment work is constrained by values, attitudes and practices which attach shame to the use of English. Participants navigate experiences of shame and shaming practices, identity conflicts, frustrations, and lack of control/power due to failures to use EMI in institutions, whilst maintaining respectful relations with staff. It was concluded that EMI policies need to account for situations in which those directly tasked with oversight of policy enactment must deal with rejection of language policy as fracturing community identity and cohesion, and consider strategies that allow judicious negotiation by stakeholders of policy demands in local communities.

Emotion and imagination in English-medium instruction programs: Illuminating its dark side through Nepali students’ narratives

Pramod K. Sah, University of Calgary, Canada

Abstract  This article reports on students’ affective dimension in English-medium instruction (EMI) university programs in Nepal. To unpack the affective dimension of EMI students, I conducted interviews and focus group discussions with students from different disciplines (e.g., business, nursing, pharmacy, and education). The data analysis revealed that the social and cognitive process of selecting an EMI program is embedded in “neoliberal imagination,” in which they perceive EMI as a way to upward socioeconomic and symbolic mobility. Such neoliberal desire has implicitly appropriated EMI as a neoliberal endowment and created a discourse of unequal emotions. While EMI has engendered positive emotions (e.g., hope and pride) for some students, other students from non-EMI schooling backgrounds experience negative emotions (e.g., shame and anxiety). The paper, therefore, argues that the neoliberal desire for EMI can create a discourse of mixed emotions, also leading to emotional challenges and discrimination against some students.

Commentary: Understanding Emotions in EMI Institutions through Attending to Context, History, and Ideology

Elizabeth R. Miller, University of North Carolina at Charlotte, Charlotte, United States

Commentary for “The emotional landscape of English medium instruction (EMI) in higher education”

Jack Pun, Department of English, City University of Hong Kong, Hong Kong

Forum on “The emotional landscape of English medium instruction (EMI) in higher education”

Sara Hillman, Texas A&M University at Qatar, Doha, Qatar

Wendy Li, Duke Kunshan University, Kunshan, Jiangsu Province, China

Özgür Şahan, University of Southampton, Southampton, UK

Kari Sahan, University of Reading, Reading, UK

Indika Liyanage, Beijing Normal University-Hong Kong Baptist University United International College, Zhuhai, China

Tiefu Zhang, University of Electronic Science and Technology of China, Chengdu, China

 Rui Yuan, University of Macau, Macau, China

Sarah Hopkyns, Zayed University, Abu Dhabi, UAE

Christina Gkonou, University of Essex, Colchester, UK

Pramod K. Sah, University of Calgary, Calgary, Canada

Kinetically-held questions: Representational gesture post-stroke holds in whole-class interactions in STEM

Virginia J. Flood, Department of Learning and Instruction, Learning Sciences, Graduate School of Education, University at Buffalo, SUNY, 588 Baldy Hall, Buffalo, NY 14260-1000, USA

Benedikt W. Harrer, Department of Physics, Physics Education, University at Buffalo, SUNY, 351 Fronczak Hall, Buffalo, NY 14260, USA

Abstract Teachers use “kinetically-held” questions by freezing representational gestures and holding them during Initiation-Response-Evaluation/Feedback (IRE/F) sequences in whole-class interactions. Drawing on Kendon's gesture studies and ethnomethodology and conversation analysis, we illustrate the role representational gesture post-stroke holds can play in (1) typical 3-part IRE/F sequences, (2) topically related sets of IRE/F sequences, and (3) expanded sets of reformulated IRE/F sequences. Our analysis demonstrates how held representational gestures in IRE/F sequences contribute to both (a) organizing multiparty participation and (b) providing durable, visuospatial support for the co-construction of classroom knowledge. This study contributes to a better understanding of the understudied phenomenon of how teachers use the timing and temporality of representational gestures in STEM classroom interactions.

On the development of interactional competence in L2 French: Changes over time in responsive turn beginnings in peer interactions

Carmen Konzett-Firth, Institut für Romanistik, University of Innsbruck, Innrain 52, Innsbruck A-6020, Austria

Abstract  This paper contributes to the field of the development of L2 Interactional Competence (L2 IC) as researched from a Conversation Analysis perspective. The study investigates L2 speakers in dyadic peer interactions in a foreign language classroom, zooming in on one learner's development of linguistic resources and interactional practices for beginning a responsive turn at talk. The analysis is based on a data set of 15 videorecorded peer interactions spread across four years. The results show that early stages of development are characterised by broken starts and a heavy reliance on sequential or linguistic affordances. Later, the focal learner starts using routinized expressions to deal with turn beginnings in increasingly less predictable sequential environments. Over time, they develop more flexibility and mobilize a greater variety of resources in managing uptake and projections in their responsive turns, in sequential environments that provide progressively fewer affordances on a sequential and/or linguistic level.

The social construction of authorities: An interactional ethnographic examination of positional legitimacy

Daniel Edelen, Georgia State University, Department of Early Childhood and Elementary Education, US

Sarah B. Bush, University of Central Florida, Department of Learning Sciences and Educational Research, School of Teacher Education, US

Audra Skukauskaitė, University of Central Florida, Department of Learning Sciences and Educational Research, School of Teacher Education, US

Karen S. Karp, Johns Hopkins University, School of Education, US

Sherron K. Roberts b, University of Central Florida, Department of Learning Sciences and Educational Research, School of Teacher Education, US

Farshid Safi, University of Central Florida, Department of Learning Sciences and Educational Research, School of Teacher Education, US

Abstract  In this interactional ethnography, we examine the everyday interactions of five students as they navigate and co-construct positions of authority in one first-grade mathematics classroom. Through the lens of positioning theory, we conducted domain and taxonomic analyses to elucidate the ways students demonstrated legitimacy in their claims for positions of authority during partner work time. Two taxonomies of authority persisted: ritual legitimacy and mathematical legitimacy. Ritual legitimacy captures how students used the rituals of the classroom to gain a position of authority. Mathematical legitimacy details how students used mathematical procedures or perceived correctness to gain a position of authority. We specifically reveal how students used intercontextual claims to gain legitimacy in their bids towards positional authority. We also offer implications for future studies.

Building word knowledge through integrated vocabulary explanations in ESL tutorials

Derya Duran &  Leila Kääntä, University of Jyväskylä, Department of Language and Communication Studies, Athenaeum, Building A, FI-40014, Jyväskylä, Finland

Abstract  This conversation analytic study explores how a tutor and tutees collaboratively negotiate word knowledge in English as a second language (ESL) tutorials. Specifically, we focus on integrated vocabulary explanations, where explaining the meaning and use of a word is intertwined with teaching its spelling and pronunciation. The data come from 18 hours of dyadic and multi-party tutorials held at an urban community college in the USA. The findings show that for the participants such aspects of word knowledge as orthography, pronunciation, associations, connotations, syntax and grammatical functions form an essential part of vocabulary work. Notably, we argue that negotiations of these integrated vocabulary explanations are realized through multimodal resources, drawing on linguistic, prosodic, embodied and material resources, among others. The findings highlight the unique context of these ESL tutorials that affords individualization and immediacy, enabling tutors to be responsive to the tutees’ second language (L2) learning needs. The study also has implications for tutor education and classroom instruction with regard to the development of L2 word knowledge.

Story-closing in PhD supervisory feedback: A conversation analytical study

Binh Thanh T, Faculty of Medicine Nursing and Health Science, Monash University, 900 Dandenong Rd, Caulfield East VIC 3145, Australia  

Anna Filipi, Faculty of Education, Monash University, Wellington Rd, Clayton VIC 3800, Australia

Abstract Storytelling has been found to be a powerful resource for supervisors to manage disagreement and secure agreement. However, little is known about how storytelling closings are implicated in the work of securing agreement and resolving disagreement. This conversation analytical study investigates story-closing practices drawing on a data corpus of 43 stories produced by six supervisors at an Australian university in the students’ first year of candidature. A major finding is that toward story-closing, tellers gradually move away from specific story events and generalise the key messages the stories convey, an action that simultaneously makes them relevant to the advice that follows. A second finding is that supervisors may add further details that shape how the story should be interpreted, thereby linking the stories to the incipient advice. These findings indicate that how stories are closed can have significant consequences for accomplishing the work relevant to the supervision.

