Subjects -> EDUCATION (Total: 2405 journals)
    - ADULT EDUCATION (22 journals)
    - COLLEGE AND ALUMNI (10 journals)
    - E-LEARNING (35 journals)
    - EDUCATION (2062 journals)
    - HIGHER EDUCATION (144 journals)
    - ONLINE EDUCATION (39 journals)
    - SCHOOL ORGANIZATION (14 journals)

EDUCATION (2062 journals)            First | 3 4 5 6 7 8 9 10     

Showing 1201 - 857 of 857 Journals sorted alphabetically
Journal of Studies in Education     Open Access   (Followers: 4)
Journal of Studies in International Education     Hybrid Journal   (Followers: 10)
Journal of Supranational Policies of Education (JoSPoE)     Open Access   (Followers: 1)
Journal of Teacher Education     Hybrid Journal   (Followers: 42)
Journal of Teaching English for Specific and Academic Purposes     Open Access   (Followers: 19)
Journal of Teaching in International Business     Hybrid Journal  
Journal of Teaching in Social Work     Hybrid Journal   (Followers: 9)
Journal of Teaching in the Addictions     Hybrid Journal   (Followers: 3)
Journal of Teaching in Travel & Tourism     Hybrid Journal   (Followers: 8)
Journal of Teaching Language Skills     Open Access   (Followers: 9)
Journal of Technical Education     Open Access  
Journal of Technical Education and Training     Open Access   (Followers: 2)
Journal of the Canadian Association for Curriculum Studies     Open Access   (Followers: 1)
Journal of the European Teacher Education Network     Open Access   (Followers: 2)
Journal of The First-Year Experience & Students in Transition     Full-text available via subscription   (Followers: 3)
Journal of the International Academy for Case Studies     Full-text available via subscription  
Journal of the Scholarship of Teaching and Learning     Open Access   (Followers: 5)
Journal of Tourism and Hospitality Education     Open Access  
Journal of Training and Development     Open Access   (Followers: 9)
Journal of Transformative Education     Hybrid Journal   (Followers: 5)
Journal of Visual Literacy     Hybrid Journal  
Journal of Vocational Education & Training     Hybrid Journal   (Followers: 14)
Journal of Vocational Rehabilitation     Hybrid Journal   (Followers: 17)
Journal of Women in Educational Leadership     Open Access   (Followers: 2)
Journal of Women's Entrepreneurship and Education (JWEE)     Open Access   (Followers: 1)
Journal of Writing in Creative Practice     Hybrid Journal   (Followers: 12)
Journal on Empowering Teaching Excellence     Open Access   (Followers: 2)
Journal on English as a Foreign Language     Open Access   (Followers: 2)
Journal Pelita PAUD     Open Access   (Followers: 4)
Journal Plus Education     Open Access  
Journal Sampurasun : Interdisciplinary Studies for Cultural Heritage     Open Access   (Followers: 1)
Journalism & Mass Communication Educator     Hybrid Journal   (Followers: 21)
Joyful Learning Journal     Open Access   (Followers: 1)
JPG (Jurnal Pendidikan Geografi)     Open Access   (Followers: 1)
JPGI (Jurnal Penelitian Guru Indonesia)     Open Access  
JPI (Jurnal Pendidikan Indonesia) : Jurnal Ilmiah Pendidikan     Open Access  
JPPI (Jurnal Penelitian Pendidikan Indonesia)     Open Access  
JRAMathEdu : Journal of Research and Advances in Mathematics Education     Open Access   (Followers: 4)
JUMLAHKU : Jurnal Matematika Ilmiah STKIP Muhammadiyah Kuningan     Open Access   (Followers: 2)
Juridikdas : Jurnal Riset Pendidikan Dasar     Open Access  
JURING (Journal for Research in Mathematics Learning)     Open Access   (Followers: 1)
Jurnal Akuntabilitas Manajemen Pendidikan     Open Access  
Jurnal Al Bayan : Jurnal Jurusan Pendidikan Bahasa Arab     Open Access  
Jurnal Bahasa Lingua Scientia     Open Access  
Jurnal Basicedu : Journal of Elementary Education     Open Access  
Jurnal Bimbingan Konseling     Open Access   (Followers: 4)
