A functional perspective on the challenges of teaching English tenses to speakers of other languages: The case of adult speakers of Serbian
Publication date: June 2019Source: Linguistics and Education, Volume 51Author(s): Dragana StosicAbstractSystemic-functional linguistics (SFL) describes the English TENSE system as a logical ideational resource for representing experience of time. There is a gap in research, however, exploring the applications of an SFL-based tense description in second language acquisition (SLA). Using the SFL framework, this paper investigates the difficulties arising for adult Serbian speakers when learning English tenses and offers practical pedagogical strategies. Data were collected through surveys and interviews with English teachers...
Source: Linguistics and Education - May 12, 2019 Category: Speech-Language Pathology Source Type: research
Understanding willingness to communicate as embedded in classroom multimodal affordances: Evidence from interdisciplinary perspectives
This study draws on linguistic and applied linguistic approaches to analyze how second language learners’ willingness to communicate (WTC) is responsive to classroom multimodal affordances. The data reported in this paper includes three rounds of semi-structured interviews, each conducted after a classroom observation, with eight students from two intact English classes in a university in China, and Microsoft PowerPoint (PPT) slides supplied by their teachers. The findings showed that WTC was subject to the joint influence of individuals’ linguistic and affective factors and classroom contextual factors. Nuanced associ...
Source: Linguistics and Education - May 2, 2019 Category: Speech-Language Pathology Source Type: research
Disjuncture, modality, and institutional repertoire: (De)colonizing discourses at a tribal school
This study employs a critical multimodal social semiotic (Kress, 2011a, Kress, 2011b) approach to language and sign to examine how school and community members invoke, reject, and reimagine ideologies from disparate cultural sources within a single event: one Ojibwe tribal school's kindergarten graduation ceremony. Contextualized with data from a larger ethnographic project, I extend Meek's (2011) work with disjunctures to call attention to the ‘institutional repertoires’ that shape the teaching and learning therein across multiple modes. (Source: Linguistics and Education)
Source: Linguistics and Education - May 1, 2019 Category: Speech-Language Pathology Source Type: research
Scaffolding analytical argumentative writing in a design class: A corpus analysis of student writing
We report on an interdisciplinary collaboration between writing professors with training in linguistics and a design professor at an English-medium university in the Middle East, where the majority of the students have English as an additional language. We briefly describe the iterative process of redesigning the writing assignments and designing writing workshops to make the design professor's expectations more explicit. We then investigate the impact of the explicit instruction and writing workshops on students’ writing. We use a corpus-based tool to compare the writing of students who participated in the workshops to ...
Source: Linguistics and Education - May 1, 2019 Category: Speech-Language Pathology Source Type: research
Children's sign-making and construction of signifying chains in relation to texts: Book interactions as discursive processes
Publication date: June 2019Source: Linguistics and Education, Volume 51Author(s): Jason Ranker (Source: Linguistics and Education)
Source: Linguistics and Education - May 1, 2019 Category: Speech-Language Pathology Source Type: research
Wuli and stance in a Korean heritage language classroom: A language socialization perspective
This study examines stances evoked by a Korean teacher's use of the pronoun, wuli (we/our), in a heritage language classroom. Close analysis of recorded classroom interaction reveals that the frequent use of “wuli chingwutul” (our friends), “wuli plus first name”, and wuli for “you” evokes the stance of solidarity between the teacher and students. By mitigating face-threatening acts of directives and imperatives, the teacher's stance-taking works to encourage students’ active engagement. The normalized use of wuli in the teacher's discourse marks its absence for a shift in her stances from solidarity to autho...
Source: Linguistics and Education - April 26, 2019 Category: Speech-Language Pathology Source Type: research
Editorial Board
Publication date: April 2019Source: Linguistics and Education, Volume 50Author(s): (Source: Linguistics and Education)
Source: Linguistics and Education - April 19, 2019 Category: Speech-Language Pathology Source Type: research
‘Say can I borrow it’: Teachers and children managing peer conflict in a Japanese preschool
Publication date: Available online 18 April 2019Source: Linguistics and EducationAuthor(s): Matthew BurdelskiAbstractHow do young children learn to manage peer conflict in preschool? While conflict is an essential part of relationships in every social domain (family, school, work, etc.), learning how to engage in and resolve conflict is a culturally and situationally variable activity. This paper examines mediated forms of peer conflict initiated by adults and children in a Japanese preschool. Taking the theoretical perspective of language socialization, the analysis draws upon 48 hours of audio-visual recordings of natura...
Source: Linguistics and Education - April 19, 2019 Category: Speech-Language Pathology Source Type: research
Empowering the point: Pains and gains of a writer's traversals between print-based writing and multimodal composing
This study investigates an adult writer's multimodal composing and traversals across linguistic, symbolic and visual modes in a research article and PowerPoint slides. Adopting a process-oriented approach, and drawing upon analytical perspectives from ‘academic literacy’ and the concept of ‘the transmodal moment’ informed by social semiotics, this study involved analyzing multiple types of data, including drafts of research articles and slides, notes of conversations and interviews, and email exchanges, to track shifts in chains of semiosis. Findings show that before the writer became familiar with the interface de...
Source: Linguistics and Education - April 19, 2019 Category: Speech-Language Pathology Source Type: research
Delay in L2 interaction in video-mediated environments in the context of virtual tandem language learning
Publication date: April 2019Source: Linguistics and Education, Volume 50Author(s): Fredrik Rusk, Michaela PörnAbstractThe purpose of this article is to describe tandem dyads’ interactional resources and social practices for upholding intersubjectivity in video-mediated environments (VMEs) within the context of tandem language learning in a virtual learning environment (eClassroom tandem) arranged within formal language education in upper secondary schools. Data consists of video and screen recordings of several tandem dyads’ video-mediated interaction. Using conversation analysis, the study analyses how “lag” (a d...
Source: Linguistics and Education - April 10, 2019 Category: Speech-Language Pathology Source Type: research
Precision: Toward a meaning-centered view of language use with English learners in the content areas
Publication date: April 2019Source: Linguistics and Education, Volume 50Author(s): Scott E. Grapin, Lorena Llosa, Alison Haas, Marcelle Goggins, Okhee LeeAbstractTo 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 ...
Source: Linguistics and Education - April 8, 2019 Category: Speech-Language Pathology Source Type: research
Improvising identities: Comparing cultural roles and dialogic discourse in two lessons from a US elementary classroom
Publication date: April 2019Source: Linguistics and Education, Volume 50Author(s): Michael B. Sherry, Gretchen Dodson, Sherridon Sweeney (Source: Linguistics and Education)
Source: Linguistics and Education - March 30, 2019 Category: Speech-Language Pathology Source Type: research
Evaluative conduct in teacher–student supervision: When students assess their own performance
Publication date: April 2019Source: Linguistics and Education, Volume 50Author(s): Karianne Skovholt, Elin Nordenström, Elizabeth StokoeAbstractThe 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 a...
Source: Linguistics and Education - March 30, 2019 Category: Speech-Language Pathology Source Type: research
Signaling a language of possibility space: Management of a dialogic discourse modality through speculation and reasoning word usage
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 th...
Source: Linguistics and Education - March 28, 2019 Category: Speech-Language Pathology Source Type: research
Editorial Board
Publication date: February 2019Source: Linguistics and Education, Volume 49Author(s): (Source: Linguistics and Education)
Source: Linguistics and Education - March 19, 2019 Category: Speech-Language Pathology Source Type: research
