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Accomplishing feedback through inscription during reading assessment interaction Linguistics and Education (IF 1.656) Pub Date : 2024-04-11 Joseph S. Tomasine
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Teacher contingency in the Chinese immersion classroom of young learners: A translanguaging perspective Linguistics and Education (IF 1.656) Pub Date : 2024-04-10 Ying Xiong
Previous research on Chinese-English dual language programs in the United States has found that teaching effects are often compromised by communication and classroom management issues due to cultural differences. Since classroom teaching does not always unfold as language teachers’ planning, it is important for teachers to be able to cope with unscripted actions, and maintain the flow of teaching.
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Playing with identities: Negotiating coauthorship and role-playing interactions across game and metagame talk Linguistics and Education (IF 1.656) Pub Date : 2024-04-06 Alex Corbitt
Role-playing games (RPGs) are interactionally complex activities in which participants use talk to coauthor narratives across player and character identities. Taking an interest in how talk and interaction mediate collaborative text production, I drew upon concepts and methods of conversation analysis (CA) to examine RPG play. Despite a breadth of CA scholarship that examines storytelling and gameplay
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Critical literacies, imagination and the affective turn: Postgraduate students’ redesigns of race and gender in South African higher education Linguistics and Education (IF 1.656) Pub Date : 2024-04-03 Belinda Mendelowitz, Navan Govender
In this paper, we build on critical literacy scholarship and the affective turn, focusing particularly on the redesign process. A close and critical textual analysis of student responses to two assignments in the postgraduate education module Language and Literacy, Theories and Practices, enables us to trace the critical-creative-affective moves that students made when required to analyse and redesign
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Prompting learners to use target language forms: Elicitation practices in one-on-one instructional sessions Linguistics and Education (IF 1.656) Pub Date : 2024-04-02 Yoshiyuki Hara
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Visions and missions: Stance in the marketisation discourse of selected Ghanaian universities Linguistics and Education (IF 1.656) Pub Date : 2024-03-29 Guangwei Hu, Ramos Asafo-Adjei, Emmanuel Mensah Bonsu
A key manifestation of market forces permeating higher education is the marketised discourse in universities’ vision and mission statements, promoting institutional brands and offerings. This study set out to explore how 59 Ghanaian universities marketise themselves in their vision and mission statements. Drawing on critical discourse analysis (CDA) and a metadiscourse model of stance, a textual analysis
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Resolving asymmetry of access in peer interactions during digital tasks in EFL classrooms Linguistics and Education (IF 1.656) Pub Date : 2024-03-28 Minttu Vänttinen
In face-to-face classrooms, when mutual visual and/or aural access to a digital device is needed but lacking during digital tasks, participants display an orientation to asymmetric access and resolve the issue through multimodal resources. This study examines the trajectory of negotiating access to digital devices held or handled by a coparticipant in peer classroom interactions. The data are audio-video
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Constructing the 'New Worker-Self': Discursive Strategies in 'English Works!' Program brochures within the Pakistani Education System Linguistics and Education (IF 1.656) Pub Date : 2024-03-22 Rukhsana Ali, Rauha Salam-Salmaoui
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Peer-advice in practical nursing study circles: Demonstrating knowing-that and knowing-how in sequences that contain reported speech Linguistics and Education (IF 1.656) Pub Date : 2024-03-22 Saija Merke, Mika Simonen
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Student writing in higher education: From texts to practices to textual practices Linguistics and Education (IF 1.656) Pub Date : 2024-03-11 Gustav Lymer, Oskar Lindwall, Christian Greiffenhagen
In this article, recordings of academic supervision interactions are examined to inform a discussion of how ‘texts’ and ‘practices’ have been conceptualized in Academic Literacies (AL) research. AL perspectives have contributed to a shift in focus, from texts as linguistic objects to the practices in which texts are embedded. With a starting point in ethnomethodology and conversation analysis, we demonstrate
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Connecting chronotopes and language ideologies: Educator views on migrants’ majority language use in vocational education Linguistics and Education (IF 1.656) Pub Date : 2024-03-06 P, a, u, l, i, i, n, a, , P, u, r, a, n, e, n
This study explores the role of language and migrant students’ language use in the interplay of chronotopes (Bakhtin 1981) and language ideologies (Blommaert 1999) in vocational education and training (VET) in Finland. The study scrutinises how 16 educators imagined and situated migrant students’ language use and constructed values for the majority language and migrant students’ other languages. Data
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Orientations to teaching in reflective talk: Tracking co-teaching pre-service teachers’ reflections longitudinally Linguistics and Education (IF 1.656) Pub Date : 2024-03-04 Emir Ertunç Havadar
Teachers operationalize various strategies to deal with lack of student participation in classroom interaction. Using longitudinal conversation analysis, this study examines three pre-service teachers’ orientations to their co-teaching in their reflections. I describe how the co-teaching pre-service teachers problematize the lack of student participation and attempt to resolve it. For this purpose
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The gender representation of women and men in the occupational areas of STEM and care work in German textbooks Linguistics and Education (IF 1.656) Pub Date : 2024-03-01 Bernhard Fruehwirth, Michael Heilemann, Heidrun Stoeger
