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Publisher: Elsevier   (Total: 3177 journals)

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Showing 1 - 200 of 3177 Journals sorted alphabetically
A Practical Logic of Cognitive Systems     Full-text available via subscription   (Followers: 9)
AASRI Procedia     Open Access   (Followers: 14)
Academic Pediatrics     Hybrid Journal   (Followers: 30, SJR: 1.402, h-index: 51)
Academic Radiology     Hybrid Journal   (Followers: 22, SJR: 1.008, h-index: 75)
Accident Analysis & Prevention     Partially Free   (Followers: 87, SJR: 1.109, h-index: 94)
Accounting Forum     Hybrid Journal   (Followers: 25, SJR: 0.612, h-index: 27)
Accounting, Organizations and Society     Hybrid Journal   (Followers: 35, SJR: 2.515, h-index: 90)
Achievements in the Life Sciences     Open Access   (Followers: 5)
Acta Anaesthesiologica Taiwanica     Open Access   (Followers: 6, SJR: 0.338, h-index: 19)
Acta Astronautica     Hybrid Journal   (Followers: 386, SJR: 0.726, h-index: 43)
Acta Automatica Sinica     Full-text available via subscription   (Followers: 2)
Acta Biomaterialia     Hybrid Journal   (Followers: 27, SJR: 2.02, h-index: 104)
Acta Colombiana de Cuidado Intensivo     Full-text available via subscription   (Followers: 2)
Acta de Investigación Psicológica     Open Access   (Followers: 3)
Acta Ecologica Sinica     Open Access   (Followers: 8, SJR: 0.172, h-index: 29)
Acta Haematologica Polonica     Free   (Followers: 1, SJR: 0.123, h-index: 8)
Acta Histochemica     Hybrid Journal   (Followers: 3, SJR: 0.604, h-index: 38)
Acta Materialia     Hybrid Journal   (Followers: 243, SJR: 3.683, h-index: 202)
Acta Mathematica Scientia     Full-text available via subscription   (Followers: 5, SJR: 0.615, h-index: 21)
Acta Mechanica Solida Sinica     Full-text available via subscription   (Followers: 9, SJR: 0.442, h-index: 21)
Acta Oecologica     Hybrid Journal   (Followers: 10, SJR: 0.915, h-index: 53)
Acta Otorrinolaringologica (English Edition)     Full-text available via subscription  
Acta Otorrinolaringológica Española     Full-text available via subscription   (Followers: 2, SJR: 0.311, h-index: 16)
Acta Pharmaceutica Sinica B     Open Access   (Followers: 1)
Acta Poética     Open Access   (Followers: 4)
Acta Psychologica     Hybrid Journal   (Followers: 25, SJR: 1.365, h-index: 73)
Acta Sociológica     Open Access  
Acta Tropica     Hybrid Journal   (Followers: 6, SJR: 1.059, h-index: 77)
Acta Urológica Portuguesa     Open Access  
Actas Dermo-Sifiliograficas     Full-text available via subscription   (Followers: 3)
Actas Dermo-Sifiliográficas (English Edition)     Full-text available via subscription   (Followers: 2)
Actas Urológicas Españolas     Full-text available via subscription   (Followers: 3, SJR: 0.383, h-index: 19)
Actas Urológicas Españolas (English Edition)     Full-text available via subscription   (Followers: 1)
Actualites Pharmaceutiques     Full-text available via subscription   (Followers: 6, SJR: 0.141, h-index: 3)
Actualites Pharmaceutiques Hospitalieres     Full-text available via subscription   (Followers: 3, SJR: 0.112, h-index: 2)
Acupuncture and Related Therapies     Hybrid Journal   (Followers: 6)
Acute Pain     Full-text available via subscription   (Followers: 14)
Ad Hoc Networks     Hybrid Journal   (Followers: 11, SJR: 0.967, h-index: 57)
Addictive Behaviors     Hybrid Journal   (Followers: 15, SJR: 1.514, h-index: 92)
Addictive Behaviors Reports     Open Access   (Followers: 7)
Additive Manufacturing     Hybrid Journal   (Followers: 9, SJR: 1.039, h-index: 5)
Additives for Polymers     Full-text available via subscription   (Followers: 22)
Advanced Cement Based Materials     Full-text available via subscription   (Followers: 3)
Advanced Drug Delivery Reviews     Hybrid Journal   (Followers: 135, SJR: 5.2, h-index: 222)
Advanced Engineering Informatics     Hybrid Journal   (Followers: 11, SJR: 1.265, h-index: 53)
Advanced Powder Technology     Hybrid Journal   (Followers: 16, SJR: 0.739, h-index: 33)
Advances in Accounting     Hybrid Journal   (Followers: 8, SJR: 0.299, h-index: 15)
Advances in Agronomy     Full-text available via subscription   (Followers: 12, SJR: 2.071, h-index: 82)
Advances in Anesthesia     Full-text available via subscription   (Followers: 27, SJR: 0.169, h-index: 4)
Advances in Antiviral Drug Design     Full-text available via subscription   (Followers: 2)
Advances in Applied Mathematics     Full-text available via subscription   (Followers: 10, SJR: 1.054, h-index: 35)
Advances in Applied Mechanics     Full-text available via subscription   (Followers: 10, SJR: 0.801, h-index: 26)
Advances in Applied Microbiology     Full-text available via subscription   (Followers: 22, SJR: 1.286, h-index: 49)
Advances In Atomic, Molecular, and Optical Physics     Full-text available via subscription   (Followers: 14, SJR: 3.31, h-index: 42)
Advances in Biological Regulation     Hybrid Journal   (Followers: 4, SJR: 2.277, h-index: 43)
Advances in Botanical Research     Full-text available via subscription   (Followers: 2, SJR: 0.619, h-index: 48)
Advances in Cancer Research     Full-text available via subscription   (Followers: 29, SJR: 2.215, h-index: 78)
Advances in Carbohydrate Chemistry and Biochemistry     Full-text available via subscription   (Followers: 7, SJR: 0.9, h-index: 30)
Advances in Catalysis     Full-text available via subscription   (Followers: 5, SJR: 2.139, h-index: 42)
Advances in Cell Aging and Gerontology     Full-text available via subscription   (Followers: 3)
Advances in Cellular and Molecular Biology of Membranes and Organelles     Full-text available via subscription   (Followers: 12)
Advances in Chemical Engineering     Full-text available via subscription   (Followers: 27, SJR: 0.183, h-index: 23)
Advances in Child Development and Behavior     Full-text available via subscription   (Followers: 10, SJR: 0.665, h-index: 29)
Advances in Chronic Kidney Disease     Full-text available via subscription   (Followers: 10, SJR: 1.268, h-index: 45)
Advances in Clinical Chemistry     Full-text available via subscription   (Followers: 28, SJR: 0.938, h-index: 33)
Advances in Colloid and Interface Science     Full-text available via subscription   (Followers: 19, SJR: 2.314, h-index: 130)
Advances in Computers     Full-text available via subscription   (Followers: 14, SJR: 0.223, h-index: 22)
Advances in Dermatology     Full-text available via subscription   (Followers: 14)
Advances in Developmental Biology     Full-text available via subscription   (Followers: 11)
Advances in Digestive Medicine     Open Access   (Followers: 8)
Advances in DNA Sequence-Specific Agents     Full-text available via subscription   (Followers: 5)
Advances in Drug Research     Full-text available via subscription   (Followers: 21)
Advances in Ecological Research     Full-text available via subscription   (Followers: 42, SJR: 3.25, h-index: 43)
Advances in Engineering Software     Hybrid Journal   (Followers: 27, SJR: 0.486, h-index: 10)
Advances in Experimental Biology     Full-text available via subscription   (Followers: 7)
Advances in Experimental Social Psychology     Full-text available via subscription   (Followers: 43, SJR: 5.465, h-index: 64)
Advances in Exploration Geophysics     Full-text available via subscription   (Followers: 1)
Advances in Fluorine Science     Full-text available via subscription   (Followers: 7)
Advances in Food and Nutrition Research     Full-text available via subscription   (Followers: 53, SJR: 0.674, h-index: 38)
Advances in Fuel Cells     Full-text available via subscription   (Followers: 15)
Advances in Genetics     Full-text available via subscription   (Followers: 15, SJR: 2.558, h-index: 54)
Advances in Genome Biology     Full-text available via subscription   (Followers: 8)
Advances in Geophysics     Full-text available via subscription   (Followers: 6, SJR: 2.325, h-index: 20)
Advances in Heat Transfer     Full-text available via subscription   (Followers: 21, SJR: 0.906, h-index: 24)
Advances in Heterocyclic Chemistry     Full-text available via subscription   (Followers: 9, SJR: 0.497, h-index: 31)
Advances in Human Factors/Ergonomics     Full-text available via subscription   (Followers: 22)
Advances in Imaging and Electron Physics     Full-text available via subscription   (Followers: 2, SJR: 0.396, h-index: 27)
Advances in Immunology     Full-text available via subscription   (Followers: 36, SJR: 4.152, h-index: 85)
Advances in Inorganic Chemistry     Full-text available via subscription   (Followers: 8, SJR: 1.132, h-index: 42)
Advances in Insect Physiology     Full-text available via subscription   (Followers: 2, SJR: 1.274, h-index: 27)
Advances in Integrative Medicine     Hybrid Journal   (Followers: 6)
Advances in Intl. Accounting     Full-text available via subscription   (Followers: 3)
Advances in Life Course Research     Hybrid Journal   (Followers: 8, SJR: 0.764, h-index: 15)
Advances in Lipobiology     Full-text available via subscription   (Followers: 1)
Advances in Magnetic and Optical Resonance     Full-text available via subscription   (Followers: 9)
Advances in Marine Biology     Full-text available via subscription   (Followers: 15, SJR: 1.645, h-index: 45)
Advances in Mathematics     Full-text available via subscription   (Followers: 11, SJR: 3.261, h-index: 65)
Advances in Medical Sciences     Hybrid Journal   (Followers: 6, SJR: 0.489, h-index: 25)
Advances in Medicinal Chemistry     Full-text available via subscription   (Followers: 5)