Jurnal Biologi Edukasi     Open Access  
Jurnal Candrasangkala Pendidikan Sejarah     Open Access  
Jurnal Curricula     Open Access  
Jurnal Dinamika Pendidikan     Open Access  
Jurnal Dinamika Penelitian : Media Komunikasi Penelitian Sosial Keagamaan     Open Access  
Jurnal Educatio : Jurnal Pendidikan Indonesia     Open Access  
Jurnal Edukasi Khatulistiwa : Pembelajaran Bahasa dan Sastra Indonesia     Open Access  
Jurnal Hadhari : An International Journal     Open Access   (Followers: 2)
Jurnal Ilmiah KORPUS     Open Access  
Jurnal Ilmiah Pendidikan Dasar     Open Access   (Followers: 2)
Jurnal Ilmiah Potensia     Open Access  
Jurnal Ilmiah Sekolah Dasar     Open Access  
Jurnal Ilmu Pendidikan     Open Access   (Followers: 3)
Jurnal Ilmu Sosial dan Humaniora     Open Access  
Jurnal Inovasi Teknologi Pendidikan     Open Access   (Followers: 4)
Jurnal IPA & Pembelajaran IPA     Open Access  
Jurnal Kajian Bimbingan dan Konseling     Open Access   (Followers: 1)
Jurnal Keilmuan Bahasa, Sastra, dan Pengajarannya     Open Access   (Followers: 2)
Jurnal Kependidikan     Open Access   (Followers: 5)
Jurnal Kependidikan : Penelitian Inovasi Pembelajaran     Open Access   (Followers: 2)
Jurnal Keperawatan Profesional     Open Access  
Jurnal Konseling dan Pendidikan     Open Access  
Jurnal Lensa Pendas     Open Access   (Followers: 2)
Jurnal Manajemen dan Supervisi Pendidikan (JMSP)     Open Access  
Jurnal Pelangi     Open Access  
Jurnal Pembangunan Pendidikan Fondasi dan Aplikasi     Open Access  
Jurnal Pencerahan     Open Access   (Followers: 1)
Jurnal Pendidikan Bahasa dan Sastra     Open Access  
Jurnal Pendidikan Bahasa dan Sastra Indonesia     Open Access   (Followers: 4)
Jurnal Pendidikan Biologi     Open Access  
Jurnal Pendidikan Biologi Indonesia     Open Access  
Jurnal Pendidikan Bisnis dan Manajemen     Open Access  
Jurnal Pendidikan Edutama     Open Access  
Jurnal Pendidikan Ekonomi     Open Access  
Jurnal Pendidikan Fisika     Open Access   (Followers: 4)
Jurnal Pendidikan Fisika Indonesia (Indonesian Journal of Physics Education)     Open Access   (Followers: 2)
Jurnal Pendidikan Humaniora : Journal of Humanities Education     Open Access   (Followers: 1)
Jurnal Pendidikan IPA Indonesia     Open Access   (Followers: 2)
Jurnal Pendidikan Islam     Open Access   (Followers: 2)
Jurnal Pendidikan Karakter     Open Access   (Followers: 2)
Jurnal Pendidikan Kimia     Open Access  
Jurnal Pendidikan Malaysia     Open Access   (Followers: 1)
Jurnal Pendidikan Matematika Raflesia     Open Access  
Jurnal Pendidikan Nonformal     Open Access  
Jurnal Pendidikan Sains     Open Access   (Followers: 2)
Jurnal Pendidikan Teknologi dan Kejuruan     Open Access  
Jurnal Pendidikan Vokasi     Open Access  
Jurnal Penelitian dan Evaluasi Pendidikan     Open Access  
Jurnal Penelitian Pembelajaran Matematika Sekolah     Open Access  
Jurnal Penelitian Pendidikan     Open Access  
Jurnal Pengabdian Kepada Masyarakat (Indonesian Journal of Community Engagement)     Open Access  
Jurnal Perspektif Pendidikan dan Keguruan     Open Access  
Jurnal PGSD     Open Access  
Jurnal Prima Edukasia     Open Access   (Followers: 1)
Jurnal Pro-Life     Open Access  
Jurnal PROMKES : Jurnal Promosi Kesehatan dan Pendidikan Kesehatan Indonesia (The Indonesian Journal of Health Promotion and Health Education)     Open Access  
Jurnal Psikoedukasi dan Konseling     Open Access  
Jurnal Psikologi Pendidikan dan Konseling : Jurnal Kajian Psikologi Pendidikan dan Bimbingan Konseling     Open Access   (Followers: 1)
Jurnal Pustaka Ilmiah     Open Access  
Jurnal Riset Pendidikan Matematika     Open Access  
Jurnal Sosiologi Pendidikan Humanis     Open Access  
Jurnal Taman Vokasi     Open Access  
Jurnal Tatsqif     Open Access  