Engaging with readers: Students’ metalinguistic understanding of the use of pronouns in building reader-writer relationships

Debra Myhill, School of Education, University of Exeter, Heavitree Road, Exeter EX1 2LU, United Kingdom 

Abdelhamid Ahmed, Qatar University, P. O. Box: 2713, University Street, Doha, Qatar 

Lameya Rezk, Hamad Bin Khalifa University, P.O. Box: 34110, Education City, Doha, Qatar

Abstract  Students’ metalinguistic understanding of the written academic argument is important both to increase writer independence and inform writing instruction. This article draws on a study which investigated undergraduate students’ metalinguistic understanding of the metadiscourse features in their own written arguments. The specific focus of the paper is to determine what metalinguistic understanding students express about the use of pronouns in written argument as engagement or stance markers to build a relationship with the reader. The analysis indicates many students believed the use of reader pronouns were inappropriate in written argument, often because this was what they had been taught. Students’ metalinguistic understanding was shaped more by notions of formality and objectivity than by understanding of how pronouns play a role in reader engagement. The article argues that greater emphasis on the function of pronouns rather than the form, drawing on metadiscourse theory, and on generating metalinguistic understanding of the differing ways that pronouns function in written argument might better support writers in agentic linguistic decision-making.

Pedagogical variations of critical literacies practices in a secondary transnational education program

Zheng Zhang, Faculty of Education, The University of Western Ontario, London, ON, Canada, N6G 1G7

Abstract A case study design was employed in a secondary-level transnational education program to shed light on the complexity of critical literacies practices in the transnational education space. Findings reveal three pedagogical approaches to critical literacies in the English literacy classrooms, whereas critical reading of texts was salient in the Mandarin class. Data unravel that human and nonhuman entities assembled to affect the enactment of various critical literacies approaches and students’ meaning making in the globalized school context (e.g., the school's multiculturalism, its technological materiality, the IB curriculum, teachers’ prior life/professional experience, students’ cross-border experiences, and global accountability). The paper recommends that critical literacies in globalized schooling contexts should engage cognitive processes, as well as transnational youths’ embodied cross-border experiences, their multilingual/multimodal repertoires, and histories and realities related to their languages. Such an approach to critical literacies could enable bi/multilingual learners’ ethical meaning making across places, languages, and modes.

Evolution of English language education policies in the Chinese mainland in the 21st century: A corpus-based analysis of official language policy documents

Huiyu Zhang & Yayu Shi, Department of Linguistics and Translation, School of International Studies, Zhejiang University, Hangzhou 310058, PR China

Abstract  This study analyzes the evolution of China's official English language education policy from 2000 to 2021 using a self-constructed language policy database. Conducting a descriptive and corpus analysis of the database, this study identifies three stages (2000–2006, 2007–2017, 2018–2021) and describes policy changes by using three aspects of Cooper's (1989) accounting scheme as an analytic framework. Result shows that the dominant actors shifted from the Central Government to local governments. In relation to targets, the focus on different levels of school education varied, while attention to outside school education remained relatively stable. As for means, while opportunity- and incentive-oriented means were widely used through all stages, dual means (bilingual programs) were relatively less common in the third stage. With these findings, this study presents new information about developments in English language education in the Chinese Mainland. The combination of quantitative and qualitative methods may also bring insights for future research.

Gender-Inclusive Textisms: How Spanish-speaking educational communities promote linguistic innovations on twitter

Francisco Núñez-Román, Alejandro Gómez-Camacho, Coral I. Hunt-Gómez,Department of Language Education, University of Seville, C/ Pirotecnia S/N, Seville 41013, Spain

Abstract  Any linguistic reform aimed at gender equality benefits from teacher's capacity as spreaders, and literature has shown that Twitter can be used as an excellent channel for the dissemination of good practice in language use. In a mixed-methods study based on public data mining and semantic content analysis, we examine how teachers use gender-fair language (GIL) in their digital communications on Twitter, what GIL procedures they use and, if Spanish digitalk incorporates specific textisms for GIL. Results confirmed that teachers make a widespread use of GIL procedures, prefer the use of collective nouns as a GIL mechanism, and intentionally incorporate GIL into digitalk through specific textisms, what we have named gender-inclusive textisms (GIT). The findings indicate that teachers are at the forefront of gender-inclusive language activism in educational virtual communities, and therefore, that although Twitter may contain messages that outrage the dignity of individuals, it is also a privileged space for linguistic innovations oriented toward gender equality.

Hierarchies of home language proficiency in the linguistically diverse primary school classroom: Personal, social and contextual positioning

Nell Foster, Centre for Diversity and Learning, Linguistics Department, Ghent University, Blandijnberg 2, Ghent 9000, Belgium; Centre for Multilingualism and Diversities Research, University of the Western Cape, Robert Sobukwe Road, Bellville 7535, South Africa

Piet Van Avermaet, Centre for Diversity and Learning, Linguistics Department, Ghent University, Blandijnberg 2, Ghent 9000, Belgium

Nathalie Auger, L'Humain, Université Paul-Valéry Montpellier 3, Montpellier Cedex 5, Route de Mende 34199, France

Abstract  This study explores the ways in which 24 pupils in a primary school in Brussels, Belgium perceived and navigated the personal, social and contextual dimensions of home language proficiency, at the moment when their teachers enabled them to use their home languages in the classroom for the first time. Drawing on ethnographic data including classroom video recordings, and pupil focus-group sessions, we examine the mutually constitutive dynamics of the perceptions and enactment of proficiency and how these were socially and intersubjectively ratified by the classroom community. Findings indicate that the pupils situated themselves and others in hierarchies of home language proficiency, even when they were not speakers of that language. Overt references to markers such as fluency and lexical and grammatical accuracy fed into recursive patterns of participation, which in turn created differing affordances and constraints for learning. We highlight the importance of contextual factors such as the linguistic composition of the class that contribute to the way notions of linguistic proficiency were encultured.

The workings of multiple principles in student-teacher interactions: Orientations to both mundane interaction and pedagogical context

Mieke Breukelman, University of Groningen, Center for Language and Cognition Groningen, The Netherlands; Radboud University Nijmegen, Centre for Language Studies, The Netherlands

Myrte N. Gosen, University of Groningen, Center for Language and Cognition Groningen, The Netherlands

Tom Koole, University of Groningen, Center for Language and Cognition Groningen, The Netherlands; Health Communication Research Unit, University of the Witwatersrand, Johannesburg, South Africa

Janneke van de Pol, Utrecht University, Faculty of Social and Behavioural Sciences, The Netherlands

Abstract In classroom interaction, participants are not only oriented to interactional principles for mundane talk, but also to pedagogical principles. In this paper, the interplay between these principles is revealed by means of a conversation analytic study into student-initiated student-teacher interactions during desk work in Dutch secondary schools. It is investigated from a participants’ perspective how teachers depart from the mundane interactional constraints imposed by students’ requests for assistance. The analysis shows that there are several ways teachers depart from these constraints and that teacher and students do not necessarily show an orientation to this departure as being problematic. Rather, the departure can be related to considerations concerning the pedagogical nature of these interactions. By studying the interactional departures from mundane principles, more insight is provided in the organization of classroom interactions that are started by students’ requests for assistance.

Directives to read for self-correction in peer-tutoring consultations for L2 writing

Eunseok Ro, Pusan National University, South Korea

Hyunwoo Kim, Yonsei University, 50, Yonsei-ro, Seodaemun-gu, Seoul, Republic of Korea

Abstract  This study examines tutor-initiated error-correction sequences in one-to-one consultations for second language (L2) writing. Using conversation analysis (CA), the paper presents three examples illustrating what the tutor does to help tutees come up with solutions to grammar problems in their essays. The detailed analysis demonstrates how the tutor's directives to read in order to find and solve an L2 grammar issue, along with the tutees’ alignment, create opportunities for the tutees to self-correct. The study explores: (1) how the tutor's directive to read leads a tutee to self-correct; (2) how the tutor manages a tutee's resistance to a directive to read and trouble display through “narrowed-down support”; and (3) how the tutor manages a tutee's trouble display through multiple directives to read. The findings suggest pedagogically useful practices, and contribute to CA research on L2 writing consultations in general and the understanding of tutor-initiated error-correction sequences specifically.