Science, technology, engineering, and mathematics (STEM) occupations and care work occupations are highly segregated by gender. School textbooks play an essential socializing role in determining which occupations are perceived as typically male or female. Existing research on the gender representation of STEM and care work occupations in textbooks is limited in scope. Therefore, we used quantitative
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Different as deficient: Challenging the language of difference in constructions of Marshallese and other minoritized students Linguistics and Education (IF 1.656) Pub Date : 2024-02-29 Elise Berman
This paper presents a discourse analysis of the role the label “different” plays in mitigating or constructing deficit discourses of Asian-Pacific Islander students in a school in the U.S. Some scholars argue that discourses of linguistic difference play a positive role in countering deficit ideologies (e.g., Paris & Ball 2009). Others disagree, claiming that discourses of difference index deficiency
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Teachers’ management of students’ incorrect answers in oral examinations Linguistics and Education (IF 1.656) Pub Date : 2024-02-26 Maria Njølstad Vonen
During oral examinations, students sometimes fail to provide correct answers, which creates a challenge for examiners regarding how to respond. We know much about teacher feedback in classrooms from decades of research on IRE and IRF sequences. However, less is known about feedback in oral examination contexts. This study seeks to identify how teachers, as examiners, manage incorrect answers during
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Offering an olive branch: a study of dissenting rater's practices for resolving placement discrepancies Linguistics and Education (IF 1.656) Pub Date : 2024-02-19 Sangki Kim, Eunseok Ro
Assessment of student writing by human raters often involves discrepancies, necessitating discussions for resolution. This study explores this process within a US university's English for Academic Purposes program, focusing on the exit practices of dissenting raters - strategies used to conclude disagreements. Utilizing multimodal conversation analysis, the study reveals that dissenting raters typically
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Displays of co-constructed content knowledge using translanguaging in breakout and main sessions of online EMI classrooms Linguistics and Education (IF 1.656) Pub Date : 2024-02-17 Merve Bozbıyık, Ufuk Balaman, Hale Işık-Güler
There is a growing research interest in the dynamics of English Medium Instruction (EMI) university classroom interactions in non-Anglophone contexts. In the present study, we track the procedural unfolding of content knowledge co-construction across multiple online activities in an online EMI university classroom. Using Multimodal Conversation Analysis to examine the screen recordings of an undergraduate
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Multidimensional comparison of Chinese-English interpreting outputs from human and machine: Implications for interpreting education in the machine-translation age Linguistics and Education (IF 1.656) Pub Date : 2024-02-15 Yiguang Liu, Junying Liang
Interpreting (i.e., oral translation) is facing challenges due to the prevalence of machine translation, and one urgent question for interpreting educators is what knowledge and skills should be taught in the machine-translation age. Focusing on this issue, the present corpus-based study systematically quantified the differences between interpreting outputs from expert interpreters and two machine
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Contextual elaborations and shifts when adult L2 learners present and discuss workplace-related vocabulary Linguistics and Education (IF 1.656) Pub Date : 2024-02-08 Robert Walldén
This study aims to contribute knowledge about how the meanings of words selected by students based on workplace experiences (placements) in basic adult L2 education were negotiated in classroom discourse. The study, conducted in the context of Swedish for Immigrants (SFI), drew inspiration from practice-based and ethnographic methodology. It focuses on a vocabulary assignment connected to students’
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How refugee background writers develop English proficiency: Focused coding results of a constructivist grounded theory study Linguistics and Education (IF 1.656) Pub Date : 2024-02-02 Miriam Moore
Using a sociolinguistic approach to examine writing practices within a refugee family, this study highlights features of second language learning during resettlement. It examines what defines the process of L2 development for refugee background writers learning to write in English and their writing process over time. After only a few months in the U.S., prominent features of their writing included:
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Medical professionals as reflective practitioners: On the language awareness of L2-speaking doctors Linguistics and Education (IF 1.656) Pub Date : 2024-01-29 Taina Pitkänen, Johanna Vaattovaara
This study investigates language proficiency from the perceptual perspective of L2 medical doctors in the Finnish context. Informed by the principles of Exploratory Practice, the research data were collected in an inclusive co-investigation during a preparatory course for the legalisation examinations of medical doctors qualified outside the EU. The participants were engaged to co-investigate their
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On authentic questions in academic writing tutorials: Epistemic authority and the co-construction of knowledge Linguistics and Education (IF 1.656) Pub Date : 2024-01-19 Eva Ogiermann, Ursula Wingate
The present paper examines dialogic interaction in educational contexts by problematising the role of authentic questions advocated by proponents of dialogic pedagogy. We begin by reviewing research on questions in teacher-fronted discourse, while critically assessing the types of knowledge these questions target and their potential to result in dialogic interaction. We then move to the context of