Jurnal Tuturan     Open Access   (Followers: 2)
Jurnal Varidika     Open Access  
Jurnal Visi Ilmu Pendidikan     Open Access  
K-12 STEM Education     Open Access   (Followers: 2)
Kappa Delta Pi Record     Hybrid Journal   (Followers: 2)
Karaelmas Eğitim Bilimleri Dergisi     Open Access  
Kasuari : Physics Education Journal     Open Access  
Kasvatus & Aika     Open Access   (Followers: 1)
Kerbala Magazine of Physical Edu. Seiences     Open Access   (Followers: 2)
Kerygma und Dogma     Hybrid Journal  
Kimün. Revista Interdisciplinaria de Formación Docente     Open Access  
Kleio     Full-text available via subscription   (Followers: 1)
Konfigurasi : Jurnal Pendidikan Kimia dan Terapan     Open Access  
KONSELI : Jurnal Bimbingan dan Konseling     Open Access  
Kontinu : Jurnal Penelitian Didaktik Matematika     Open Access   (Followers: 2)
Koulu ja menneisyys     Open Access  
Kreano, Jurnal Matematika Kreatif-Inovatif     Open Access   (Followers: 5)
Kronos : The Language Teaching Journal     Open Access   (Followers: 1)
KULA : knowldge creation, dissemination, and preservation studies     Open Access  
Kuramsal Eğitimbilim Dergisi / Journal of Theoretical Educational Science     Open Access  
L'Orientation scolaire et professionnelle     Open Access   (Followers: 1)
L2 Journal     Open Access   (Followers: 4)
Land Forces Academy Review     Open Access  
Language and Education     Hybrid Journal   (Followers: 19)
Language Literacy : Journal of Linguistics, Literature, and Language Teaching     Open Access   (Followers: 3)
Language Teaching     Hybrid Journal   (Followers: 32)
Language Teaching Research     Hybrid Journal   (Followers: 24)
Language Testing in Asia     Open Access   (Followers: 2)
Language, Culture and Curriculum     Hybrid Journal   (Followers: 9)
Language, Speech, and Hearing Services in Schools     Full-text available via subscription   (Followers: 20)
Laplage em Revista     Open Access   (Followers: 1)
Large-scale Assessments in Education     Open Access  
Latin American Journal of Content & Language Integrated Learning     Open Access   (Followers: 1)
LATISS Learning and Teaching in the Social Sciences     Hybrid Journal  
Law Teacher     Hybrid Journal   (Followers: 11)
Le Pédagogue     Open Access  
Leadership and Policy in Schools     Hybrid Journal   (Followers: 11)
Leading and Managing     Full-text available via subscription   (Followers: 3)
Learning & Behavior     Full-text available via subscription   (Followers: 4)
Learning : Research and Practice     Hybrid Journal  
Learning and Individual Differences     Hybrid Journal   (Followers: 11)
Learning and Instruction     Hybrid Journal   (Followers: 29)
Learning and Motivation     Hybrid Journal   (Followers: 17)
Learning and Teaching     Full-text available via subscription   (Followers: 3)
Learning and Teaching : The International Journal of Higher Education in the Social Sciences     Full-text available via subscription   (Followers: 10)
Learning and Teaching Mathematics     Full-text available via subscription   (Followers: 7)
Learning Disabilities Research & Practice     Hybrid Journal   (Followers: 15)
Learning, Culture and Social Interaction     Hybrid Journal   (Followers: 3)
Learning, Media and Technology     Hybrid Journal   (Followers: 53)
Lectura : Jurnal Pendidikan     Open Access  
Legal Education Review     Full-text available via subscription   (Followers: 4)
Les dossiers des sciences de l’éducation     Open Access  
Lidil     Open Access  
LingTera     Open Access  
Lingua Franca : Jurnal Bahasa, Sastra, dan Pengajarannya     Open Access  
Linguistics and Education     Hybrid Journal   (Followers: 12)
Linhas Criticas     Open Access  
Lisanul' Arab : Journal of Arabic Learning and Teaching     Open Access   (Followers: 1)
LITERA     Open Access  
Literacy     Hybrid Journal   (Followers: 6)