Traversing perceptions toward Englishes: A currere-informed duoethnography of Southeast Asian PhD students studying in the US

Parawati Siti Sondari, STKIP Pasundan, Indonesia

Yanika Phetchroj, Thammasat University, Thailand

Abstract  Addressing scant duoethnographic practices of international doctoral students in the field of Applied Linguistics, as English teachers and learners from Indonesia and Thailand, we engaged in currere-informed duoethnography. We interrogated our English language learning and teaching trajectory from early education to graduate education through our narratives to gain a critical understanding of how our perceptions toward Englishes shaped by formal curriculum have evolved and of the repercussions of the perceptions we hold toward our personal curriculum. Four phases of currere method of regressive, progressive, analytical, and synthetic were framed in a transnational lens. This framing posits languaging as an entanglement of semiotic resources to unpack colonial hegemonic ideology that governs our languaging and educational practices and our transformative perceptions as emerging transnational teachers. This study aims to extend currere-informed duoethnography by incorporating the dimensions of transnational practices and identity construction. It also offers practical implications for English teachers and graduate students to actively construct transnational spaces and identities.

Surveying the landscape of college teaching about African American Language

Quentin C. Sedlacek, Department of Teaching & Learning, Simmons School of Education & Human Development, Southern Methodist University, 6401 Airline Rd, Suite 301, Dallas, TX 75205, United States

Anne H. Charity Hudley, Stanford University Graduate School of Education, 485 Lasuen Mall, Stanford, CA 94305, United States

Christine Mallinson, Language Literacy & Culture Program, University of Maryland Baltimore County, 1000 Hilltop Circle, 421 Sherman Hall, Baltimore, MD 21250, United States

Abstract  College courses are an important forum for combating the stigmatization of African American Language (AAL). However, there is no comprehensive data regarding where, how, and by whom AAL content is taught. Understanding the landscape of college teaching about AAL could help identify challenges faced by instructors who teach this content, as well as policies or practices that could help support these instructors. We surveyed college instructors (N = 149) in multiple disciplines (primarily Linguistics, Education, English, and Communication Sciences) who teach courses with AAL content. We found patterns in the sources of support and levels of resistance instructors reported. Instructors also expressed varied levels of knowledge and confidence related to teaching about African American Language and Culture. Many of these patterns were correlated with instructors’ racialized identities and language backgrounds. We discuss implications for professional organizations, university department leaders, and instructors who teach AAL content.

Task representation in German as a foreign language: A systemic functional analysis of Norwegian students’ written responses

Veronika Hamann, University of Agder, Norway, Universitetsveien 26, Kristiansand 4630, Norway

Abstract  The main objective of this article is to understand in detail how different learners respond to writing tasks and what consequences their individual choices have on language use. The texts were composed by Norwegian upper secondary school students of German as a foreign language (GFL). In total, seven written responses to two writing prompts were described and juxtaposed based on a meaning-orientated perspective, with a focus on the learners’ choices along ideational, interpersonal and textual dimensions. Even though the learners responded in similar ways to each of the tasks, the findings also showed considerable variation in how particular meaning dimensions were realised by the different writers. The current study speaks to the importance of taking account of learners’ task representations in writing tasks and activities in secondary school FL learning.

From linguistic insecurity to confidence: Language emotion and ideology in South Korean study-abroad students’ post-journey reflections

Jeong-Ah Lee, Department of Liberal Arts and Sciences, College of Transdisciplinary Studies, Daegu-Gyeongbuk Institute of Science and Technology, 333 Techno Jungangdaero, Hyeonpungeup, Daegu 42988, Republic of Korea

In Chull Jang, Department of English Language Education, Seoul National University, 1 Gwanak-ro, Gwanak-gu, Seoul 08826, Republic of Korea

Abstract  This study explores how emotions mediate students’ post-journey evaluations of their study abroad experiences and why specific emotions are valued in the evaluative process. Based on 175 post-journey reports and four focus-group interviews produced by South Korean students attending a short-term study-abroad program at U.S. universities, this study analyzes the emotional shift from linguistic insecurity to confidence. Their reflections show that their linguistic insecurity stemmed from their ideology of self-deprecation and the unfamiliar types of English encountered in the host country. However, they state that English-only environments and enhanced awareness of English as a lingua franca helped them overcome linguistic insecurity. In this process, they valued improved confidence in English, while defying the possibility of improving their actual English proficiency. Drawing on the ideology of English in South Korea, this study suggests that such a distinctive evaluation of emotions rationalizes students’ investment in English language learning.

From ideological clarity to Linguistic Ideological Clarity: Critical reflections, examination of language ideologies & interrogation of pedagogical practices

Patricia Venegas-Weber, University of Washington- Seattle, United States

Giselle Martinez Negrette, University of Illinois Urbana-Champaign, United States

Abstract  This article explores the specific ways in which three dual language (DL) teachers from diverse linguistic and cultural backgrounds engaged in ideological clarity (Bartolome, 2000), and then expanded this understanding to engage in what we have identified as linguistic ideological clarity. This process entails self-reflection, the naming of unjust practices through the deployment of linguistic, cultural, and ethnic identities and agency, and the display of critical consciousness seeking to address inequities. Data for this paper comes from two independently conducted qualitative studies in similar U.S. geographical regions. Data sources included life-history and semi-structured interviews, demographic questionnaires, and field notes. This inquiry sheds light on the significant role that linguistic ideological clarity plays in dual language teachers’ language learning ideologies and the principles surrounding their pedagogical practices in racialized contexts. Through the exploration of these teachers’ journeys and actions, we hope to add to the critical work needed within DL contexts.

JIĀO/JIÀO 教 Chinese bilingual doctoral researchers to theorise translingually: A pedagogy for intercultural doctoral education

Haibo Shen, General English Department, School of Foreign Languages, Main Building, Nankai University, 94 Weijin Rd, Nankai District, Tianjin, China, 300071

Abstract  The transcultural and translingual diversity of bilingual doctoral researchers who speak languages other than English, in particular those with non-Anglophone backgrounds, has been emphasised in recent years to challenge the monolingual English norm. To explore effective pedagogies to motivate these bilingual doctoral researchers to theorise translingually, this paper draws upon methodologies about translingualism and intercultural doctoral education to dispel the recurrent doubts raised by these bilingual doctoral researchers. Thus, semi-structured interviews were conducted with 12 Chinese bilingual doctoral researchers and their supervisors in Australia and China to understand their perceptions and practices regarding using the linguistic and epistemological resources buried in Chinese for academic purposes. In response to the concerns expressed by the participants, three critical roles of supervisors are highlighted, namely exemplifying, teaching and demanding translingual theorising. These three roles are further developed into a pedagogical framework inspired by the Chinese word jiāo/jiào 教, which itself is an example of translingual theorising.

English learner talk in mainstream classrooms: Examining classroom ecology

Meghan Odsliv Bratkovich, College of Education, University of South Florida, Tampa, FL 33620, United States

Abstract  This qualitative study examines two multilingual, mainstream, secondary classrooms in the United States in which English learners consistently participated in classroom talk. Using an ecological perspective, this study unpacks these classroom environments and ways these teachers created and facilitated language use. Findings indicate that talk in these classrooms was grounded in classroom norms and structures that were established and then cultivated throughout the course. Highly-structured and familiar communication structures reduced many obstacles to EL participation and recognized all students, regardless of language proficiency, as knowledgeable members of the classroom community. These teachers accounted for language learning and language learners at the outset of the course in the overall structure, design, and delivery, not only within individual activities, lessons, or units. This suggests that teaching ELs in mainstream mathematics contexts can extend beyond EL-specific strategies and modifications to considerations for language learning that can be enacted on a classroom level.