Advances in Microbial Physiology     Full-text available via subscription   (Followers: 4, SJR: 1.44, h-index: 51)
Advances in Molecular and Cell Biology     Full-text available via subscription   (Followers: 21)
Advances in Molecular and Cellular Endocrinology     Full-text available via subscription   (Followers: 8)
Advances in Molecular Toxicology     Full-text available via subscription   (Followers: 7, SJR: 0.324, h-index: 8)
Advances in Nanoporous Materials     Full-text available via subscription   (Followers: 3)
Advances in Oncobiology     Full-text available via subscription   (Followers: 1)
Advances in Organ Biology     Full-text available via subscription   (Followers: 1)
Advances in Organometallic Chemistry     Full-text available via subscription   (Followers: 15, SJR: 2.885, h-index: 45)
Advances in Parallel Computing     Full-text available via subscription   (Followers: 6, SJR: 0.148, h-index: 11)
Advances in Parasitology     Full-text available via subscription   (Followers: 5, SJR: 2.37, h-index: 73)
Advances in Pediatrics     Full-text available via subscription   (Followers: 24, SJR: 0.4, h-index: 28)
Advances in Pharmaceutical Sciences     Full-text available via subscription   (Followers: 10)
Advances in Pharmacology     Full-text available via subscription   (Followers: 15, SJR: 1.718, h-index: 58)
Advances in Physical Organic Chemistry     Full-text available via subscription   (Followers: 8, SJR: 0.384, h-index: 26)
Advances in Phytomedicine     Full-text available via subscription  
Advances in Planar Lipid Bilayers and Liposomes     Full-text available via subscription   (Followers: 3, SJR: 0.248, h-index: 11)
Advances in Plant Biochemistry and Molecular Biology     Full-text available via subscription   (Followers: 7)
Advances in Plant Pathology     Full-text available via subscription   (Followers: 5)
Advances in Porous Media     Full-text available via subscription   (Followers: 5)
Advances in Protein Chemistry     Full-text available via subscription   (Followers: 17)
Advances in Protein Chemistry and Structural Biology     Full-text available via subscription   (Followers: 18, SJR: 1.5, h-index: 62)
Advances in Psychology     Full-text available via subscription   (Followers: 59)
Advances in Quantum Chemistry     Full-text available via subscription   (Followers: 6, SJR: 0.478, h-index: 32)
Advances in Radiation Oncology     Open Access  
Advances in Small Animal Medicine and Surgery     Hybrid Journal   (Followers: 3, SJR: 0.1, h-index: 2)
Advances in Space Biology and Medicine     Full-text available via subscription   (Followers: 5)
Advances in Space Research     Full-text available via subscription   (Followers: 384, SJR: 0.606, h-index: 65)
Advances in Structural Biology     Full-text available via subscription   (Followers: 5)
Advances in Surgery     Full-text available via subscription   (Followers: 9, SJR: 0.823, h-index: 27)
Advances in the Study of Behavior     Full-text available via subscription   (Followers: 29, SJR: 1.321, h-index: 56)
Advances in Veterinary Medicine     Full-text available via subscription   (Followers: 17)
Advances in Veterinary Science and Comparative Medicine     Full-text available via subscription   (Followers: 13)
Advances in Virus Research     Full-text available via subscription   (Followers: 5, SJR: 1.878, h-index: 68)
Advances in Water Resources     Hybrid Journal   (Followers: 46, SJR: 2.408, h-index: 94)
Aeolian Research     Hybrid Journal   (Followers: 6, SJR: 0.973, h-index: 22)
Aerospace Science and Technology     Hybrid Journal   (Followers: 336, SJR: 0.816, h-index: 49)
AEU - Intl. J. of Electronics and Communications     Hybrid Journal   (Followers: 8, SJR: 0.318, h-index: 36)
African J. of Emergency Medicine     Open Access   (Followers: 6, SJR: 0.344, h-index: 6)
Ageing Research Reviews     Hybrid Journal   (Followers: 10, SJR: 3.289, h-index: 78)
Aggression and Violent Behavior     Hybrid Journal   (Followers: 436, SJR: 1.385, h-index: 72)
Agri Gene     Hybrid Journal  
Agricultural and Forest Meteorology     Hybrid Journal   (Followers: 15, SJR: 2.18, h-index: 116)
Agricultural Systems     Hybrid Journal   (Followers: 31, SJR: 1.275, h-index: 74)
Agricultural Water Management     Hybrid Journal   (Followers: 43, SJR: 1.546, h-index: 79)
Agriculture and Agricultural Science Procedia     Open Access   (Followers: 1)
Agriculture and Natural Resources     Open Access   (Followers: 2)
Agriculture, Ecosystems & Environment     Hybrid Journal   (Followers: 56, SJR: 1.879, h-index: 120)
Ain Shams Engineering J.     Open Access   (Followers: 5, SJR: 0.434, h-index: 14)
Air Medical J.     Hybrid Journal   (Followers: 6, SJR: 0.234, h-index: 18)
AKCE Intl. J. of Graphs and Combinatorics     Open Access   (SJR: 0.285, h-index: 3)
Alcohol     Hybrid Journal   (Followers: 11, SJR: 0.922, h-index: 66)
Alcoholism and Drug Addiction     Open Access   (Followers: 9)
Alergologia Polska : Polish J. of Allergology     Full-text available via subscription   (Followers: 1)
Alexandria Engineering J.     Open Access   (Followers: 1, SJR: 0.436, h-index: 12)
Alexandria J. of Medicine     Open Access   (Followers: 1)
Algal Research     Partially Free   (Followers: 9, SJR: 2.05, h-index: 20)
Alkaloids: Chemical and Biological Perspectives     Full-text available via subscription   (Followers: 2)
Allergologia et Immunopathologia     Full-text available via subscription   (Followers: 1, SJR: 0.46, h-index: 29)
Allergology Intl.     Open Access   (Followers: 5, SJR: 0.776, h-index: 35)
Alpha Omegan     Full-text available via subscription   (SJR: 0.121, h-index: 9)
ALTER - European J. of Disability Research / Revue Européenne de Recherche sur le Handicap     Full-text available via subscription   (Followers: 9, SJR: 0.158, h-index: 9)
Alzheimer's & Dementia     Hybrid Journal   (Followers: 48, SJR: 4.289, h-index: 64)
Alzheimer's & Dementia: Diagnosis, Assessment & Disease Monitoring     Open Access   (Followers: 4)
Alzheimer's & Dementia: Translational Research & Clinical Interventions     Open Access   (Followers: 4)
Ambulatory Pediatrics     Hybrid Journal   (Followers: 6)
American Heart J.     Hybrid Journal   (Followers: 50, SJR: 3.157, h-index: 153)
American J. of Cardiology     Hybrid Journal   (Followers: 51, SJR: 2.063, h-index: 186)
American J. of Emergency Medicine     Hybrid Journal   (Followers: 44, SJR: 0.574, h-index: 65)
American J. of Geriatric Pharmacotherapy     Full-text available via subscription   (Followers: 10, SJR: 1.091, h-index: 45)
American J. of Geriatric Psychiatry     Hybrid Journal   (Followers: 14, SJR: 1.653, h-index: 93)
American J. of Human Genetics     Hybrid Journal   (Followers: 31, SJR: 8.769, h-index: 256)
American J. of Infection Control     Hybrid Journal   (Followers: 26, SJR: 1.259, h-index: 81)
American J. of Kidney Diseases     Hybrid Journal   (Followers: 34, SJR: 2.313, h-index: 172)
American J. of Medicine     Hybrid Journal   (Followers: 42, SJR: 2.023, h-index: 189)
American J. of Medicine Supplements     Full-text available via subscription   (Followers: 3)
American J. of Obstetrics and Gynecology     Hybrid Journal   (Followers: 197, SJR: 2.255, h-index: 171)
American J. of Ophthalmology     Hybrid Journal   (Followers: 62, SJR: 2.803, h-index: 148)
American J. of Ophthalmology Case Reports     Open Access   (Followers: 6)
American J. of Orthodontics and Dentofacial Orthopedics     Full-text available via subscription   (Followers: 6, SJR: 1.249, h-index: 88)
American J. of Otolaryngology     Hybrid Journal   (Followers: 25, SJR: 0.59, h-index: 45)
American J. of Pathology     Hybrid Journal   (Followers: 27, SJR: 2.653, h-index: 228)
American J. of Preventive Medicine     Hybrid Journal   (Followers: 27, SJR: 2.764, h-index: 154)
American J. of Surgery     Hybrid Journal   (Followers: 37, SJR: 1.286, h-index: 125)
American J. of the Medical Sciences     Hybrid Journal   (Followers: 12, SJR: 0.653, h-index: 70)
Ampersand : An Intl. J. of General and Applied Linguistics     Open Access   (Followers: 6)
Anaerobe     Hybrid Journal   (Followers: 4, SJR: 1.066, h-index: 51)
Anaesthesia & Intensive Care Medicine     Full-text available via subscription   (Followers: 62, SJR: 0.124, h-index: 9)
Anaesthesia Critical Care & Pain Medicine     Full-text available via subscription   (Followers: 14)
Anales de Cirugia Vascular     Full-text available via subscription  
Anales de Pediatría     Full-text available via subscription   (Followers: 3, SJR: 0.209, h-index: 27)
Anales de Pediatría (English Edition)     Full-text available via subscription  
Anales de Pediatría Continuada     Full-text available via subscription   (SJR: 0.104, h-index: 3)
Analytic Methods in Accident Research     Hybrid Journal   (Followers: 4, SJR: 2.577, h-index: 7)
Analytica Chimica Acta     Hybrid Journal   (Followers: 39, SJR: 1.548, h-index: 152)
Analytical Biochemistry     Hybrid Journal   (Followers: 170, SJR: 0.725, h-index: 154)
Analytical Chemistry Research     Open Access   (Followers: 10, SJR: 0.18, h-index: 2)
Analytical Spectroscopy Library     Full-text available via subscription   (Followers: 11)
Anesthésie & Réanimation     Full-text available via subscription   (Followers: 1)
Anesthesiology Clinics     Full-text available via subscription   (Followers: 22, SJR: 0.421, h-index: 40)
Angiología     Full-text available via subscription   (SJR: 0.124, h-index: 9)
Angiologia e Cirurgia Vascular     Open Access   (Followers: 1)