Literacy in Composition Studies     Open Access  
Literacy Learning: The Middle Years     Full-text available via subscription   (Followers: 6)
Literacy Research : Theory, Method, and Practice     Full-text available via subscription   (Followers: 5)
Literacy Research and Instruction     Hybrid Journal   (Followers: 3)
LLT Journal : A Journal on Language and Language Teaching     Open Access  
LO SCALPELLO-OTODI Educational     Hybrid Journal  
LOEX Quarterly     Full-text available via subscription   (Followers: 22)
LOGIKA Jurnal Ilmiah Lemlit Unswagati Cirebon     Open Access  
London Review of Education     Open Access   (Followers: 5)
Longitudinal and Life Course Studies     Hybrid Journal   (Followers: 2)
LUMAT : International Journal on Math, Science and Technology Education     Open Access  
LUMAT-B : International Journal on Math, Science and Technology Education     Open Access  
MADARASAH Jurnal Pendidikan dan Pembelajaran Dasar     Open Access   (Followers: 1)
Maestro y Sociedad     Open Access  
Magister : Revista de Formación del Profesorado e Innovación Educativa     Open Access  
Magister : Revista de Investigación Educativa     Full-text available via subscription  
Management in Education     Hybrid Journal   (Followers: 11)
Management Teaching Review     Hybrid Journal   (Followers: 1)
Manajemen Pendidikan     Open Access  
Manajer Pendidikan     Open Access  
MaPan : Jurnal Matematika dan Pembelajaran     Open Access  
MarcoELE     Open Access  
Marketing of Scientific and Research Organizations     Open Access  
Mask     Full-text available via subscription   (Followers: 1)
Matemáticas, Educación y Sociedad     Open Access  
Mathematical Methods in the Applied Sciences     Hybrid Journal   (Followers: 4)
Mathematics Education Forum Chitwan     Open Access   (Followers: 1)
Mathematics Education Journal     Open Access   (Followers: 1)
Mathematics Education Research Journal     Partially Free   (Followers: 17)
McGill Journal of Education / Revue des sciences de l'éducation de McGill     Open Access   (Followers: 3)
Media Practice and Education     Hybrid Journal   (Followers: 8)

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Similar Journals
Journal Cover
Linguistics and Education
Journal Prestige (SJR): 0.627
Citation Impact (citeScore): 1
Number of Followers: 12  
  Hybrid Journal Hybrid journal (It can contain Open Access articles)
ISSN (Print) 0898-5898 - ISSN (Online) 0898-5898
Published by Elsevier Homepage  [3203 journals]
  • Precision: Toward a meaning-centered view of language use with English
           learners in the content areas
    • Abstract: Publication date: April 2019Source: Linguistics and Education, Volume 50Author(s): Scott E. Grapin, Lorena Llosa, Alison Haas, Marcelle Goggins, Okhee Lee To support English learners (ELs) in attaining rigorous content standards, U.S. federal legislation requires that English language proficiency (ELP) standards align with content standards. Whereas language use in content learning has traditionally been defined in terms of structure, content and language educators have devoted increased attention to precision. Precision goes beyond the structural elements of language to the disciplinary meaning that those elements communicate. In this article, we define precision and distinguish it from vocabulary, accuracy, and complexity. Then, we highlight divergent conceptions of precision in content standards and ELP standards. In light of these divergent conceptions, we present work samples from an elementary science classroom to illustrate how precision of disciplinary meaning is essential to engaging in disciplinary practices of content standards. We close by proposing the need for a more meaning-centered view of language use with ELs in the content areas.