Thinking brainstorming as otherwise in collaborative writing: A rhizoanalysis

Mindy Svenlin & Sofia Jusslin, Faculty of Education and Welfare Studies, Åbo Akademi University, Vaasa, Finland

Abstract  Process writing is one of the most popular writing methods in education, but the early stages of the writing process have received little attention in previous writing research. This article adds to a so-called post-process movement in writing research by asking: What becomes possible when thinking of brainstorming in a collaborative writing assemblage as becoming and rhizomatic? A rhizoanalysis of three events was conducted using data from upper-secondary school students’ collaborative brainstorming sessions to write a musical script. The analysis showcases that brainstorming in collaborative writing is messy and crowded, and that a rhizomatic understanding of brainstorming in collaborative writing is allowing, explorative, and unexpected. Nevertheless, the concept of brainstorming can be misleading in response to what the doings in brainstorming can be(come). Therefore, this article proposes a re-thinking of brainstorming as otherwise, asking whether the notions of idea-ing and becoming ideas might be more generative.

Language learners’ linguistic investment in ideologically framed language institutes: Forms of capital, ideology, and identity

Zia Tajeddin, Department of English Language Teaching, Faculty of Humanities, Tarbiat Modares University, Iran

Caroline Kerfoot, Department of Swedish Language and Multilingualism, Stockholm University, Sweden

Mahmoud Fereydoonfar， Department of English Language and Literature, Allameh Tabataba'i University, Iran

Abstract  Language learning in Iran is a site of struggle between two ideologically opposed spaces, state schools and non-state language institutes. This study drew on the construct of investment, which combines ideology, capital, and identity, to investigate the investment of Iranian English language learners at A1 and C2 proficiency levels at a non-state language institute. The learners in focus group interviews discussed different language-related resources influencing their investment, their expectations, and their language learning activities. The findings indicated that diverse ideological, cultural, and economic resources and imagined futures had led them toward investing at the institute. They were further found to be invested in diverse language learning activities beyond the pedagogical frame of the institute. Some aspects of investment, language-related beliefs, and identities varied across proficiency levels. Even though the ideological structures of these institutes are learner-centered, there are strong possibilities for enslavement to an extreme globally-oriented pedagogy or native-speakerism. It is hence suggested that state schools and non-state institutes draw upon more flexible language pedagogies embracing both local and global values.

Translanguaging in content-based EMI classes through the lens of Turkish students: Self-reported practices, functions and orientations

Ali Karakaş, Department of Foreign Language Education, Burdur Mehmet Akif Ersoy University, Burdur, Turkey

Abstract This qualitative study explored the perspectives of 15 EMI students on translanguaging in EMI classes, as well as the functions of translanguaging in content teaching and learning. It also examined how EMI stakeholders orient to such practices against the continuum of perspectives on bi/multilingual language use. Drawing on semi-structured interviews and qualitative content analysis, the data revealed that most lecturers tend to operate through English only, barring the use of L1 resources in classes, in line with the virtual position, which prefers English use only. On the other hand, most students adopt the optimal position, which values L1 resources in teaching, recognizing the vital role and pedagogical value of such resources in accessing content knowledge and socio-emotional resources. However, the study found that many lecturers, who demonstrated pejorative orientations towards bi/multilingual practices, did not hold the optimal position. Overall, the study underscores the need for a shift towards a multilingual turn in EMI classes with an understanding of English within multilingualism.

15 years’ experience of teaching English in Saudi Primary Schools: Supervisors’ and teachers’ perspectives

Yasser Alsuhaibani, Department of Curriculum and Instruction, College of Education, King Saud University, P.O. Box 145111, Riyadh 11362, Saudi Arabia

Sultan Altalhab, Department of Curriculum and Instruction, College of Education, King Saud University, P.O. Box 145111, Riyadh 11362, Saudi Arabia

Simon Borg, Department of Language, Literature, Mathematics and Interpreting, Faculty of Education, Arts and Sports, Western Norway University of Applied Sciences, Norway

Rezan Alharbi， Department of the English Language, College of Language Sciences, King Saud University, Saudi Arabia

Abstract  In 2004 English became a compulsory subject in the primary curriculum in Saudi Arabia, yet analyses of this reform have been limited. This mixed methods study examines the perspectives on the primary English reform of 504 long-serving ELT professionals. Based on interviews and questionnaires, the study concludes that respondents were largely supportive of the policy to start English early; they believed it had a positive effect on levels of English among Saudi state school pupils, even though it was also felt that the official targets stipulated by the Ministry of Education were over-ambitious. Most respondents believed, too, that teaching English in primary school had allowed pupils to develop more positive attitudes to English. Despite these positive views about the 2004 reform, it was also felt that primary ELT in Saudi Arabia was still characterised by a number of challenges, particularly regarding the lack of specialised teacher preparation, demanding textbooks and the limited time allocated to English in the curriculum. It is recommended that addressing such challenges should be an important element in any reforms, particularly given the recent decision in Saudi Arabia to introduce English from Grade 1.

Detecting the factors affecting classroom dialogue quality

Chrysi Rapanta, Universidade Nova de Lisboa, Portugal

Andrea Miralda-Banda, University of Barcelona, Spain

Mercè Garcia-Milà, University of Barcelona, Spain

Maria Vrikki,University of Nicosia, Cyprus

Fabrizio Macagno, Universidade Nova de Lisboa, Portugal；Universidade de Lisboa, Portugal

Abstract Despite the emphasis on dialogue and argumentation in educational settings, still not much is known about how best we can support learners in their interthinking, reasoning, and metadialogic understanding. The goal of this classroom intervention study is to explore the degree of students’ dialogicity and its possible increase during a learning programme implementing dialogic and argument-based teaching goals and principles. In particular, we focus on how students from 5 to 15 years old engage with each other's ideas, and whether/how this engagement is influenced by lesson and classroom setting factors. The participants were 4208 students distributed in preprimary, primary, and secondary classrooms of five countries (UK, Portugal, Germany, Spain, and Cyprus). Findings suggest that there is a consistent increase with age for some high-dialogicity moves, and students behave more dialogically in whole-class discussions rather than small-group activities.

Mediated focalisation in video explanations: Implications for the communication of architecture and STEM

Anne F.J. Hellwig, Erika Matruglio, Helen Georgiou, Pauline T. Jones，School of Education, Faculty of the Arts, Social Sciences and Humanities, University of Wollongong, Northfields Ave, North Wollongong, NSW 2500, Australia

Abstract  In 2019–2020, students of two English for Architects and Civil Engineers courses at a German university were tasked with creating a digital, multimodal video composition explaining a technical concept to a lay audience. The resultant multimodal artefacts, however, often did not exhibit typical semiotic patterns associated with explaining or describing in science-related disciplines. In particular, 78% of artefacts featured ‘mediated focalisation’, a framing technique used to align the composer with their audience and more commonly associated with fictional narrative or social media. The paper describes how this framing technique appeared in the artefacts and explores how and to what effect it was used. It will unpack the implications of using this technique for the performance of professionalism and ‘authenticity’ in architecture and STEM communication. A subsystem of mediated focalisation techniques and a new ‘coding orientation’ will be proposed, so that educators may better prepare students for these emergent shifts.

Talking about race and racism: The developing discourse practices of elementary students

Annie Daly, Department of Curriculum and Instruction, The University of Texas at Arlington, 701 Planetarium Place, Arlington, TX 76019, United States

Abstract  This study explores how fourth-grade students in a multiracial classroom began to develop racial literacy through a dialogic process of reading and discussing literature. I analyze three discussions drawn from a yearlong ethnographic study using critical theories of race and discourse to demonstrate how students developed multiple discourse practices to make sense of race and racism. While previous research has accounted for the ways young learners can and do talk about issues of race, this analysis expands current conceptions of how students develop racial literacy by demonstrating how they moved from race-evasive language to racially literate ways of talking over the course of the year. Contrary to claims made by anti-justice politicians and parents that students are being indoctrinated into liberal viewpoints when race is included in the curriculum, students in this study were persistent in shaping the trajectory of their racial literacy development.