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Journal Cover Linguistics and Education
  [SJR: 0.669]   [H-I: 28]   [12 followers]  Follow
    
   Hybrid Journal Hybrid journal (It can contain Open Access articles)
   ISSN (Print) 0898-5898
   Published by Elsevier Homepage  [3177 journals]
  • Creating translanguaging spaces in students’ academic writing
           practices
    • Authors: Kathrin Kaufhold
      Pages: 1 - 9
      Abstract: Publication date: June 2018
      Source:Linguistics and Education, Volume 45
      Author(s): Kathrin Kaufhold
      Postgraduates increasingly write in multilingual contexts. Studies have focused on developing bilingual expertise or harnessing expressions of writer identity. Yet, the role of students’ linguistic ideologies and their writing experiences has so far not been problematised. Based on Busch's sociolinguistic model of linguistic repertoire (2012), this paper investigates how students develop their academic writing across language codes and registers in the multilingual contexts of a Swedish university. The qualitative, longitudinal study presents data from two students including interviews based on the students’ written text relating to their master's thesis. Findings show that students’ linguistic ideologies and their experiences can enable or restrict their capacity to draw on their varied repertoires. When enabled, students create translanguaging spaces for meaning making in collaboration with peers and institutional actors. I argue that the metaphor of translanguaging space can be fruitfully applied as a pedagogic tool.