  • Improvising identities: Comparing cultural roles and dialogic discourse in
           two lessons from a US elementary classroom
    • Abstract: Publication date: April 2019Source: Linguistics and Education, Volume 50Author(s): Michael B. Sherry, Gretchen Dodson, Sherridon Sweeney
  • Signaling a language of possibility space: Management of a dialogic
           discourse modality through speculation and reasoning word usage
    • Abstract: Publication date: April 2019Source: Linguistics and Education, Volume 50Author(s): Maureen P. Boyd, Ming Ming Chiu, Yiren Kong When members of a classroom community routinely listen to one another and build on one another's ideas, not only do students learn and improve their cognitive and communication skills, but teacher and students develop a disposition to listen, think and talk together. However, such dialogic, classroom talk is rare. In this study we show how a teacher's epistemological commitment (that student ideas matter) combined with oracy practices (safe space for student talk; student ideas drive classroom talk; support multiple perspectives) realized through speculation and reasoning (S&R) words foster dialogic talk. We examined S&R words (think, would, might/maybe, if, so, but, how, why) in 1299 turns of talk in two lessons in one classroom of six 4–5th grade English Language Learners. Statistical discourse analysis showed that S&R words occurred more often during what we refer to as connect episodes (students made personal connections to the content), not after particular types of turns. Close discourse analysis showed how S&R word use cultivated a language of possibility and how management of classroom discourse modality promoted dialogic talk.
  • Evaluative conduct in teacher–student supervision: When students
           assess their own performance
    • Abstract: Publication date: April 2019Source: Linguistics and Education, Volume 50Author(s): Karianne Skovholt, Elin Nordenström, Elizabeth Stokoe The practice of evaluating one's own performance or that of another is ubiquitous across workplace and institutional settings and is foundational to the educational endeavour. In contrast to the traditional dynamic of teachers assessing students’ performance, however, this paper focuses on how students evaluate their own performance in feedback meetings. Using conversation analysis, we investigate two Scandinavian educational settings in which students evaluate, reflect on and assess their own work. Analysis focuses on how evaluative practices are initiated and/or elicited by teachers, and how they align with or disrupt conversation analytic norms around self-assessment. We found that doing evaluation presents interactional challenges for those eliciting, doing and responding to it, despite the core nature of assessment in educational settings. We discuss the implications for preference organisation in specialised institutional settings and seek to understand what counts as assessment and evaluation in real pedagogic events.
  • ‘You can…’: An examination of language-minoritized learners’
           development of metalanguage and agency as users of academic language
           within a multivocal instructional approach
    • Abstract: Publication date: April 2019Source: Linguistics and Education, Volume 50Author(s): Emily Phillips Galloway, Christina Dobbs, Marisa Olivo, Chloe Madigan In this study, we examine the possibility of using student-generated metalanguage as a primary instructional resource for building knowledge of academic language (AL) and for fostering students’ agency as AL users. We conducted this study over three academic years in a linguistically diverse 11th-grade English classroom in a high school in the Northeastern United States. Three cohorts of students were participants in a newly-designed instructional unit focused on supporting AL learning as a core component of fostering access to school literacy practices. In our analysis of classroom talk and focus group interviews, we examine the language students employed to discuss academic registers across the unit. Specifically, we investigate how they extend and expand their academic metalanguage resources and sense of agency as academic language users over the course of this short curricular unit. Results suggest the promise of using approaches that view student metalanguage as an instructional resource, and, in so doing, honor the lived experiences of students as language users.
  • Alexandra Jaffe – In memoriam
    • Abstract: Publication date: February 2019Source: Linguistics and Education, Volume 49Author(s): Marilyn Martin-Jones
  • Mixed Methods Research in Language Teaching and Learning, A.M. Riazi.
           Equinox, Sheffield, UK (2017), pp. 297, ISBN: 978-1-78179-138-7
    • Abstract: Publication date: February 2019Source: Linguistics and Education, Volume 49Author(s): Kristen Lindahl
  • Language and Literacy in Refugee Families, C.S. Duran. Palgrave
           Publishers, New York (2017), pp. 226, ISBN: 978-1-137-58754-1
    • Abstract: Publication date: February 2019Source: Linguistics and Education, Volume 49Author(s): Amy Stambach
  • Human Communication Across Cultures: A Cross-cultural Introduction to
           Pragmatics and Sociolinguistics, V. Remillard, K. Williams. Equinox
           Publishing Ltd., Sheffield and Bristol (2016), 180 pp., ISBN:
    • Abstract: Publication date: February 2019Source: Linguistics and Education, Volume 49Author(s): Yanhua Cheng
  • Learning language and mathematics: A perspective from Linguistics and
    • Abstract: Publication date: February 2019Source: Linguistics and Education, Volume 49Author(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.