Investigating university students’ digital citizenship development through the lens of digital literacy practice: A Translingual and transemiotizing perspective

Mingyue Michelle Gu, Faculty of Humanities, Education University of Hong Kong, Hong Kong, China

Corey Fanglei Huang, Faculty of Humanities, Education University of Hong Kong, Hong Kong, China

Chi-Kin John Lee,  Education University of Hong Kong, Hong Kong, China

Abstract  This qualitative study has investigated how a group of bilingual university students in Hong Kong understand digital citizenship and construct it through digital literacy practices in social media. Drawing on interview data and examples of digital activity shared by the students, we adopt the theories of digital literacies and translanguaging and transsemiotizing to reveal how they construct digital citizenship through an complex interplay between several factors, most prominently (1) a variety of digitally mediated social, cultural and educational practices the students engage in, (2) their agency of deploying diverse linguistic and semiotic recourses to achieve varied communicative effects in different settings and (3) their personal pursuits of intellectual and professional development and social engagement in a digitalized and globalized society. We then discuss how the findings can enrich our understanding of digital citizenship and its relationship with digital literacies in a multilingual and multicultural context such as Hong Kong. The implications for digital citizenship education are also discussed.

Monolingual content-area teacher candidates’ identity work in an online teacher education course

Jessica McConnell, The University of Texas at San Antonio, 1 UTSA Circle, San Antonio, TX 78249, United States

Zhongfeng Tian, Rutgers University-Newark, 110 Warren Street, Newark, NJ 07102, United States

Bedrettin Yazan, The University of Texas at San Antonio, 1 UTSA Circle, San Antonio, TX 78249, United States

Abstract This exploratory qualitative study presents the findings of a deductive analysis of the online teacher education coursework of four self-identified monolingual English-speaking content-area teacher candidates (TCs) at a Hispanic-serving university in the southwestern United States. Guided by Clarke's (2009) framework of ethical self-formation and Ruiz's (1984) orientations to language planning, the authors examined the intersections between identity construction and language ideologies as these TCs navigated their positionalities as monolinguals preparing to teach multilingual learners. Findings revealed that teacher candidates harbored both asset and deficit beliefs about teaching multilingual learners. Implications suggest that through reflective online teacher education coursework, monolingual content-area TCs may develop agency, empathy, and a multilingual stance as they challenge deficit beliefs about multilingual learners.

Creating equitable spaces for all learners: Transforming classrooms through biography-driven instructional conversations

Melissa A. Holmes, Center for Intercultural and Multilingual Advocacy (CIMA), College of Education, Kansas State University, 238 Bluemont Hall, 1114 Mid-Campus Drive North, Manhattan, KS 66506-5301, USA

Abstract  This paper employs positive discourse analysis to explore the discourse practices of grade-level teachers at a diverse elementary school. It examines how discourse was used to invite and nurture learners’ willingness to share about and maximize the sociocultural and linguistic dimensions of their biographies. Two episodes of instructional conversation are used to illustrate how formal text properties of instructional conversations as well as social practices of the classroom influenced discourse and instantiated culturally responsive/sustaining pedagogy. Among findings, the discourse was found to position students as knowledgeable and capable, with use of mediation tools and teachers’ situational responsiveness emerging as pivotal instructional practices. Results highlighted the benefits of biography-driven discourse for culturally and linguistically diverse learners and illustrated the potential of positive discourse analysis to advance social transformation.

From frustration to fascination: Discourse analysis as writing feedback for multilingual learners

Chris K. Chang-Bacon, School of Education and Human Development, University of Virginia, PO Box 400273, 417 Emmet Street South, Charlottesville VA 22904, United States

Joelle M. Pedersen, Lynch School of Education and Human Development, Boston College, 140 Commonwealth Ave, Chestnut Hill, MA 02467, United Sates

Abstract  Language difference is often framed through a deficit lens, especially for multilingual student writers. Compounding this issue, teacher candidates (TCs) rarely receive sustained guidance on how to give effective writing feedback. As a result, many TCs perceive the primary purpose of writing feedback to be surface-level error correction. To address this challenge, our study explored how TCs (n = 42) across two universities engaged with a writing feedback approach grounded in discourse analysis principles. We examined participants’ feedback on writing authored by adolescent multilingual learners before and after exploring discourse analysis as a feedback method. Findings suggested a shift from a corrective to an observational focus, linguistic curiosity rather than evaluation, and ascribing intentionality to students’ language choices. These findings demonstrate the potential of discourse analysis as a tool in writing feedback to frame language difference as an asset, toward disrupting deficit-oriented views of linguistic diversity in multilingual writing and classrooms.

Translanguaging and Spatial Repertoire: Academic Information Literacies of Multilingual International Doctoral Students

Huan Gao, Affiliated institution that will be shown below author's name: The University of Memphis, 3798 Walker Avenue, Ball Hall, Memphis, TN, 38152, United States

Abstract  This paper presents a case study of the academic information literacy practices of two Chinese international doctoral students in the United States, drawing on the theoretical concepts of translanguaging and spatial repertoire. This investigation is situated within and against the deficit discourses surrounding the information literacy of international students, especially those who use English as a second language in western English-dominated academia. Using phenomenological interviewing, weekly information-seeking diaries, and focus group data, the study shows that these two students gather online information in multiple information ecosystems through the mobilization of multiple languages and diverse spatial repertoires. The results highlight the role of situated assemblages of linguistic, semiotic, and multimodal resources for successful information seeking and call for an expanded conceptualization of information literacy for multilingual international students. This paper concludes with a discussion on the importance of adopting an asset-based perspective when examining the information literacy of these students and provides recommendations for faculties, librarians, and research supervisors to consider when designing information literacy education for multilingual international doctoral students.

Introduction: Transnational and translingual social practices at schools. Discourse and practice in science, politics and education

Galina Putjata, Melanie David-Erb, Faculty of Educational Sciences, Goethe University Frankfurt, Theodor-W.-Adorno-Platz 6, d-60323, Frankfurt am Main, Germany

Abstract  The present special issue addresses transnational and translingual social practices in school contexts with a focus on tensions between discourse and practice in science, politics and education. The six contributions present conceptual and research developments and include current research projects, methodological and theoretical reflections as well as didactical implications

The development of educational policy positioning on multilingualism in the Federal Republic of Germany - Contradictory approaches towards ‘foreign’ and ‘heritage’ languages

Dr. Dita Vogel, University of Bremen, FB 12 Unit for Intercultural Education, Postfach 330 440, 28334 Bremen, Germany

Abstract  Languages are subjects in schools. Schools offer opportunities to learn and develop languages beyond the dominant language of instruction. In Germany, the Standing Conference of Ministers of Education and Cultural Affairs (KMK) defines the least common denominator in this regard. The article portrays the development of educational policy positioning on teaching of languages as subjects in Germany, using resolutions of the KMK and sketching current implementation in selected states. It is shown that while acknowledging multilingualism as a relevant feature of the population and appreciating it symbolically, teaching of languages as subjects is still dominated by a monolingual ideology. So far, school laws distinguish sharply between obligatory foreign languages relevant for school leaving certificates and heritage languages that can be developed voluntarily outside regular schedules with no or limited relevance. This begs the questions as to whether this divide is still adequate in a multilingual society.