      PubDate: 2018-04-15T14:39:31Z
      DOI: 10.1016/j.linged.2018.02.001
      Issue No: Vol. 45 (2018)
       
  • Exploring the complexity of high school students’ beliefs about
           language variation
    • Authors: Mike Metz
      Pages: 10 - 19
      Abstract: Publication date: June 2018
      Source:Linguistics and Education, Volume 45
      Author(s): Mike Metz
      This study explores the knowledge and beliefs about language variation from high school students in the San Francisco Bay Area. Using quantitative analysis of a survey of language beliefs, combined with a thematic analysis of student interviews, the study explores the language ideologies demonstrated by students from a wide range of sociocultural backgrounds. Key findings include that neither race nor linguistic background predict whether students hold dominant language ideologies that frame Standardized English as the correct form of English, or critical language ideologies that uphold the value of all English varieties. The key characteristics that predict language ideology are parents’ language ideology and students’ awareness that they speak more than one variety of English. The findings support previous theorizing that suggests language ideologies shift with context and purpose. Students describe the racialized nature of language although there is great diversity of language ideology within racialized groups. As suggested by Kroskrity (2010) increased awareness of linguistic diversity and language ideologies is related to contestation of dominant language ideologies. Altogether the findings paint a picture of students with wide ranging knowledge and beliefs about language variation that will complicate teaching about language variation in school. Teachers will do well to assess what their students know and believe about language before teaching them. Researchers are encouraged to continue to explore student understandings of language variation as this area remains underdeveloped.

      PubDate: 2018-04-15T14:39:31Z
      DOI: 10.1016/j.linged.2018.02.003
      Issue No: Vol. 45 (2018)
       
  • Academic socialization as the production and negotiation of social space
    • Authors: Behnam Soltani
      Pages: 20 - 30
      Abstract: Publication date: June 2018
      Source:Linguistics and Education, Volume 45
      Author(s): Behnam Soltani
      This article introduces the concept of academic social space as a useful construct to understand and interpret the academic language socialization of individuals in English second language academic spaces. Academic social space builds on the concepts of community of practice (Lave & Wenger, 1991) and production of space (Lefebvre, 1991). The article then reports on a study that adopted the notion of academic social space to examine the language socialization of one international student in a tertiary institute in New Zealand. Data about this case from various sources including diaries, interviews, class observations, field notes, institutional documents, and video/audio recordings of classroom interactions are presented. The analysis of findings from this study showed the student displayed three differential participation patterns in the three social spaces in which he was engaged. He presented himself as an active participant in his English for Academic Purposes (EAP) course, a silent participant in the first mainstream social space, and a changing silent-active participant respectively in the classroom and online domains of his second mainstream social space. The findings also showed that the concept of academic social space enables thick description (Geertz, 1973) about the language socialization experiences of additional language learners in tertiary contexts. Understanding the various aspects of social space enables researchers, educators, policy makers, and teachers to revisit their notion of space by considering it as an active, dynamic, and organic participant in the learning process of second language learners.

      PubDate: 2018-04-15T14:39:31Z
      DOI: 10.1016/j.linged.2018.03.003
      Issue No: Vol. 45 (2018)
       
  • Korean–English bilingual sibling interactions and socialization
    • Authors: Hyonsuk Cho
      Pages: 31 - 39
      Abstract: Publication date: June 2018
      Source:Linguistics and Education, Volume 45
      Author(s): Hyonsuk Cho
      This paper examines how a pair of Korean–American siblings interact and socialize and how their interactions change over time as the younger sibling starts to go to an English-speaking preschool. A 7-year-old Korean–English bilingual girl and her 3-year-old sister were observed in their home over 23 visits within a year. Their discourse data, including 33h of audio-recordings, were analyzed from the Language Socialization perspective. The older sibling's authority derived from the age-based Korean family hierarchy inevitably played a role in creating shared benefits in the bilingual sibling relationship. After the younger sibling began to speak English, there were noticeable changes in the power asymmetry and language parallelism—the younger sibling's repetition of older sibling's utterances. This study offers insight into the bidirectionality of sibling socialization processes of sibling interactions in relation to their bilingual and bicultural development.

      PubDate: 2018-04-15T14:39:31Z
      DOI: 10.1016/j.linged.2018.03.004
      Issue No: Vol. 45 (2018)
       
  • Teachers’ open invitations in whole-class discussions
    • Authors: Annerose Willemsen; Myrte N. Gosen; Marije van Braak; Tom Koole; Kees de Glopper
      Pages: 40 - 49
      Abstract: Publication date: June 2018
      Source:Linguistics and Education, Volume 45
      Author(s): Annerose Willemsen, Myrte N. Gosen, Marije van Braak, Tom Koole, Kees de Glopper
      This article takes a conversation analytic approach to the often employed notions of ‘open-ended or authentic questions’ in classroom interaction. We analyzed the, as we called them, open invitations teachers utter after reading a piece of text during whole-class discussions in 4 Dutch upper primary school classes, of which 2 were followed for a longer period of time. Our data show that these invitations vary in openness. We found 4 different types: (1) invitations projecting (a series of) objectively true or false answers, (2) invitations projecting specific response types, (3) invitations that have a restricted referent but do not project specific response types, and (4) topic soliciting invitations giving room to various contributions. Virtually all invitations resulted in fitted responses. The subsequent interactions following the less open invitations typically resulted in series of parallel responses, whereas the more open invitations typically yielded discussions or the collaborative answering of clarification questions.

      PubDate: 2018-04-15T14:39:31Z
      DOI: 10.1016/j.linged.2018.03.001
      Issue No: Vol. 45 (2018)
       
  • Boundaries and hybrid blends: How one multilingual narrator displays
           symbolic competence in a college writing class
    • Authors: Josephine Meadows Kelso
      Pages: 50 - 61
      Abstract: Publication date: June 2018
      Source:Linguistics and Education, Volume 45
      Author(s): Josephine Meadows Kelso
      Literacy scholars and second language researchers have identified ELL writers' border crossing experiences as prime sites of critical literacy, observing multilingual speakers' increased ability to manipulate and inflect language with cross-cultural connotations, including metaphorical blending. Most second language researchers who look at ELL's metaphor production focus on language fluency, rather than symbolic competence. This case study compares one Vietnamese-American writer's unconscious application of conceptual metaphor with her consciously chosen metaphorical blend. This analysis finds that Violet displayed symbolic competence when unconsciously modifying source and target domains of conceptual metaphors as well as when consciously crafting her own metaphoric blend. The difference is that, despite Violet's symbolic competence, the conventional conceptual metaphors are more restrictive than her creative metaphoric blend. Violet's creative hybrid space allows her to imagine reconciliation and potential combinations of selected values rather than wholesale subscriptions to cultural norms.

      PubDate: 2018-04-15T14:39:31Z
      DOI: 10.1016/j.linged.2018.03.002
      Issue No: Vol. 45 (2018)
       
  • Integrating disciplinary-specific genre structure in discourse strategies
           to support disciplinary literacy
    • Authors: Natasha Anne Rappa; Kok-Sing Tang
      Pages: 1 - 12
      Abstract: Publication date: February 2018
      Source:Linguistics and Education, Volume 43
      Author(s): Natasha Anne Rappa, Kok-Sing Tang
      Classroom discourse plays an important role in shaping how students learn science in the classroom. Past research has examined how content area teachers use a variety of generic discourse strategies to foster classroom interaction and content mastery. However, few have focused on how teachers’ discourse strategy can be used in more specific ways to build subject-specialized genres of the discipline, such as scientific explanation. The purpose of this study is to examine how science teachers integrate disciplinary-specific genres in their discourse strategies to engage their students in thinking about the conceptual and epistemic aspects of the discipline. Through a three-year design research, four science teachers learned a genre-based instructional method designed to explicitly teach students how to construct scientific explanations. Lesson observations from these teachers before and after they learned the genre-based instruction were video-recorded and analyzed. It was found that with the incorporation of the genre-based instructional method, a discourse strategy that we call meta-discoursing was employed in new ways to facilitate the teaching of the explanation genre. Using multiple exemplars, we describe the ways in which this discourse strategy was enacted in tandem with the genre-based instructional method to facilitate disciplinary literacy through classroom talk.

