Schooling activist evangelical literacy: Speaking, writing, and storying Christian faith in dialogue with public secondary literacy curriculum
Publication date: February 2020Source: Linguistics and Education, Volume 55Author(s): Larkin Weyand, Mary M. JuzwikAbstractContributing to emerging work on youth religious literacies interacting with secondary literacy curriculum in US public schools, this paper conceptualizes and empirically examines activist evangelical literacy. We narrate how, in response to a community-based, experiential literacy curriculum called “Walkabout”, focal youth participant “Jeremy” chose to join the traveling campus ministry of an evangelical Christian preacher. A small story analysis of Jeremy's written and spoken language (includ...
Source: Linguistics and Education - December 11, 2019 Category: Speech-Language Pathology Source Type: research
Scaffolding CLIL in the science classroom via visual thinking: A systemic functional multimodal approach
Publication date: February 2020Source: Linguistics and Education, Volume 55Author(s): Almudena Fernández-Fontecha, Kay L. O’Halloran, Peter Wignell, Sabine TanAbstractContent and Language Integrated Learning (CLIL) is a dual-focused pedagogical approach in which a foreign language is used for the learning and teaching of both content and language. CLIL specialists have recommended different types of scaffolding techniques, mainly in relation to language use. However, there is increasing interest in multimodal scaffolding techniques involving language in combination with visual resources. Within this context, visual thin...
Source: Linguistics and Education - December 9, 2019 Category: Speech-Language Pathology Source Type: research
Doing math and talking school: Professional talk as producing hybridity in teacher identity and community
Publication date: February 2020Source: Linguistics and Education, Volume 55Author(s): Ian Parker Renga, Frederick A. Peck, Ricela Feliciano-Semidei, David Erickson, Ke WuAbstractTeachers construct professional identities within community as they converse about their work and negotiate what it means to be a teacher. Grossman, Wineburg, and Woolworth (2001) suggest that such negotiation must account for an essential tension between focusing on pedagogical versus disciplinary concerns. How teachers navigate this tension and what this means for their joint production of identity and community is unclear. This gap in the litera...
Source: Linguistics and Education - December 8, 2019 Category: Speech-Language Pathology Source Type: research
Negotiating identities through multilingual writing: Local school policy that opens up spaces for students’ diverse languages
This article draws on the case of the writing of one boy in grade four and five, to examine multilingual school policy in the classroom, in the form of attitudes and practices, which support students’ identities by affirming their diverse languages and offering spaces for identity negotiation. The case of Jirka negotiating different identities through the writing process, shows the resources that students’ diverse backgrounds constitute, particularly the multilingual resources they bring to school. It is argued that teachers can actively choose to challenge coercive power relations by supporting students’ diversity t...
Source: Linguistics and Education - December 8, 2019 Category: Speech-Language Pathology Source Type: research
Pointing at words: Gestures, language and pedagogy in elementary literacy classrooms in China
This article presents an analysis and interpretation of teachers’ gestures in elementary literacy classrooms in China. Our underlying questions are: what types of gestures are used and for what purposes are they used, and how are gestures distributed throughout the process of teaching children to read and write Chinese characters? Our overall aim is to better understand the communicative learning context in which young children enter school and the ways in which certain types of gestures are incorporated into and at the same time reflect the pedagogical approach taken. Our distinctive analytical approach uses two differe...
Source: Linguistics and Education - December 2, 2019 Category: Speech-Language Pathology Source Type: research
Talking “smart”: Academic language and indexical competence in peer interactions in an elementary classroom
Publication date: February 2020Source: Linguistics and Education, Volume 55Author(s): Meghan CorellaAbstractEducational linguists and educators have long challenged hegemonic ideologies of appropriateness and intellectual ability, and yet these ideologies continue to underpin many aspects of language education, including academic language theories and pedagogies. In this paper, I argue for an alternative perspective by outlining a framework for what I call “indexical competence,” which highlights how language users’ variously normative and creative language practices are indicative of their understandings of indexica...
Source: Linguistics and Education - November 30, 2019 Category: Speech-Language Pathology Source Type: research
Context design and critical language/media awareness: Implications for a social digital literacies education
Publication date: Available online 29 November 2019Source: Linguistics and EducationAuthor(s): Caroline Tagg, Philip SeargeantAbstractOur starting point is the growing concern around the role of Facebook in spreading (dis)information and polarising political opinion, and subsequent debates around the need for enhanced critical digital literacies. The article reports on a study which drew on elicited data from Facebook users to explore their critical awareness of the communicative norms and social networks shaping their use of the site. Our analysis makes two key contributions. Firstly, we theorise the connection between ou...
