“Be friends with all the children”: Friendship, group membership, and conflict management in a Russian preschool
Publication date: Available online 20 August 2019Source: Linguistics and EducationAuthor(s): Ekaterina MooreAbstractConflict is managed in diverse culturally-preferred ways in communities around the globe. This paper examines peer conflict management in a Russian preschool, a setting that is central for learning and practicing culturally-appropriate ways of conflict resolution. Conducted in a language socialization perspective, the paper examines ways in which a cultural norm of being friendly members of a group is communicated by the teachers within the context of peer conflict resolution. Teachers are observed using vari...
Source: Linguistics and Education - August 20, 2019 Category: Speech-Language Pathology Source Type: research

When students tackle grammatical problems: Exploring linguistic reasoning with linguistic metaconcepts in L1 grammar education
Publication date: August 2019Source: Linguistics and Education, Volume 52Author(s): Jimmy H.M. van Rijt, Peter J.F. de Swart, Astrid Wijnands, Peter-Arno J.M. CoppenAbstractWhen teaching grammar, one of the biggest challenges teachers face is how to make their students achieve conceptual understanding. Some scholars have argued that metaconcepts from theoretical linguistics should be used to pedagogically and conceptually enrich traditional L1 grammar teaching, generating more opportunities for conceptual understanding. However, no empirical evidence exists to support this theoretical position. The current study is the fir...
Source: Linguistics and Education - August 10, 2019 Category: Speech-Language Pathology Source Type: research

Vocabulary explanations in beginning-level adult ESOL classroom interactions: A conversation analysis perspective
Publication date: August 2019Source: Linguistics and Education, Volume 52Author(s): Kevin W.H. Tai, Nahal KhabbazbashiAbstractRecent studies have examined the interactional organisation of vocabulary explanations (VEs) in second language (L2) classrooms. Nevertheless, more work is needed to better understand how VEs are provided in these classrooms, particularly in beginning-level English for Speakers of Other Languages (ESOL) classroom contexts where students have different first languages (L1s) and limited English proficiency and the shared linguistic resources between the teacher and learners are typically limited. Base...
Source: Linguistics and Education - July 22, 2019 Category: Speech-Language Pathology Source Type: research

From Chungking Mansions to tertiary institution: Acculturation and language practices of an immigrant mother and her daughter
This study presents a picture of how individuals from different generations have responded to marginalization, accumulated linguistic and cultural resources, and developed different acculturation strategies, to facilitate socialization and academic success. The study suggests that compared to the mother's, the daughter's ways to empowerment are more complex and more relevant to issues of cultural compromise and linguistic accommodation. It is found that while the mother attempts to erase the heritage identity from the daughter to counteract the disadvantageous social position of ethnic minorities, the daughter identifies s...
Source: Linguistics and Education - July 16, 2019 Category: Speech-Language Pathology Source Type: research

EFL learners’ attitudes toward English-medium instruction in China: The influence of sociobiographical variables
Publication date: August 2019Source: Linguistics and Education, Volume 52Author(s): Mengxia Kong, Rining WeiAbstractIn China, as in much of the EFL world, English-medium instruction (EMI) at tertiary level has received increasing scholarly attention. Although EMI in the Chinese context has been examined from different perspectives, most studies investigating attitudes have examined the influence using a small number of sociobiographical variables. Furthermore, the relevant studies often reveal methodological limitations (e.g. failure to use effect sizes). To overcome these limitations, the present study examined the attitu...
Source: Linguistics and Education - July 4, 2019 Category: Speech-Language Pathology Source Type: research

Honorifics and peer conflict in Korean children's language socialization
Publication date: Available online 1 July 2019Source: Linguistics and EducationAuthor(s): Junehui AhnAbstractThis paper examines Korean preschool children's socialization into uses of honorifics, focusing on the role that teachers’ honorific speech practices and children's peer conflict play in this process. Unlike previous studies, which typically assumed a one-to-one relationship between honorifics and politeness or deference, the analysis of teachers’ and children's discourse in classroom settings illustrates that honorifics are indexes of a wide variety of sociocultural meanings such as presentation of social perso...
Source: Linguistics and Education - July 2, 2019 Category: Speech-Language Pathology Source Type: research

The expression of agency by graduate teaching assistants and professors in relation to their professional obligations
We report that while GTAs present themselves as similarly agentic as professors in relation to their disciplinary obligation (to the integrity of the mathematics they teach), they vary in relation to their other obligations. We draw implications for the professional development of GTAs. (Source: Linguistics and Education)
Source: Linguistics and Education - June 25, 2019 Category: Speech-Language Pathology Source Type: research