      PubDate: 2018-02-05T11:09:18Z
      DOI: 10.1016/j.linged.2017.12.003
      Issue No: Vol. 43 (2018)
       
  • Analyzing students’ writing in a Jamaican Creole-speaking context: An
           ecological and systemic functional approach
    • Authors: Shondel Nero; Lillian Stevens
      Pages: 13 - 24
      Abstract: Publication date: February 2018
      Source:Linguistics and Education, Volume 43
      Author(s): Shondel Nero, Lillian Stevens
      This article examines the language and literacy practices of Creole English-speaking children in Jamaica. Situating the study within an ecological framework, we use a systemic functional linguistic (SFL) approach to analyze students’ writing in two Jamaican schools. Data collection included interviews with teachers, classroom observations, instructional materials, and focal students’ writing samples. Data analyses revealed vastly different language ecologies between the schools owing to sharp socioeconomic stratification, the structural organization of schools, and the pervasiveness of standard language ideology, which stigmatizes Jamaican Creole (JC) and privileges Standard Jamaican English (SJE) in schools. Functional analysis of students’ writing showed that the nature of the writing tasks at the schools created different affordances for exploiting lexico-grammatical choices for meaning making – enhancing them in the case of one school but severely restricting them in the case of another – perpetuating the academic disadvantage for JC speakers. Recommendations for structural and attitudinal changes through teacher training and implementation of approaches that engage students’ bidialectal competence for learning are made as important first steps towards addressing educational inequities in Jamaican schools.

      PubDate: 2018-02-05T11:09:18Z
      DOI: 10.1016/j.linged.2017.12.002
      Issue No: Vol. 43 (2018)
       
  • Learning language and mathematics: A perspective from Linguistics and
           Education
    • Authors: Louise C. Wilkinson
      Abstract: Publication date: Available online 30 March 2018
      Source:Linguistics and Education
      Author(s): Louise C. Wilkinson
      The introductory article offers a framework for language education researchers and mathematics education researchers to share insights, questions, and understandings from their complementary perspectives on the relationship between language and mathematics. This Article Collection re-publishes seven, of the 18 articles that were authored by researchers from seven different countries; that addressed the topic and were published in Linguistics and Education since the journal's inception in 1988. The first part is organized into four sections, including: (1) The concepts of the academic language and the mathematics register; (2) the language and literacy challenges of teaching and learning mathematics; (3) specific issues for English learner students’ (EL students) mathematical learning and mastery of the mathematics register; and (4) implications for teaching mathematics to all students. A brief overview of the 18 published papers follows. A more detailed description of the seven Linguistics and Education articles provides a set of perspectives with corresponding analyses; that, taken together, constitute a context for an interdisciplinary sphere of developing research and theory regarding language, literacy and mathematics learning. Finally, the conclusion summarizes cross-cutting themes and suggestions for further study.

      PubDate: 2018-04-15T14:39:31Z
      DOI: 10.1016/j.linged.2018.03.005
       
  • Neutral subjectivity: Facts and evidence in school Modern History writing
    • Authors: Erika Matruglio
      Abstract: Publication date: Available online 28 February 2018
      Source:Linguistics and Education
      Author(s): Erika Matruglio


      PubDate: 2018-04-15T14:39:31Z
      DOI: 10.1016/j.linged.2018.02.002
       
  • Exploring the mixed methods research paradigm in language teaching and
           learning
    • Authors: Kristen Lindahl
      Abstract: Publication date: Available online 7 February 2018
      Source:Linguistics and Education
      Author(s): Kristen Lindahl


      PubDate: 2018-04-15T14:39:31Z
      DOI: 10.1016/j.linged.2018.01.005
       
  • Using Burmese and other languages to teach Karenni refugees English
    • Authors: Amy Stambach
      Abstract: Publication date: Available online 15 February 2018
      Source:Linguistics and Education
      Author(s): Amy Stambach


      PubDate: 2018-02-26T12:28:26Z
      DOI: 10.1016/j.linged.2018.01.004
       
  • A primer on language, culture and communication
    • Authors: Yanhua Cheng
      Abstract: Publication date: Available online 7 February 2018
      Source:Linguistics and Education
      Author(s): Yanhua Cheng


      PubDate: 2018-02-26T12:28:26Z
      DOI: 10.1016/j.linged.2018.01.003
       
  • Language “Hybridity” and Permeability: A Preliminary Proposal, D.R.
           Miller & P. Bayley (Eds.). Hybridity in Systemic Functional
           Linguistics: Grammar, Text, and Discursive Context, Equinox Press,
           Bristol, Connecticut (2016). 395 pp., ISBN 978-1-78179-064-9.
    • Authors: Katherine Richardson Bruna
      Abstract: Publication date: Available online 10 January 2018
      Source:Linguistics and Education
      Author(s): Katherine Richardson Bruna


      PubDate: 2018-02-05T11:09:18Z
      DOI: 10.1016/j.linged.2018.01.001
       
  • More than Just Language Teaching: Ideologies in Language Textbooks, X.L.
           Curdt-Christiansen, C. Weninger. Language, ideology and education: The
           Politics of Textbooks in Language Education. Routledge, Abingdon and New
           York (2015). 226 pp., ISBN: 978-0-415-84038-5.
    • Authors: Congchao Hua; Weihong Wang
      Abstract: Publication date: Available online 10 January 2018
      Source:Linguistics and Education
      Author(s): Congchao Hua, Weihong Wang


      PubDate: 2018-02-05T11:09:18Z
      DOI: 10.1016/j.linged.2018.01.002
       
  • Teacher questions: Learning the discourse of science in a linguistically
           diverse elementary classroom
    • Authors: Gisela Ernst-Slavit; Kristen L. Pratt
      Pages: 1 - 10
      Abstract: Publication date: August 2017
      Source:Linguistics and Education, Volume 40
      Author(s): Gisela Ernst-Slavit, Kristen L. Pratt
      Using ethnographic and sociolinguistic perspectives the authors examined the quality and quantity of questions asked by one teacher in a diverse fourth grade classroom with a large number of emergent bilinguals and low-income students during a six-week science unit in a school located in the Pacific Northwest of the United States. This study illustrates how teacher questions played a pivotal role in facilitating students’ access to both the content and the genre specific language of science.

      PubDate: 2017-06-02T12:20:35Z
      DOI: 10.1016/j.linged.2017.05.005
      Issue No: Vol. 40 (2017)
       
  • Interactional order, moral order: Classroom interactions and the
           institutional production of identities
    • Authors: Robert Jean LeBlanc
      Pages: 27 - 37
      Abstract: Publication date: August 2017
      Source:Linguistics and Education, Volume 40
      Author(s): Robert Jean LeBlanc
      Scholars examining the interplay of the global and local in literacy practice have relied on a variety of tools to understand the implications of larger-scaled histories in moment-by-moment classroom action. Drawing on data from a multi-year ethnography of an urban Catholic school in Philadelphia, this article examines how the categorization of literacy practices by students and teachers during classroom-level interactions reveals different layered histories and contradictions of urban schooling. Following Heller’s linguistic anthropology of schooling (1995, 2007), I focus on how teachers and students construct what constitutes knowledge during classroom reading events and demonstrate how various interactions and literacy practices are linked to moral orders that can only be understood with regards to the transforming genealogy of urban Catholic schools.