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Co-constructing and negotiating knowledge propositions in social studies discussion: Exploring an SFL-based framework for close analysis of discourse moves Linguistics and Education (IF 1.656) Pub Date : 2024-01-16 Sida Sun, Mary J. Schleppegrell, Chauncey Monte-Sano
In this article, we explore the affordances of a framework informed by systemic functional linguistics for nuanced analysis of both students’ and teachers’ discourse moves in classroom interaction. Drawing on classroom discourse data from a middle school social studies inquiry context, we highlight coding categories from the analytic framework that help us systematically identify how students develop
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A conversation analytic investigation into displays of expertise of different tutors in small group clinical skills training Linguistics and Education (IF 1.656) Pub Date : 2024-01-10 Meral Demirören, Merve Bozbıyık, Sevgi Turan
Clinical skills training requires a comprehensive understanding of how tutors demonstrate their knowledge, and fulfil their tutoring practices in medical education. This study aims to investigate expertise demonstration of different tutors following students' requests for information during clinical skills training. For this purpose, video recordings of the suturing skill training provided by three
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“Being a native is not enough if you are not White”: The identity construction trajectory of an African American English language teacher at a Saudi university Linguistics and Education (IF 1.656) Pub Date : 2023-12-19 Mayez Almayez
Increasing research has recently been devoted to issues of racism within TESOL; however, most studies have been directed towards the unearned privilege of teachers labelled as ‘native English-speaking teachers’ (‘NESTs’) and the unjust marginalization of those perceived as ‘non-native English-speaking teachers’ (‘NNESTs’). This focusing on the former as the exclusive beneficiaries and the latter as
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Early childhood educators’ viewpoints on linguistic and cultural diversity: A Q methodology analysis Linguistics and Education (IF 1.656) Pub Date : 2023-12-15 Yvette Slaughter, Renata Aliani, Gary Bonar, Anne Keary
Language and linguistic diversity play a key role in disparities in academic achievement. With around 25 % of preschool children in Australia communicating in a language other than English at home, developing a greater understanding of early childhood educators’ viewpoints towards, and engagement with, children's linguistic and cultural resources is vital. This research project asks how educators in
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Community language ideologies: Implications for language policy and practice Linguistics and Education (IF 1.656) Pub Date : 2023-11-08 Lydiah Kananu Kiramba, Qizhen Deng, Xiaoyan Gu, Alexa Yunes-Koch, Kara Viesca
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
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An exploratory study of teachers’ metalanguage use to support student writing in science: Foregrounding the science-language connections Linguistics and Education (IF 1.656) Pub Date : 2023-11-09 Lay Hoon Seah
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
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Nation, alterity and competing discourses: Rethinking textbooks as ideological apparatuses Linguistics and Education (IF 1.656) Pub Date : 2023-10-29 Waqar Ali Shah
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
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The effects of multilingual pedagogies on language awareness: A longitudinal analysis of students’ language portraits Linguistics and Education (IF 1.656) Pub Date : 2023-10-30 Valentina Carbonara
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
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Learning to write or writing to resist? A primary school child's response to a family writing intervention Linguistics and Education (IF 1.656) Pub Date : 2023-10-21 M. Obaidul Hamid, Iffat Jahan
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”
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Getting to grips with genre pedagogy - Mapping and analysing the recontextualisation of Sydney school genre pedagogy in the Swedish educational context Linguistics and Education (IF 1.656) Pub Date : 2023-09-29 Pernilla Andersson Varga, Anna Maria Hipkiss, Susanne Staf
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
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University Students’ Perceptions of Their Lecturer's Use of Evaluative Language in Oral Feedback Linguistics and Education (IF 1.656) Pub Date : 2023-09-29 Xiaoling Jin, Zhoulin Ruan
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
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“Why the long nose?”: A sociolinguistic analysis of deaf migrants’ language learning experiences in adult education Linguistics and Education (IF 1.656) Pub Date : 2023-09-19 Nora Duggan
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
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Gender-inclusive picture books in the classroom: A multimodal analysis of male subjective agencies Linguistics and Education (IF 1.656) Pub Date : 2023-09-15 Izaskun Elorza
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
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Ideologies of poverty and implications for decision-making with families during home visits Linguistics and Education (IF 1.656) Pub Date : 2023-09-14 Christine L. Hancock
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
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‘They speak Arabic to make teachers angry’: High-school teachers’ (de)legitimization of heritage languages in Catalonia Linguistics and Education (IF 1.656) Pub Date : 2023-09-06 Isabel Sáenz-Hernández, Cristina Petreñas, Cecilio Lapresta-Rey, Josep Ubalde
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
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From frustration to fascination: Discourse analysis as writing feedback for multilingual learners Linguistics and Education (IF 1.656) Pub Date : 2023-08-29 Chris K. Chang-Bacon, Joelle M. Pedersen