The burden of smartness: Teacher's pet and classmates’ teasing in a Danish classroom
Publication date: August 2019Source: Linguistics and Education, Volume 52Author(s): Ulla LundqvistAbstractSchools are sites of negotiation of what it means to be ''smart", and which students are viewed as smart. This is a pertinent problem for educational scholars, teacher educators, and teachers, because struggles concerning smartness foster social inequity. While much research accentuates the inequity that occurs when those students who do not fit the “smart” category are marginalized, the inequities that emerge when teachers prefer the smart student have not received much scholarly attention. Drawing on linguistic e...
Source: Linguistics and Education - June 14, 2019 Category: Speech-Language Pathology Source Type: research

Mode-switching in video-mediated interaction: Integrating linguistic phenomena into multimodal transcription tasks
In conclusion, the productivity of these patterns in spontaneous video-mediated communication calls for a systematic theoretical reflection and subsequent incorporation in teacher training, syllabus design, and institutional learning contexts. (Source: Linguistics and Education)
Source: Linguistics and Education - June 12, 2019 Category: Speech-Language Pathology Source Type: research

Designing stories on social media: A corpus-assisted critical perspective on the mismatches of story-curation
Publication date: Available online 8 June 2019Source: Linguistics and EducationAuthor(s): Alex GeorgakopoulouAbstractAt a time of increased monetization of social media, there is scope and need for critical-linguistic perspectives to go beyond the focus on users’ linguistic and multi-modal resources. Drawing on the project ‘Life-writing of the moment: The sharing and updating self on social media’ (www.ego-media.org), in this article, I make a case for a corpus-assisted critical perspective which allows the scrutiny of media companies’ design of stories as communication features in their apps. What definitions and ...
Source: Linguistics and Education - June 8, 2019 Category: Speech-Language Pathology Source Type: research

Constructing language ideologies in a multilingual, second-grade classroom: A case study of two emergent bilingual students’ language-use during eBook composing
This article draws from qualitative data collected in a multilingual, second-grade classroom in the U.S. to explore how students co-constructed language ideologies across a schoolyear as they engaged in a daily eBook composing activity designed to counter the school's English-only policy and instead value the use of multiple languages. Conceptually, this paper draws upon the notion of language and literacy as social and ideological practices to demonstrate the ways students negotiated multiple, situated, and dynamic language ideologies about various heritage languages. Using data from two students with different heritage l...
Source: Linguistics and Education - June 3, 2019 Category: Speech-Language Pathology Source Type: research

“Say ‘What happened?’ in Hebrew. He does not speak Arabic!” Early language awareness as expressed in verbal and nonverbal interactions in the preschool bilingual classroom
Publication date: August 2019Source: Linguistics and Education, Volume 52Author(s): Mila Schwartz, Inas Deeb, Sujoud HijazyAbstractThe aim of this longitudinal ethnographic study was to explore how children's verbal and nonverbal behavior reflects their language awareness at a bilingual Arabic–Hebrew-speaking preschool in Israel. We adopted the perspective that children's L2 acquisition is situated within the social events and interactional practices of the classroom community. We took a close look at six bilingual 3-year-old children—three L1 Arabic-speaking children and three L1 Hebrew-speaking children. To enhance t...
Source: Linguistics and Education - June 1, 2019 Category: Speech-Language Pathology Source Type: research

Editorial Board
Publication date: June 2019Source: Linguistics and Education, Volume 51Author(s): (Source: Linguistics and Education)
Source: Linguistics and Education - May 31, 2019 Category: Speech-Language Pathology Source Type: research

De-alienating the academy: Multilingual teaching as decolonial pedagogy
Publication date: June 2019Source: Linguistics and Education, Volume 51Author(s): Bassey E. Antia, Charlyn Dyers (Source: Linguistics and Education)
Source: Linguistics and Education - May 21, 2019 Category: Speech-Language Pathology Source Type: research

Which instructional programme (EFL or CLIL) results in better oral communicative competence? Updated empirical evidence from a monolingual context
Publication date: June 2019Source: Linguistics and Education, Volume 51Author(s): Juan de Dios Martínez AgudoAbstractThis cross-sectional study examines the impact of CLIL programmes on Primary and Secondary Education learners’ oral abilities in the monolingual community of Extremadura (Spain). The evolution of the bilingual (CLIL) and non-bilingual (EFL) strands from Primary Education to Compulsory Secondary Education to Baccalaureate is traced through the administration of post- and delayed post-tests. Results indicate that the experimental group (CLIL) obtains better results in both oral abilities than the control gr...
Source: Linguistics and Education - May 12, 2019 Category: Speech-Language Pathology Source Type: research