      PubDate: 2017-06-12T15:37:13Z
      DOI: 10.1016/j.linged.2017.05.004
      Issue No: Vol. 40 (2017)
       
  • “It just made me look at language in a different way:” ESOL teacher
           candidates’ identity negotiation through teacher education coursework
    • Authors: Bedrettin Yazan
      Pages: 38 - 49
      Abstract: Publication date: August 2017
      Source:Linguistics and Education, Volume 40
      Author(s): Bedrettin Yazan
      Research on language teacher identities is burgeoning, yet there is relatively little empirical evidence about preservice teachers’ identity development during teacher education coursework experiences. Therefore, this study investigates the cases of three preservice ESOL teachers in a 13-month MATESOL program. Focusing on discursive, experiential, negotiated, contested, and positional construction of identity, it conceptualizes identity development as integral component of teacher learning, practice and growth. The findings suggest that the teacher candidates subjectively negotiated their teacher identities during teacher education coursework experiences as (a) they positioned themselves as an ESOL teacher through asynchronous online and face-to-face course discussions, assignments, and activities, (b) they engaged in professional interaction with teacher educators and other emerging teachers, and (c) the professors and other TCs capitalized on their simultaneous school experience as a valuable resource in the teacher-learning community. The findings implicate that language teacher education programs should integrate identity as an explicit pursuit in its practices.

      PubDate: 2017-07-02T13:15:07Z
      DOI: 10.1016/j.linged.2017.06.002
      Issue No: Vol. 40 (2017)
       
  • Changes in attitude: Evaluative language in secondary school and
           university history textbooks
    • Authors: Gordon Myskow
      Abstract: Publication date: Available online 21 December 2017
      Source:Linguistics and Education
      Author(s): Gordon Myskow
      There is much disagreement among education specialists about how history textbooks should represent the past and engage with alternative perspectives toward it at different stages of schooling. This article reports findings from a quantitative study comparing the ways explicit evaluative language is used in secondary school and university history textbooks. The study examines various types of evaluative acts including judgments of people, construals of their emotions, and evaluations of inanimate historical entities. It also groups evaluative acts in terms of the discourse entities that are performing them (i.e., historical actors, the authorial voice, or other historians/interpreters of the past). Key findings include a higher overall occurrence of explicit evaluation in the secondary school texts, extensive reliance on emotional language in both groups of texts, and little difference between the two groups in their engagement with other members of the history discipline.

      PubDate: 2017-12-27T11:36:01Z
      DOI: 10.1016/j.linged.2017.12.001
       
  • An ecological community becoming: Language learning as first-order
           experiencing with place and mobile technologies
    • Authors: Dongping Zheng; Yang Liu; Andrew Lambert; Aitao Lu; Jared Tomei; Daniel Holden
      Abstract: Publication date: Available online 8 December 2017
      Source:Linguistics and Education
      Author(s): Dongping Zheng, Yang Liu, Andrew Lambert, Aitao Lu, Jared Tomei, Daniel Holden
      This work looks at how language learners’ experiential engagement with place is achieved through design. It proposes a new language learning model, one that emerges through the availability and support of mobile technologies, and in which semiotic resources and learners’ participation in and experience of events are central. In this model, language learning is languaging in place, where place is a 3D holographic experience. Within such place and through such experience, knowing co-arises with design, place-based interactive experiences with others, and through mobile game narrative. The findings also suggest experiencing events together creates community, one that is emergent, dynamic, place-making and ecological in nature. Drawing on the constraints and affordances of community gives rise to linguistic choices and skilled linguistic action. By employing an eclectic toolkit from multimodal analysis, cognitive event analysis, and communicative project, we describe our mobile game design and describe our analysis of the game playing process to explain how we conceptualize the relationship between language learning, place, events and mobile technologies.

      PubDate: 2017-12-12T09:54:31Z
      DOI: 10.1016/j.linged.2017.10.004
       
  • The environment of a bilingual classroom as an interactional resource
    • Authors: Teppo Jakonen
      Abstract: Publication date: Available online 8 November 2017
      Source:Linguistics and Education
      Author(s): Teppo Jakonen
      Both schoolscape studies and recent conversation analytic (CA) research on classroom interaction have demonstrated that material artefacts such as images, texts and different kinds of objects found in classrooms have a significant role in educational practice. This article turns the spotlight on social action within a bilingual classroom, exploring how participants visibly orient to the surrounding material environment during instructional interaction. The data consist of video-recorded lessons from secondary-level education. A multimodal conversation analytic investigation focuses on interactions during which participants attend to classroom texts and semiotic objects in ways that foreground language and content-related ideologies. Sequential analyses of selected data extracts aim to show the occasioned nature of classroom objects and some ways in which instructional practices both draw on and modify the already existing visual and textual environment. To conclude, the article reflects on the use of an interactional research approach in schoolscape studies.

      PubDate: 2017-11-10T02:21:51Z
      DOI: 10.1016/j.linged.2017.09.005
       
  • “It was kind of a given that we were all multilingual”: Transnational
           youth identity work in digital translanguaging
    • Authors: Sujin Kim
      Abstract: Publication date: Available online 8 November 2017
      Source:Linguistics and Education
      Author(s): Sujin Kim
      Drawing from the framework of translanguaging, this case study counters the notion of separatism in one's multilingual competency as developing separate monolingual capacities in different languages. Building from definitions and integration of theories from translanguaging and digital literacies in the context of transnational connectivity, and using the methodological tools of discourse analysis, this ethnographic case study examined how the case youth drew upon her entire semiotic repertoire in digital spaces to materialize relationships and identities across her local and transnational social fields. Specifically, analyses of the three translanguaging examples demonstrate how the youth progressively expanded her translanguaging scope across contexts of classroom, transnational family, and multilingual youth community, endorsing how the translanguaging approach affords a more comprehensive look into the transnational youth's literacy development and identity work.

      PubDate: 2017-11-10T02:21:51Z
      DOI: 10.1016/j.linged.2017.10.008
       
  • Focal social actions through which space is configured and reconfigured
           when orienting to a Finnish Sign Language class
    • Authors: Elina Tapio
      Abstract: Publication date: Available online 4 November 2017
      Source:Linguistics and Education
      Author(s): Elina Tapio
      This paper focuses on how signing students organise themselves spatially in social interactions in a university lecture hall. One may view space as a concrete location, a social construct, and a normative actor with historical trajectories. The study addresses the question, ‘What are the mediated actions through which the students and teacher (re)configure space for participating in a class'' Following a methodological framework of Mediated Discourse Analysis and multimodal interaction analysis, I approach this question by examining the social actions occurring when entering a lecture hall. The primary data includes video recordings, photos, and participatory observations, documented by field notes. The analysis shows how the architectural specifications of a space pose restrictions on visual-embodied interactions. However, the participants configure and reconfigure the space to some extent to suit visual-embodied interaction through explicit and implicit negotiation.

      PubDate: 2017-11-10T02:21:51Z
      DOI: 10.1016/j.linged.2017.10.006
       
  • Multiple language signage in linguistic landscapes and students’
           language practices: A case study from a language immersion setting
    • Authors: Sanna Pakarinen; Siv Björklund
      Abstract: Publication date: Available online 27 October 2017
      Source:Linguistics and Education
      Author(s): Sanna Pakarinen, Siv Björklund
      This article describes qualitative findings from an explorative study of the interplay between languages in school signage and students’ language practices in early total Swedish immersion in Finland. The relationship between languages and identity has been studied before, but mainly in non-immersion contexts. Previously no priority has been given to studies of the ways linguistic landscapes may inflect immersion students’ language use and shape their linguistic identities. Our data include photographs and field notes taken in a primary school and a focus group discussion with three eleven-year-old students. The study reveals a dominance of student’s L1 (Finnish) and L2 (Swedish) in the linguistic landscape. A content-based categorization of the focus group discussion shows that the students notice also other languages in the signage. However, the students mainly associate their multilingualism with bi- and multilingual discourses outside the school. Therefore further research is needed to explore linguistic landscapes and linguistic identities in immersion settings.