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)
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Talking about race and racism: The developing discourse practices of elementary students Linguistics and Education (IF 1.656) Pub Date : 2023-08-29 Annie Daly
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
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Creating equitable spaces for all learners: Transforming classrooms through biography-driven instructional conversations Linguistics and Education (IF 1.656) Pub Date : 2023-08-26 Melissa A. Holmes
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
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15 years’ experience of teaching English in Saudi Primary Schools: Supervisors’ and teachers’ perspectives Linguistics and Education (IF 1.656) Pub Date : 2023-08-24 Yasser Alsuhaibani, Sultan Altalhab, Simon Borg, Rezan Alharbi
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
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Monolingual content-area teacher candidates’ identity work in an online teacher education course Linguistics and Education (IF 1.656) Pub Date : 2023-08-26 Jessica McConnell, Zhongfeng Tian, Bedrettin Yazan
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
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Detecting the factors affecting classroom dialogue quality Linguistics and Education (IF 1.656) Pub Date : 2023-08-04 Chrysi Rapanta, Andrea Miralda-Balda, Mercè Garcia-Milà, Maria Vrikki, Fabrizio Macagno, Maria Evagorou
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
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Language learners’ linguistic investment in ideologically framed language institutes: Forms of capital, ideology, and identity Linguistics and Education (IF 1.656) Pub Date : 2023-08-01 Zia Tajeddin, Caroline Kerfoot, Mahmoud Fereydoonfar
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
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Translanguaging in content-based EMI classes through the lens of Turkish students: Self-reported practices, functions and orientations Linguistics and Education (IF 1.656) Pub Date : 2023-08-01 Ali Karakaş
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
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Mediated focalisation in video explanations: Implications for the communication of architecture and STEM Linguistics and Education (IF 1.656) Pub Date : 2023-07-27 Anne F.J. Hellwig, Erika Matruglio, Helen Georgiou, Pauline T. Jones
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,
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Thinking brainstorming as otherwise in collaborative writing: A rhizoanalysis Linguistics and Education (IF 1.656) Pub Date : 2023-07-14
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
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English learner talk in mainstream classrooms: Examining classroom ecology Linguistics and Education (IF 1.656) Pub Date : 2023-07-11
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
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Directives to read for self-correction in peer-tutoring consultations for L2 writing Linguistics and Education (IF 1.656) Pub Date : 2023-07-03 Eunseok Ro, Hyunwoo Kim
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
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From linguistic insecurity to confidence: Language emotion and ideology in South Korean study-abroad students’ post-journey reflections Linguistics and Education (IF 1.656) Pub Date : 2023-06-20 Jeong-Ah Lee, In Chull Jang
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
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From ideological clarity to Linguistic Ideological Clarity: Critical reflections, examination of language ideologies & interrogation of pedagogical practices Linguistics and Education (IF 1.656) Pub Date : 2023-06-20 Patricia Venegas-Weber, Giselle Martinez Negrette
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
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Language education policy and transnational and translingual social practices at schools. Commentary on the special issue Linguistics and Education (IF 1.656) Pub Date : 2023-06-20 Nadja Thoma
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
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Introduction: Transnational and translingual social practices at schools. Discourse and practice in science, politics and education Linguistics and Education (IF 1.656) Pub Date : 2023-06-16 Galina Putjata, Melanie David-Erb
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
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Traversing perceptions toward Englishes: A currere-informed duoethnography of Southeast Asian PhD students studying in the US Linguistics and Education (IF 1.656) Pub Date : 2023-06-14 Parawati Siti Sondari, Yanika Phetchroj
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
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Surveying the landscape of college teaching about African American Language Linguistics and Education (IF 1.656) Pub Date : 2023-06-13 Quentin C. Sedlacek, Anne H. Charity Hudley, Christine Mallinson
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
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Task representation in German as a foreign language: A systemic functional analysis of Norwegian students’ written responses Linguistics and Education (IF 1.656) Pub Date : 2023-06-13 Veronika Hamann
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
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Changes in orientations among pre-service EFL teachers’ correction practices: From teaching materials to underlying knowledge structures Linguistics and Education (IF 1.656) Pub Date : 2023-06-09 František Tůma, Jana Obrovská, Petr Svojanovský
This article focuses on how the correction practices of pre-service teachers change over a one-year period. This multimodal, longitudinal conversation analytic study is based on recordings of 22 EFL (English as a foreign language) classes taught by two pre-service teachers in lower secondary schools during their initial and final school placements. Several changes in the correction practices were observed