The consideration of transnational lifestyles in self-positioning practices of schools: Analysis of websites in the regular and alternative school sectors

Melanie David-Erb, Goethe-Universität Frankfurt am Main, Erziehungswissenschaften, Institut für Pädagogik der Elementar- und Primarstufe, Arbeitsbereich Literalität und Einwanderungsbedingte Mehrsprachigkeit, Theodor-W.-Adorno-Platz 6, Frankfurt am Main 60323, Germany

Abstract  The present article explores how transnational practices are taken into account in regular and alternative schools. To answer this question, a study focusing on the online presence of all regular and alternative schools (n = 197) in Frankfurt am Main, Germany, was conducted. The data was analysed using methods of qualitative content analysis via deductive and inductive category formation. The categories were based on the theoretical framework of school theory according to Fend (2011), and school culture according to Helsper (2008a, b). The findings show that in alternative schools, more space emerges for transnational practices as distance from the regular German system grows. These institutions, increasingly in private ownership, explicitly ascribe themselves the competence to educate members of transnationally-orientated social groups without discrimination and while considering their group-specific migration experiences. Regular schools also offer programmes that aim to take into account the specific migration-related characteristics of their student bodies. However, the logic of internationalisation is argued less as an elitist strategy than as a way to compensate for disadvantages. The paper presents these transnational and translingual educational offers and discusses the respective strategies against a background of methodological challenges.

‘Inert benevolence’ towards languages beyond English in the discourses of English primary school teachers

Clare Cunningham, York St John University, Lord Mayor's Walk, York YO31 7EX, UK

Sabine Little, University of Sheffield, UK

Abstract  The UK, and perhaps particularly England, is often seen as a nation subscribing wholeheartedly to a monolingual mindset. The national curriculum remains resolutely monolingual, despite linguistic diversity in primary classrooms having increased rapidly. Current research and anecdotal evidence suggest that translanguaging in English schools is rare, despite the documented ‘multilingual turn’ in applied linguistics, and transnational practices are seen as being facilitated only within families. This study explores attitudes and practices towards supporting multilingualism and encouraging children's sense of transnationalism, rather than solely English language acquisition and assimilation into British culture. Forty semi-structured interviews were conducted with teachers across England, and the resultant transcriptions were analysed thematically to explore the experiences and attitudes of participants. The data presented in this paper focuses on instances of what we have termed ‘inert benevolence’ and we identify a number of conscious and subconscious barriers to truly incorporating languages beyond English in classroom practices.

Towards a better understanding of preschool teachers’ agency in multilingual multicultural classrooms: A cross-national comparison between teachers in Iceland and Israel

Mila Schwartz, Oranim Academic College of Education, Israel

Hanna Ragnarsdóttir,University of Iceland, Iceland

Nurit Kaplan Toren, Oranim Academic College of Education, Israel; University of Haifa, Israel

Orit Dror, Oranim Academic College of Education, Israel

Abstract  Educators and researchers increasingly recognize the impact of teachers’ agency on language education policy enactment in their classrooms. The study is aimed to conduct cross-cultural comparisons of Israeli and Icelandic teachers regarding their agency towards linguistically and culturally diverse children in a preschool context. We conducted semi-structured interviews with 11 selected teachers who had rich pedagogical experience in educating children with immigrant background. In both countries, we found that teachers’ agency was expressed on continuums from teachers’ proactivity to teachers' passiveness regarding linguistically and culturally diverse teaching; from perception of home language as a resource to viewing it as a barrier to the child's progress in the societally dominant language; and from equal relationships to teacher-parents’ hierarchical relationships. Despite historical and socio-cultural differences between the two countries, we found striking similarities between the teachers in their reports on classroom management of diversity and interactions with children and families.

Living transnational lives: Languages, education and senses of belonging across three generations of a Greek-German bilingual family

Ioanna Spyrou Ntetsika, Bergische Universität Wuppertal, Germany

M. Knappik, Bergische Universität Wuppertal, Gaußstr. 20, 42119 Wuppertal, Germany

Nadja Thoma, Universität Wien, Austria / EURAC Research, Bolzano, Italy

 Abstract  In this article, we explore how migrant families interpret their lives, their selves and their senses of belonging against the background of transnational work, education and language trajectories. Drawing on a biographical approach and interviews with three generations of the same Greek-German bilingual family, our results show the process of deinstitutionalisation of Greek language education across the generations, which is replaced by practices of ‘doing heritage’, i.e. forms of linguistic and cultural education in the private sphere of the family. While the orientation of the interview partner of the first generation is towards remigration to Greece, the interview partner of the second generation is closest to having developed a ‘transnational disposition of the mind’ (Casinader, 2018, p. 16). The interview partner of the third generation is oriented towards permanent settlement and career stability in Germany. These findings are discussed against the background of socio-historic relations between Germany and Greece.

Language education policy and transnational and translingual social practices at schools. Commentary on the special issue

Nadja Thoma, University of Innsbruck, Department of Education, Liebeneggstraße 8, 6020 Innsbruck, Austria

Abstract  In this commentary, I will draw together some of the most interesting points from the diverse papers assembled in this special issue and bring them into conversation with current research on language education policy and practice. I will focus on three key ideas that emerged from the theories, methodologies and data presented: (1) the complex hierarchisation of languages in national educational policies, (2) language and multilingualism in neoliberalising schools, and (3) relations between language education policy and practice. In concluding, I will make suggestions on how to support teachers in implementing transnational and translingual practices.

‘They speak Arabic to make teachers angry’: High-school teachers’ (de)legitimization of heritage languages in Catalonia

Abu Dhabi, Isabel Sáenz-Hernández, Cristina Petreñas, Cecilio Lapresta-Rey, Josep Ubalde, University of Lleida, Lleida, Spain

Abstract  This study explores high-school teachers’ discourse on heritage language use regarding their students of immigrant background in Catalonia, Spain, where both Catalan and Spanish are official languages. For this purpose, 10 high-school teachers from 5 schools with a high ratio of foreign students were interviewed. These interviews were analysed using membership categorization analysis. The results show that the perceived appropriateness of heritage language use depends on whether the students are integrated enough in the eyes of locals. Additionally, heritage language use in public is judged from the perspective of a Catalan listener and is deemed disrespectful. This is particularly salient in students of Moroccan background, where language maintenance is associated with overly strict adherence to Islam. The need for training teachers on how to properly address the linguistic and cultural diversity of their classrooms is discussed.

Creating translanguaging spaces in a Hong Kong English medium instruction mathematics classroom: A comparative analysis of classroom interactions with and without the use of iPad

Kevin W.H. Tai, Academic Unit of Teacher Education and Learning Leadership, Faculty of Education, The University of Hong Kong, Hong Kong

Abstract  Recent educational studies have paid less attention to how teachers utilize resources to contingently respond to unexpected technical issues. This comparative study investigates how various resources are employed in moments when the teacher creates a technology-mediated space through the affordance of a mobile device (iPad) and moments that are not mediated by the iPad due to technical failure in an English-Medium-Instruction (EMI) mathematics classroom. The analysis, conducted using Multimodal Conversation Analysis and Interpretative Phenomenological Analysis, illustrates that the linguistic and multimodal resources, which are used in a technology-mediated space for developing pedagogical strategies, transcend the boundaries of mode since they are re-enacted in the context without using the iPad. I argue that an EMI classroom can be conceptualised as an integrated translanguaging space with different sub-spaces, allowing the teacher to strategically draw on multilingual and multimodal resources to transcend mode boundaries and shape the classroom as a space for learning.

Ideologies of poverty and implications for decision-making with families during home visits

Christine L. Hancock, Teacher Education Division, Wayne State University, 5425 Gullen Mall, Detroit, MI 48202, United States

Abstract  Early childhood professionals are increasingly called upon to be responsive to children and families experiencing poverty. Such responsiveness requires consideration of ideologies of poverty, including beliefs and assumptions about poverty that are deeply embedded within educational policy and practice. This investigation explored how four Early Head Start home visitors enacted ideologies of poverty with 12 families of infants and toddlers through their decision-making talk with families during home visits. Drawing on Gee's D/discourse theory, ideological assumptions about poverty were identified through discourse analysis of home visit transcripts, and supplemented by qualitative analysis of home visit documents and individual interviews with home visitors and families. In emphasizing parents’ ability to redress poverty through personal responsibility and individual action, identified assumptions predominantly reflected individualistic ideologies of poverty. Findings offer insight into how ideologies of poverty constrained decision-making and subtly reinforced deficit-based messages about families, despite home visitors’ empathy.