  • Preference organization in English as a Medium of Instruction classrooms
           in a Turkish higher education setting
    • Abstract: Publication date: February 2019Source: Linguistics and Education, Volume 49Author(s): Derya Duran, Olcay Sert Previous conversation analytic research has documented various aspects of preference organization and the ways dispreference is displayed in relation to pedagogical focus in L2 and CLIL classrooms (Seedhouse, 1997, Hellermann, 2009, Kääntä, 2010). This study explores preference organization in an under-researched context, an English as a Medium of Instruction (EMI) setting, and it specifically focuses on how a teacher displays dispreference for preceding learner turns. The data consist of 30 h of video recordings from two EMI classes, which were recorded for an academic term at a university in Turkey. Using Conversation Analysis, we demonstrate that the teacher employs a variety of interactional resources such as changing body position, gaze movements, hedging, and delaying devices to show dispreference for preceding student answers. Based on our empirical analysis, the ways the teacher prioritizes content and task over form/language are illustrated. The analyses also reveal that negotiation of meaning at content level and production of complex L2 structures can simultaneously be enabled through teachers’ specific turn designs in EMI classroom interaction. This demonstrates that preference organization, particularly in a teacher's responsive turns, can act as a catalyst for complex L2 production and enhance student participation. This study has implications for conversation analytic research on instructed learning settings, and in particular on teachers’ turn design in classroom interaction.
  • Semiotic potential of gestures in multimodal ensembles: Narrative meanings
           produced by school narrators with intellectual disability
    • Abstract: Publication date: February 2019Source: Linguistics and Education, Volume 49Author(s): Dominique Manghi Haquin, Fabiola Otárola Cornejo, Gerardo Godoy Echiburú, Isabel Aranda Godoy, Martín Álvarez Cruz, Carolina Badillo Vargas
  • Are females and males equitably represented' A study of early readers
    • Abstract: Publication date: February 2019Source: Linguistics and Education, Volume 49Author(s): Jackie F.K. Lee, Andy C.O. Chin Early readers can play a significant role in the intergenerational transmission of gender roles. The present study examines how females and males are represented in selected early readers recommended by the Education Bureau of Hong Kong for the promotion of ‘Reading to Learn’ and ‘Reading across the Curriculum’. The study used both manual and computational methods to examine how experiential and relational values are expressed through variables such as the ratio of female-to-male character types, the roles and activities depicted, character identification and the order of mention of males and females. The findings show that although the number of female human character types was similar to that of their male counterparts, there were substantially more male than female animal character types. The study also reveals gender stereotypes including confining females to a limited range of traditional roles and activities, addressing females more informally than males, and a stronger tendency to identify females by their relationships with others. The paper ends with some recommendations for education authorities, teachers and parents on how to help children interpret gender and redress unfair practices.
  • “I still think there's a need for proper, academic, Standard English”:
           Examining a teacher's negotiation of multiple language ideologies
    • Abstract: Publication date: February 2019Source: Linguistics and Education, Volume 49Author(s): Megan M. Weaver To better understand writing teachers’ language ideologies and how they might challenge or support the implementation of Student's Right to Their Own Language (SRTOL) tenets in the classroom, this study examined the articulated language ideologies of a college writing instructor. In particular, I investigated how the instructor negotiates multiple language ideologies, including standard language ideology as well as more critical beliefs regarding language, to voice an appropriateness-based stance toward language variation. Such a stance views linguistic codes as appropriate in certain contexts and inappropriate, or unsuitable, in others. By voicing an appropriateness-based stance before and after her participation in professional development workshops designed to further develop instructors’ critical language awareness, the instructor illustrates the complexity of enacting the tenets of SRTOL, even after engaging in reflexive analysis of her own language beliefs. To conclude, I suggest that the development of critical language awareness necessitates continual challenge and support if SRTOL is to move from theory to praxis in education.