      PubDate: 2017-11-03T00:24:37Z
      DOI: 10.1016/j.linged.2017.10.005
       
  • SIGNS: Uncovering the mechanisms by which messages in the linguistic
           landscape influence language/race ideologies and educational opportunities
           
    • Authors: Steve Daniel Przymus; Alan Thomas Kohler
      Abstract: Publication date: Available online 20 October 2017
      Source:Linguistics and Education
      Author(s): Steve Daniel Przymus, Alan Thomas Kohler
      The collocations “hidden agendas” and “implicit messages” are commonly used to describe the influence of our linguistic landscape (LL) on language ideologies and subsequent pedagogical decisions in schoolscapes. However, exactly how these messages wield such suggestive power has gone relatively unexplored. In this study, we introduce the Semiotic Index of Gains in Nature and Society (SIGNS), an example of a potential framework for LL analysis that investigates 1) historical and synchronic perspectives of place, 2) messages on syntagmatic and paradigmatic axes, 3) elective vs. circumstantial reverse indexicality, 4) societal myths (Barthes, 1972), and 5) messages as metonyms/metaphors. Using SIGNS, we analyze 30 school neighborhoods in an American Southwest border town and find that wealthier neighborhoods are more likely to have LLs indexed by Spanish than English, and these neighborhoods are subsequently more likely to support bilingual education. This research demonstrates how semiotics, bilingual education, and LL research can together provide for an interdisciplinary approach to better understanding specifically how and why our LLs are implicitly influential.

      PubDate: 2017-10-25T18:58:23Z
      DOI: 10.1016/j.linged.2017.10.002
       
  • Practices of conformity and transgression in an out-of-school reading
           programme for ‘at risk’ children
    • Authors: Emilee Moore; Claudia Vallejo
      Abstract: Publication date: Available online 18 October 2017
      Source:Linguistics and Education
      Author(s): Emilee Moore, Claudia Vallejo
      A large body of research has demonstrated that the plurilingualisms and pluriliteracies that children and youth bring to classrooms are often not those required for school success. This is even more so for students from underprivileged backgrounds, a demographic where children and youth with family backgrounds of immigration are over-represented. This article reports on ethnographic research at an after-school reading programme for primary school children considered to be at risk of school failure in the old town of Barcelona. Results suggest that the practices of pluriliteracy supported by the programme often conform with those inherent to the children's formal education; that is, with the very practices that have contributed to the children being placed in the programme to begin with. However, through the fine-grained analysis of child–volunteer interactions, certain practices that subtly transgress these norms are identified. It is in such practices that we see potential for educational transformation.

      PubDate: 2017-10-18T16:42:24Z
      DOI: 10.1016/j.linged.2017.09.003
       
  • Linguistic landscapes and trends in the study of schoolscapes
    • Authors: Durk Gorter
      Abstract: Publication date: Available online 14 October 2017
      Source:Linguistics and Education
      Author(s): Durk Gorter
      This closing article puts the articles of the special issue in the wider perspective of the burgeoning field of linguistic landscape studies. It provides a summary of several earlier studies. More in particular the article focuses on contributions based on research in educational settings or schoolscapes in general. It continues with studies of environmental print as learning materials, the use of linguistic landscape materials for the study of English as a foreign language as well as the ways in which students and teachers have participated in research projects of the linguistic landscape inside and outside of the classroom. In the reflections about the use of linguistic landscapes for learning it is shown that the articles in the Special Issue take the investigation further, among others by focusing on multilingualism and multimodality. The studies demonstrate its potential for studies of schoolscapes as well as pedagogical tools, but also for critical reflection and awareness raising.

      PubDate: 2017-10-18T16:42:24Z
      DOI: 10.1016/j.linged.2017.10.001
       
  • Studying the visual and material dimensions of education and learning
    • Authors: Petteri Laihonen
      Abstract: Publication date: Available online 11 October 2017
      Source:Linguistics and Education
      Author(s): Petteri Laihonen, Tamás Péter Szabó


      PubDate: 2017-10-11T16:26:58Z
       
  • The advantages and disadvantages of quantitative methods in schoolscape
           research
    • Authors: Timo Savela
      Abstract: Publication date: Available online 6 October 2017
      Source:Linguistics and Education
      Author(s): Timo Savela
      This article focuses on the application of quantitative methods in schoolscape research, including a discussion of its advantages and disadvantages. This article seeks to rehabilitate the quantitative by re-theorizing the landscape in linguistic landscape (LL), moving from an area based study of visible forms to a poststructuralist and postempiricist interpretative study of landscapes. The article discusses previous quantitative LL research and introduces a quantitative approach developed by the author during a data gathering and annotation of 6016 items. Quantitative methods can provide valuable insight to the ordering of reality and the materialized discourses. Furthermore, they can mitigate personal bias. They cannot provide in-depth understanding of the analyzed items due to the inherently reductive nature of classification. However, considering that the objects of inquiry are discourses, not the artifacts themselves, the issue is not paramount. Nevertheless, large scale data gathering and annotation is time consuming, which sets practical limitations to research.

      PubDate: 2017-10-11T16:26:58Z
      DOI: 10.1016/j.linged.2017.09.004
       
  • Discursive mentoring strategies and interactional dynamics in teacher
           education
    • Authors: Dominika Dobrowolska; Kristine Balslev
      Abstract: Publication date: Available online 22 September 2017
      Source:Linguistics and Education
      Author(s): Dominika Dobrowolska, Kristine Balslev
      In this paper, we are interested in how teacher educators help and guide prospective teachers’ learning in triadic mentoring conversations. These conversations are considered as boundary activities allowing to establish a stronger link between the practicums and academic coursework and to bridge the so-called gap between theory and practice. We explore the interactional dynamics during these conversations focusing on both the content and the discursive processes at play. Content refers to ‘what’ prospective teachers and educators talk about, and processes refers to ‘how’ they talk about it – in our case the practicum experience.

      PubDate: 2017-09-26T15:39:38Z
      DOI: 10.1016/j.linged.2017.09.001
       
  • “You not die yet”: Karenni refugee children's language socialization
           in a video gaming community
    • Authors: Chatwara Suwannamai Duran
      Abstract: Publication date: Available online 13 September 2017
      Source:Linguistics and Education
      Author(s): Chatwara Suwannamai Duran
      Based on an ethnographic study of recently-arrived refugee children and their participation in a video-gaming community, this study explores second language socialization among three children (6–9 years old) in relation to multimodally-mediated activities. The children in this study played video games on a daily basis and they were encouraged to make sense of digital modes via video game genres and interactions with other gamers who lived in the same neighborhood. The data analysis contributes to an understanding of second language socialization that is shaped and promoted by access to technology advancement, multimodality, and the desire for social engagement. This study has implication for pedagogy that creates educational and social opportunities for refugee and immigrant children, who live with scarce resources and might feel or be marginalized in their new host communities.