Gender-inclusive picture books in the classroom: A multimodal analysis of male subjective agencies

Izaskun Elorza, Department of English Studies, LINDES Research Group, University of Salamanca, Calle Placentinos 18, Salamanca 37008, Spain

Abstract  This article examines the representations of agentive identity of non-normative male protagonists in children's picture books in relation to the affordances of this material for classroom activities. The analysis of protagonists’ agencies in five picture books revealed varied instantiations of the New Age Boy masculinity schema. A multimodal transitivity analysis of protagonists’ agentive roles yielded a profile of individual agentive identity. Protagonists’ agentive roles when interacting with conflictive antagonist characters were compared with their agentive roles when not interacting with them. Variations were significantly associated with the social domains where the conflict took place (family, school, or community) as different ways of responding to social rejection. The findings of the study concerning the representation of protagonists’ agencies provide young readers with models of action in situations of social rejection that can help make more informed decisions for guiding the selection of gender-diverse reading material and of classroom activities of critical thinking and multimodal literacy.

“Why the long nose?”: A sociolinguistic analysis of deaf migrants’ language learning experiences in adult education

Nora Duggan, Department of Linguistics, Stockholm University, Stockholm SE-10691, Sweden

Abstract  Linguistic skills are often seen as valuable capital necessary for migrants to successfully integrate into society. As part of Sweden's integration policy, deaf migrants are provided with opportunities to learn Swedish and Swedish Sign Language. Using an ethnographic approach comprising of classroom observations and semi-structured interviews in four folk high schools in Sweden, this study examines how deaf migrants’ linguistic and cultural backgrounds influence their language learning experiences. The study also explores different misunderstandings that have arisen as a result of not having the relevant linguistic resources necessary for efficient communication. The findings show the complexity of language learning and how this process is influenced by several social factors such as communication with family growing up, educational experiences or lack thereof, and cultural differences.

University Students’ Perceptions of Their Lecturer's Use of Evaluative Language in Oral Feedback

Xiaoling Jin, Faculty of Humanities and Social Sciences, City University of Macau, Avenida Padre Tomás Pereira Taipa, Macau, 999078, China

Zhoulin Ruan, Department of Applied Linguisitics, Xi'an Jiaotong-Liverpool University, No 111 Ren'ai Road, Dushu Lake Higher Education Town, Suzhou Industrial Park, Suzhou, Jiangsu, 215123, China

Abstract This study investigates university students’ perceptions of their lecturer's use of evaluative language in the oral feedback on their presentation performance. Using appraisal as the analytical framework, we examine the lecturer's use of evaluative language in oral feedback and students’ perceptions of the effects of evaluative language features. Results show that: 1) evaluative language carrying intensified attitudinal meanings closely relevant to students’ effort and performance is perceived as a desirable option to provide specific oral feedback; and 2) questions are regarded as an evaluative device to formulate communicative feedback for academic presentations. The study concludes that students need to understand the use of evaluative language, especially those related to the constructions of a dialogic voice when lecturers invite alternative viewpoints to be discussed in the feedback process. This study highlights students’ interpretations of feedback in the oral feedback process and pedagogical implications for providing oral feedback to facilitate learning.

Tracing textual silences and ideological tensions in adopted inclusive education legislation in China

Hui Zhang, Diana Arya, Gevirtz Graduate School of Education, University of California, Santa Barbara, USA

Abstract  A substantial body of literature exists on inclusive education practices in large countries like China, ranging from the introduction of laws and regulations to cross-country comparisons of the implementation of policies. Yet, little is known about the potential role that legal documents play in shaping ideological assumptions and actions among stakeholders, including parents. The authors used critical discourse analysis (van Dijk, 1993) as an analytic guide for exploring explicated and implied meanings within both legal texts associated with China's “learning in the regular classroom” (LRC) model as well as reported data from parents of children diagnosed with autism spectrum disorder (ASD) about their experiences advocating for inclusive education in China through interpretative phenomenological analysis (Eatough & Smith, 2017). By examining the connections between discursive practice and social structures embedded in an institutional use of legal discourse and delving into the unique experiences of parents as insiders, the authors discovered not only that textual silence exists in LRC model legal texts regarding obligation, text precision, and dispute resolution but that it also influenced parents of children with ASD as they navigated and advocated for their children under the LRC model. This study is an extension of an earlier investigation of parental perspectives (Zhang, Qian & Singer, 2022). By revealing the typically obscured assumptions and implications of educational policies, our study demonstrates the potential significance and benefits of conducting similar research in different national contexts.

Getting to grips with genre pedagogy - Mapping and analysing the recontextualisation of Sydney school genre pedagogy in the Swedish educational context

Pernilla Andersson Varga, Anna Maria Hipkiss, Susanne Staf, Department of Pedagogical, Curricular and Professional Studies, University of Gothenburg, Läroverksgatan 15, Göteborg SE- 41120, Sweden

Abstract  In Sweden, genre pedagogy is repeatedly put forward as influential. However, there is little research on how it is understood and applied in practice. This article is an attempt to get to grips with how genre pedagogy has been recontextualised in the Swedish school context. This is done by discourse analyses of curriculum and syllabuses, a professional development programme on literacy and teacher guides claiming to draw on genre pedagogy. We conclude that the recontextualisation of genre pedagogy is a simplification, primarily focusing on the pedagogical know-how through a student-centred application of the Teaching and Learning Cycle, while knowledge about language and the underlying ideology aiming at redistributing educational capital is downplayed or absent.

An exploration of Taiwanese multilingual students’ linguistic identities

Hsiao-Chun Lin, Faculty of Information Technology and Communication Sciences, Tampere University, Korkeakoulunkatu 1, Tampere 33720, Finland

Abstract  Language is a fundamental tool that people use to express and communicate their sense of self to a wider social world. An individual's identity is understood as being fluid, unfixed and multifaceted. Therefore, how an individual presents their identity through the use of languages in one's linguistic repertoire is a complex and dynamic process. This present study explored the linguistic repertoire and linguistic identities of Taiwanese multilingual students, ranging in age from 11 to 17, through the use of a Language Portrait Silhouette. The analysis focused on the qualitative data and sought to understand how individuals represent their rapport with their languages through the choice of color, the mapping location of a language on the silhouette and written narratives. Results revealed that Taiwanese students’ identities are evolving as their linguistic repertoire is expanding. That is to indicate that Taiwanese multilingual students’ linguistic identities are flexible and constantly changing.

Learning to write or writing to resist? A primary school child's response to a family writing intervention

M. Obaidul Hamid, Iffat Jahan, School of Education, The University of Queensland, Social Sciences Building 24, Brisbane 4072, Australia

Abstract This article examines a primary-school child's response to a writing initiative arranged by his academic parents to address his writing deficiency in a context of “crisis” discourses about children's writing. While the child protested the intervention, he wrote reluctantly for 18 months and produced 205 texts of over 25,000 words. Analyses of the texts using children's “agency” and “subjectification” showed his linguistic resistance to the writing routine. While he capitalised his dislike of the parental intervention as a recurrent writing topic, he also exploited linguistic transgression, translanguaging and language play as vital mechanisms for resistance. Paradoxically, such forms of resistance also pointed to his mastery of rhetorical conventions and linguistic resources. The findings provide rationale for applied linguists, language educators and researchers to reflect on children's writing development and their agency on one hand and ethical issues in intervening in and researching children's writing life on the other.

Nation, alterity and competing discourses: Rethinking textbooks as ideological apparatuses

Waqar Ali Shah, Center for Applied Language Studies (CALS), University of Jyvaskyla, Finland; Center of English Language and Linguistics, Mehran University of Engineering and Technology, Pakistan

Abstract  Schools worldwide rely heavily on textbooks to disseminate knowledge and guide pedagogical choices. In critical discourse studies, textbooks have been shown to function as national policy instruments, carry a hidden curriculum, and enact a global agenda. The existing literature, however, pays a little attention to the fact that textbooks also represent competing discourses rather than merely being ideological apparatuses. The purpose of this study is to fill this gap by examining national subjecthood, alterity, and the way textbooks engender competing discourses and make them accessible to learners. Based on critical and post-structuralist discourse traditions, 12 English language textbooks were analyzed in one province of Pakistan. National subjecthood appears to have been constituted through various discursive indexes, including religion, gendered subjectivity, languages, literature, and patriotic sentiments among others. The Other is constituted in textbooks both as internals (religious minorities) and externals (e.g., India). Additionally, textbooks offer learners competing discourses with a possibility to negotiate their subject positions.