  • Navigating morality in neoliberal spaces of English language education
    • Abstract: Publication date: February 2019Source: Linguistics and Education, Volume 49Author(s): Gordon Blaine West Neoliberal policies in education have created a focus on profits and competition, systemically casualized teachers as workers, and commodified language and race in ways that impact teachers and how they navigate the morality of their work under these conditions. This article investigates teachers as they construct moral selves in the neoliberal context of private English language institutes in South Korea. Drawing on data from a two-year longitudinal study, it offers new insights on teacher morality construction using positioning analysis of narratives. Narrative analysis allows for situated, interactive, layered examinations of how teachers create moral selves. In their stories, explanations, justifications, and other linguistic devices mark positions in which teachers disagree with, yet align to neoliberal policies. These tensions illustrate how neoliberalism comes to be viewed as immutable, and how teachers adopt an individualized sense of justice in response, while also facing pressure to maintain privileges they gain through the system.
  • Negotiating the terms of engagement: Humor as a resource for managing
           interactional trouble in after-school tutoring encounters
    • Abstract: Publication date: February 2019Source: Linguistics and Education, Volume 49Author(s): Anne Pomerantz This paper examines how tutors and tutees negotiate the terms of their engagement within the context of an after-school program in the United States of America that pairs university students with immigrant children from Bangladesh for the purpose of working through the children's homework assignments. Drawing on insights and approaches from linguistic ethnography, it argues that humor plays a meaningful yet overlooked role both in managing the transactional and interpersonal dimensions of homework help sessions and in illuminating the ongoing tensions and uncertainties at various levels of social organization that tutors and tutees encounter as they engage with one another. Likewise, it shows how a focus on humorous talk can illuminate aspects of tutees’ communicative repertoires as emergent bilinguals that may go unnoticed when only serious talk is considered. The paper ends with a discussion of the implications of this study's findings for the preparation of tutors working in bi/multilingual settings.
  • Lexical characteristics of written language input across primary grades:
           An analysis of a Dutch corpus based lexicon
    • Abstract: Publication date: February 2019Source: Linguistics and Education, Volume 49Author(s): Marlies de Zeeuw, Franc Grootjen, Gerrit Jan Kootstra, Agnes Tellings The lexical written language input aimed at beginning readers may influence reading success. We analyzed a lexicon based on a corpus of Dutch reading materials for primary school children to gain insight into the frequency distribution of different word types, i.e. words with similar word characteristics, both per grade and across grades. The frequencies of monomorphemic, concrete words and of polysemous words remained relatively stable, whereas that of multimorphemic and monomorphemic abstract words increased across grades. Within each grade, multimorphemic and monomorphemic, abstract words had lower frequencies than monomorphemic, concrete words. Difficult polysemous words were less frequent than easy polysemous words in all grades. Some additional explorations on a larger word set corroborated our findings. Our findings suggest that authors of child reading materials adapt their choice of words to the intended vocabulary knowledge level, consistent with vocabulary knowledge development theories. We discuss theoretical and educational implications of our findings.
  • ‘We throw away our books’: Students’ reading practices
           and identities
    • Abstract: Publication date: February 2019Source: Linguistics and Education, Volume 49Author(s): Cathy O'Shea, Sioux McKenna, Carol Thomson The aim of this research was to understand university students’ self-reported reading practices. The students attended the University of Fort Hare in South Africa, a historically black institution in a rural and under-resourced setting. A framework of New Literacy Studies (NLS) was used to understand students’ self-reported reading practices and the links between these and their identities. Tools provided by Gee, 2005, Gee, 2011 were applied to conduct a CDA of focus group discussions. In the ‘We Blacks’ Discourse, interviewees ‘othered’ the idea of reading as not being culturally valued. It was closely allied to the ‘Resistance to Reading’ Discourse, as participants explained that they tended to disregard books and did not enjoy leisure reading. The ‘Better Than Us’ discourse was drawn upon to suggest that reading was associated with attitudes of superiority. These discourses tended to homogenise class and other differences between black students and indicated the ways in which their experiences made adopting academic identities difficult. The analysis suggests that the racism of the past continues to impact students’ reading identities. The article concludes that the effects of these and related discourses require a response across the education sector, and transformative pedagogies might be needed in higher education.
  • Bocadillos and the karate club: Translingual identity narratives from
           study abroad participants
    • Abstract: Publication date: Available online 1 September 2018Source: Linguistics and EducationAuthor(s): Julia Menard-Warwick
School of Mathematical and Computer Sciences
Heriot-Watt University
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