Source: Linguistics and Education - November 29, 2019 Category: Speech-Language Pathology Source Type: research
Making sense of comprehension practices and pedagogies in multimodal ways: A second-grade emergent bilingual's sensemaking during small-group reading
This study, which took place in the midwestern United States, examines how Marian (pseudonym), a second-grade emergent bilingual (eight years old) made sense of texts using a variety of semiotic resources. The study also focuses on how her use of such resources demonstrated her engagement with texts and reading comprehension pedagogies during small-group reading in her classroom. Findings show that Marian used a variety of semiotic resources to convey her understanding of texts, some of which aligned with and resisted typical reading comprehension pedagogies in classrooms. Additionally, analysis demonstrates that reading c...
Source: Linguistics and Education - November 29, 2019 Category: Speech-Language Pathology Source Type: research
Editorial Board
Publication date: December 2019Source: Linguistics and Education, Volume 54Author(s): (Source: Linguistics and Education)
Source: Linguistics and Education - November 28, 2019 Category: Speech-Language Pathology Source Type: research
Student ambivalence toward second language education in three Swedish upper secondary schools
Publication date: February 2020Source: Linguistics and Education, Volume 55Author(s): Christina Hedman, Ulrika MagnussonAbstractThis paper explores the relatively unique educational design of the school subject Swedish as a second language (SSL) through ethnographic fieldwork in three linguistically diverse schools in Sweden. A main point is the importance of carefully considering the local educational context in relation to its organizational design and embeddedness in language ideologies and linguistic hierarchies when researching and discussing educational practices designed for linguistically and culturally diverse stu...
Source: Linguistics and Education - November 23, 2019 Category: Speech-Language Pathology Source Type: research
“It sound like a paragraph to me”: The negotiation of writer identity in dialogic writing assessment
Publication date: February 2020Source: Linguistics and Education, Volume 55Author(s): Karis Jones, Sarah W. BeckAbstractThough student writers work within socially-determined constraints on self-expression when writing for school purposes, they also have the power to reshape those constraints and thereby define an authorial identity. In this article we analyze data from three teacher-student conversations about student writing through the lens of figured worlds (Holland et al., 1998) to explore how these figured worlds are implicated in students’ positioning as contributing authors of their own work. In the first two cas...
Source: Linguistics and Education - November 23, 2019 Category: Speech-Language Pathology Source Type: research
“We can do it together!” – But can they? How Norwegian ninth graders co-constructed content and language knowledge through peer interaction in CLIL
This study looks into how three groups of different proficiency ninth graders (high-, mid-, and low-achievers in English as the L2) co-constructed content and language knowledge through homogeneous peer interaction during a short-term CLIL intervention in the Norwegian context. Having adopted the sociocultural approach, the study examines, among other aspects, the students’ languaging through the L1 and L2, translanguaging as a learning tool, and use of low- and high-order thinking skills via a qualitative discourse analysis of the groups’ interactions in seven CLIL lessons. The main findings demonstrate that the high-...
Source: Linguistics and Education - November 22, 2019 Category: Speech-Language Pathology Source Type: research
“You ARE Immigrant…but Not Like Us”: A discourse analysis of immigrant students’ positioning of undocumented immigrants in a CLD classroom
Publication date: December 2019Source: Linguistics and Education, Volume 54Author(s): Vonna L. Hemmler, Amanda K. KiblerAbstractAs immigration becomes an ever-more divisive topic in the US, immigrants – particularly undocumented youth – experience unique pressures in classroom settings associated with their statuses. With approximately one million undocumented children in America, it is important for educators and researchers to understand how this population navigates such pressures in these environments. Through a sociocultural understanding of identity and an acknowledgment of the relationship between language and p...
Source: Linguistics and Education - November 19, 2019 Category: Speech-Language Pathology Source Type: research
Taking ELF off the shelf: Developing HE students’ speaking skills through a focus on English as a lingua franca
Publication date: December 2019Source: Linguistics and Education, Volume 54Author(s): Doris Dippold, Stephanie Bridges, Sue Eccles, Emma MullenAbstractThis paper explores how principles derived from English as a lingua franca (ELF) research (e.g. accommodation, strategic competence) can provide insights into the speaking demands of group work in Anglophone EMI settings which includes native speakers as well as non-native speakers. The paper maps data gathered through interviews with first year undergraduate students against Mercer et al.’s (2017) oracy framework. It shows that students draw on a combination of linguistic...
Source: Linguistics and Education - November 15, 2019 Category: Speech-Language Pathology Source Type: research
Preparing for task: Linguistic formats for procedural instructions in early years schooling
Publication date: December 2019Source: Linguistics and Education, Volume 54Author(s): Ilana Mushin, Rod Gardner, Claire GourlayAbstractThis paper presents an analysis of the linguistic design of teacher turns that can be characterised as procedural instructions. Adopting an Interactional Linguistic framework, we examine a corpus of around 100 h of classroom interaction in early years classrooms in Australia. Procedural instructions were delivered to the whole class during ‘carpet time’, and are used to direct students to follow the steps of a planned activity in a subsequent phase of the lesson. Unlike previous studi...
Source: Linguistics and Education - November 15, 2019 Category: Speech-Language Pathology Source Type: research