      PubDate: 2017-09-19T15:06:36Z
      DOI: 10.1016/j.linged.2017.09.002
       
  • Managing classroom transgressions: Use of directives in a reading practice
    • Authors: Ekaterina Moore
      Abstract: Publication date: Available online 12 September 2017
      Source:Linguistics and Education
      Author(s): Ekaterina Moore
      This discourse analysis of classroom interactions examines management of transgressions during reading practice in a religious Russian heritage language school located in California. The detailed analysis of classroom talk-in situ focuses on directive sequences utilized in attempts to divert students’ attention away from transgressions and toward the reading activity. The paper contributes to our understanding of activity organization and management, and the process of “positioning” (Davies & Harré, 1990) of actors as “transgressors” and “victims” that takes place during classroom interactions. The analysis demonstrates that at the level of elementary literacy skills development, reading practice, management of the activity, and positioning of actors vis-à-vis each other are multi-party achievements that often consist of multiple sub-projects (including disciplining actions) which become consequential for the activity's progression and successful execution.

      PubDate: 2017-09-13T14:29:51Z
      DOI: 10.1016/j.linged.2017.07.006
       
  • Reflective writing, reflecting on identities: The construction of writer
           identity in student teachers’ reflections
    • Authors: Evgenia Vassilaki
      Abstract: Publication date: Available online 1 September 2017
      Source:Linguistics and Education
      Author(s): Evgenia Vassilaki
      The study focuses on student teachers’ reflective writing as an academic literacies practice. Data are drawn from a combined ethnographic approach to student teachers’ reflective writing on their practicum experience in a Primary Education Department of a Greek University. Ivanič’ (1998) framework on the construction of writer identity is employed in order to explore the resources and the discourses which student teachers deploy to position themselves with or against academic and professional discourses available in the socio-culturally bounded context of Teacher Education in Greece. The discourses under negotiation resonate socially circulating discourses that underpin the formation of student teachers’ professional identity. Given the specifications of the genre and the specifications of the context, reflective writing could possibly call for a transformative approach to academic writing practices.

      PubDate: 2017-09-02T08:49:03Z
      DOI: 10.1016/j.linged.2017.08.001
       
  • Recently I was in a fatal incident: Personal narratives and social
           identities
    • Authors: Teresa Sosa
      Abstract: Publication date: Available online 31 August 2017
      Source:Linguistics and Education
      Author(s): Teresa Sosa
      This work focuses on Wes, a Black student in a 9th grade English Language Arts (ELA) class taught by Ms. Henry. Wes was socially identified as a violent, problematically challenging, and “naturally” academically unambitious student by Ms. Henry based on the perceptions of Wes drawn up from broader social discourses of race/gender identities and also from authorized institutional (school) “acceptable” and narrowly defined ways to perform classroom roles. Using discourse analysis to examine Wes's contributions during one classroom discussion, this work explores how Wes achieved identities other than those imputed on him while explicitly countering prevailing institutional notions of him as a Black adolescent, his linguistic practices, and by extension, speakers of Black Language.

      PubDate: 2017-09-02T08:49:03Z
      DOI: 10.1016/j.linged.2017.08.002
       
  • Teacher language ideologies mediating classroom-level language policy in
           the implementation of dual language bilingual education
    • Authors: Kathryn I. Henderson
      Abstract: Publication date: Available online 31 August 2017
      Source:Linguistics and Education
      Author(s): Kathryn I. Henderson
      Drawing on multiple measures of language ideology, this paper examines the language ideologies of two third grade teachers tasked with implementing a dual language bilingual education (DLBE) program to explore the relationship between teachers’ language ideologies and local language policy. After situating the classrooms within their respective broader language ideological contexts, the language ideologies of each teacher are presented followed by a discussion of its relationship to classroom-level language policy. Each teacher espoused both hegemonic and counterhegemonic language ideologies, which was reflected in classroom language practices. The cases illuminate the ideological struggle of each teacher within their own contexts, including how different levels of language policy (i.e. district, program, school) shaped or constrained teacher agency. While both teachers constructed pluralist classroom spaces for students to draw on their full linguistic repertoires, each classroom was simultaneously embedded within a transitional language ideology and influenced by the monoglossic ideologies of standardized assessments.

      PubDate: 2017-09-02T08:49:03Z
      DOI: 10.1016/j.linged.2017.08.003
       
  • Soliciting and pursuing suggestions: Practices for contemporaneously
           managing student-centred and curriculum-focused activities
    • Authors: Stuart Ekberg; Susan Danby; Sandra Houen; Christina Davidson; Karen J. Thorpe
      Abstract: Publication date: Available online 12 August 2017
      Source:Linguistics and Education
      Author(s): Stuart Ekberg, Susan Danby, Sandra Houen, Christina Davidson, Karen J. Thorpe
      Teachers attempting to implement student-centred pedagogies can routinely encounter challenges for also ensuring that classroom activities align with the relevant curriculum. In this study, we explore how teachers address this complexity. We applied Conversation Analysis (CA) methods to examine approximately 170h of video recorded interaction across nine Australian preschools. We identify how teachers solicit suggestions to implement a student-centred pedagogy. Following initial solicitations, pursuits of suggestions progressively increase the possibility that students will make a suggestion that corresponds to curriculum agendas. We argue that, through these solicitations and pursuits, teachers implement particular interactional projects that become increasingly apparent to others and yet never entirely clear. This opaqueness aligns with contemporaneous management of student-centred and curriculum-focused classroom activities. Although students are given opportunities to shape these activities, teachers sustain discussion until they elect to accept one or more student suggestions. By soliciting and pursuing students’ suggestions, teachers can enhance the possibility that students’ contributions align with diverse curriculum imperatives.

      PubDate: 2017-09-02T08:49:03Z
      DOI: 10.1016/j.linged.2017.07.007
       
  • Conceiving, noticing, and transcribing multi-modality in the study of
           social interaction as a learning environment
    • Authors: Frederick Erickson; G.F. Kneller
      Abstract: Publication date: Available online 2 August 2017
      Source:Linguistics and Education
      Author(s): Frederick Erickson, G.F. Kneller


      PubDate: 2017-08-03T07:05:05Z
      DOI: 10.1016/j.linged.2017.07.001
       
  • Communicating beyond language: Everyday encounters with diversity, B.
           Rymes. Routlege, Taylor & Francis Group, New York (2014), ISBN:
           978-0-415-50338-9
    • Authors: Catherine Compton-Lilly; Bess Van Asselt; Jieun Kim
      Abstract: Publication date: Available online 31 July 2017
      Source:Linguistics and Education
      Author(s): Catherine Compton-Lilly, Bess Van Asselt, Jieun Kim


      PubDate: 2017-08-03T07:05:05Z
      DOI: 10.1016/j.linged.2017.06.001
       
  • Multimodality and footing in peer correction in reading picture books
    • Authors: Sarah Jean Johnson
      Abstract: Publication date: Available online 19 July 2017
      Source:Linguistics and Education
      Author(s): Sarah Jean Johnson
      This paper is a talk-in-interaction investigation of the multimodal design of peer correction in reading picture books. The focus is on what Erickson (1982a) calls the “double functionality” of moves involved in engaging in a learning task, where one aspect is subject matter content (e.g., correction of a misread word) and the second is a social relational aspect. In examining these features of children’s peer reading, Goffman’s (1981) notion of footing is applied so as to explore the diverse modalities through which children establish their own social order. This paper argues that by locating the achievement of reading a new word within the situated activity of reading with a peer, we are able to see children’s competence and agency in enacting an environment for language and literacy learning. The evidence presented to support this argument draws into question dominant characterizations of peer talk in classroom settings as being unproductive or impoverished.

      PubDate: 2017-07-24T06:00:46Z
      DOI: 10.1016/j.linged.2017.07.004
       
 
 
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