The effects of multilingual pedagogies on language awareness: A longitudinal analysis of students’ language portraits

Valentina Carbonara, University for Foreigners of Siena (Università per Stranieri di Siena), Piazza Carlo Rosselli 27/28 53100, Siena, Italy

Abstract The purpose of this study is to investigate the use of language portraits as a tool for longitudinally investigating the changes in children's language awareness within a project that combines and implements translanguaging pedagogy and pluralistic approaches in an Italian primary and middle school (from Grade 1 to 8) with a high percentage of immigrant students. The language portraits produced by 71 children (between 9 and 12 years old) before and after their exposure to multilingual pedagogies were analysed using NVivo R1 in order to identify recurring patterns and differences. After engaging in multilingual activities, the emergent bilingual children whose first language portraits did not include their home languages decided to represent them. The majority of the children in the second language portrait also represent the languages spoken by their peers, indicating the recognition of the collective linguistic repertoire, as a result of the implementation of multilingual pedagogies.

Community language ideologies: Implications for language policy and practice

Lydiah Kananu Kiramba, Department of Teaching, Learning and Teacher Education, College of Education and Human Sciences, University of Nebraska-Lincoln, United States

Qizhen Deng, Department of Literacy, Language and Culture, Boise state University, Education Building 505, 1910 University Drive, Boise ID 83725-1725, United States

Xiaoyan Gu, Department of Teaching, Learning and Teacher Education, College of Education and Human Sciences, University of Nebraska-Lincoln, United States

 Alexa Yunes-Koch, Yunes Educational Services, LLC, United States

Kara Viesca, Department of Teaching, Learning and Teacher Education, College of Education and Human Sciences, University of Nebraska-Lincoln, United States

Abstract  Nebraska is increasingly becoming a linguistically and culturally diverse state. As a designated refugee resettlement state, Nebraska rural and urban communities harbor different world languages. With the current research showing the importance of home languages for educational success and the importance of multilingualism, this study seeks to discuss community language ideologies through data analysis of a sample of community members (N = 1584). The study uses survey methods and quantitative statistical analysis. The findings disclose that a dominant monolingual ideology is rooted among community members. Community members’ language ideologies varied by race and educational background. In addition, community members’ ideologies in language politics and intolerance to multilingualism predicted their views on language support for multilingual students. Implications for educators, families and other community members are discussed.

An exploratory study of teachers’ metalanguage use to support student writing in science: Foregrounding the science-language connections

Lay Hoon Seah, National Institute of Education, Nanyang Technological University, 1 Nanyang Walk, 637616, Singapore; Social Service Research Centre, Faculty of Arts and Social Sciences, National University of Singapore, The Shaw Foundation Building, 117570, Singapore

Abstract  This study explores teachers’ use of metalanguage in science classroom talk that supports students’ science writing. Metalanguage was introduced to science teachers as part of a collaborative researcher-teacher inquiry into student writing. Seventeen lessons taught by three teachers were analyzed for the types of metalanguage used in their lessons and the science-language connections foregrounded by each type. The analysis highlights metalanguage as a resource for talking about the demands of science writing and reveals four distinct types of metalanguage adopted by the teachers in their instruction: grammar, content, genre, and science discourse conventions. Science-language connections are illustrated by the various levels of language and aspects of science foregrounded by the various types of metalanguage. Implications on the pedagogical use of metalanguage and professional learning of science teachers are discussed.

Intersectional highlighting in queer immigrants’ English learning through dating: Dominant ideologies, individual agency, and implications for second language education

Liang Cao, Faculty of Education, Simon Fraser University, Canada

Abstract  Drawing on a combined framework of raciolinguistics, imagined community, and language learner agency, this article presents an ethnographic case study exploring two Chinese queer immigrants’ English learning experiences embedded in dating relationships in Canada. Applying the theoretical construct of “intersectional highlighting”, I scrutinize critical events in which racial hierarchy intersects with gendered sexual values in key participants’ dating stories and further investigate how language leaner agency plays a key role in overcoming ideological constraints in English learning processes. Findings reflect performativity in language learning, highlighting the interplay between micro-level semiotic practices of learners’ doing and talking of identities and macro-level social structures of racial, gender, and sexual ideologies circulated in Canadian society. Further, I argue for a race-centered decolonial approach in the study of racialized queer immigrants’ English learning and propose pedagogical strategies to stimulate language learner agency assisting marginalized learners navigate disadvantageous discourses in and beyond second language classrooms.

Lexical cohesion development in English as a foreign language learners' argumentative writing: A latent class growth model approach

Jianhua Zhang, School of Foreign Languages, Sichuan University of Arts and Sciences, China

Lawrence Jun Zhang, Faculty of Education and Social Work, University of Auckland, Auckland 1023, New Zealand

Abstract The current study explored the longitudinal development of lexical cohesion for speakers of English as a foreign language (EFL) at the group level by employing Latent Class Growth Modelling (LCGM). A convenience sample of 276 university students from Southwest China were recruited and invited to write four argumentative essays over four months. Their essays formed a learner corpus, which was utilized to construct unconditional latent class growth models to explore the latent classes of EFL learners' development trajectories of lexical cohesion in their writing. Besides, conditional LCGM including logistic regression analysis was employed to investigate the effect of English proficiency on the classifications. The unconditional models demonstrated that there were different latent classes of development trajectories for local and global cohesion indices, which supports the heterogeneity of their development trajectories. Those models also revealed that two categories were the optimal ones for latent classes of development trajectories for selected local and global lexical cohesion indices. Additionally, logistic regression analyses showed that English proficiency affected latent classes of development trajectories of only one global cohesion index. The implications for EFL/L2 writing instruction and language development research are also discussed.

期刊简介

Linguistics and Education is an international peer-reviewed journal that welcomes submissions from across the world that advance knowledge, theory, or methodology at the intersections of linguistics and education. The journal is concerned with the role played by language and other communicative/semiotic systems in mediating opportunities for learning and participation in a globalized world. Research published in the journal engages with the complexities and changing realities of educational contexts and practices, focusing on all levels of formal education, as well as a wide variety of informal learning contexts throughout the lifespan and across modes, genres and technologies.

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

Linguistics and Education encourages submissions that incorporate theories and methodologies from all traditions of linguistics and language study to explore any aspect of education. Areas of study at the intersection of linguistics and education include, but are not limited to: sociolinguistics, discourse analysis, critical discourse analysis, conversation analysis, linguistic anthropology, ethnography of communication, language socialization, narrative studies, gesture/sign/visual forms of communication, social semiotics, literacy studies, language policy, language ideology, functional grammar or text/corpus linguistics.

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

Linguistics and Education is a research-oriented journal. Papers may address practical and policy implications for education but must be built on robust research and have a strong conceptual grounding in their analyses and discussions. Linguistics and Education welcomes papers from across disciplinary and interdisciplinary research traditions that reflect principled application of qualitative, quantitative or mixed methodological paradigms and research designs (e.g. case studies, ethnographic fieldwork, experimental/semi-experimental studies, etc.). Papers must be relevant to an international readership.  

《语言学与教育》是一本以研究为导向的杂志。论文可能会涉及教育的实际和政策影响，但必须建立在强有力的研究基础上，并在分析和讨论中具有坚实的概念基础。语言学和教育欢迎来自跨学科和跨学科研究传统的论文，这些论文反映了定性、定量或混合方法范式和研究设计的原则性应用（例如案例研究、人种学实地调查、实验/半实验研究等）。论文必须与国际读者群相关。

官网地址：

https://www.sciencedirect.com/journal/linguistics-and-education

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