Showing papers in "Linguistics and Education in 2015"

TL;DR: This paper explored the viability of higher-level questioning in student-centered activities to elevate critical thinking and increase student engagement among Korean university English majors, finding that Korean students will overcome sociocultural obstacles and successfully engage in group conversations with peers in critical dialog when they possess adequate English language skills and when they are challenged to do so in lessons.

TL;DR: In this article, a concept of academic discourse practices that is grounded in interactional sociolinguistics and ethnomethodological conversation analysis is proposed, emphasizing the importance of contextualization competence for mastering such discursive demands.

TL;DR: This article found that significantly more of the teacher's feedback related to meaning-level issues and content, while peers provided feedback on organization and academic style, and the teacher feedback group gained significantly more in grammar scores than the peer feedback group.

TL;DR: In this paper, the authors explore informal and conversational speech, such as slang, phrasal verbs and colloquial expressions through the use of subtitled TV series (interlingual and intralingual) amongst learners in higher education.

TL;DR: This paper examined pre-service English teachers' development of Critical Language Awareness for teaching through an online course focused on language variation and found that the PSTs' understanding and appreciation for dialect diversity and code-switching was strong, and most PSTs wanted to teach more critical aspects of language variation.

TL;DR: This article introduced the notion of "author attitude" in science texts and reported on activities that helped teachers and students recognize that informational texts do, in fact, present authors' attitudes and perspectives, and that those choices put readers in dialog with an author, allowing readers to bring their own judgments to what they read.

TL;DR: The authors examined how adolescents refer metalinguistically to features of the academic register and examined students' metalanguage as a window into their beliefs and attitudes about academic language learning, finding that teachers, as experienced AL users, may implicitly hold linguistic expectations for speaking and writing in the classrooms, making AL learning a hidden curriculum.

TL;DR: The authors analyzed the local sequential negotiation of interactional identities and epistemic stance-taking in preadolescents' family talk and peer talk and found that the interactional identity of an explainer as well as knowledgeable stances may be readily adopted or rejected.

TL;DR: This paper focused on teachers' selection of a specific student to provide a response (i.e., speaker nomination) in French-as-a-second-language classrooms and found that turn-allocation in the classroom is more relevantly broached as the result of the participants' collaborative adjustments, rather than as reflecting the teacher's control over the organization of turn allocation.

TL;DR: This paper examined the role of positioning in the development of interactional competence of a Latino English Learner in a third grade mathematics classroom and found that the positioning practices constituting the classroom interactional architecture are inextricably intertwined with L2 learner access to classroom interactions that influence the trajectory of development of IC.

TL;DR: This paper explored how one white preservice teacher explored race and racism and engaged her young student, who identified as Black, in a discussion of "whiteness" and "blackness" in a literacy practicum.

TL;DR: The authors explored the linguistic knowledge of primary and secondary English teachers as they used grammar "to think with" (Halliday, 2002) and drew on findings from a three-year study investigating the impact of systemic functional grammatics on teachers' linguistic subject knowledge (LSK).

TL;DR: In this paper, the authors analyse the examination criteria established by a university in New Zealand and draw on the appraisal framework to examine 142 examiners' reports from that institution and explore the examiners reports through the generalised systems of attitude and engagement and extend the framework by suggesting more delicate options within appreciation and judgement.

TL;DR: In this article, the authors investigate how teachers and students display their orientation to discursive norms in actual instances of classroom interaction and find that the ability both to interpret the often subtle displays of orientation to norms and to contextualize switches to the metalevel of communication is essential for mastering academic discourse.

TL;DR: The authors investigated how multilingual educators in a graduate language education course analyzed and negotiated language teacher identities using storytelling, performance, and discourse analysis, which supported the focal participants in developing awareness of interaction as discursive negotiation of institutional, cultural and agentive factors.

TL;DR: This article explored the role of Critical Language Awareness (CLA) in teacher development through a high school history teacher's understanding of disciplinary literacy (DL), and his classroom's discourse practices in DL lessons.

TL;DR: The authors compared the effectiveness of intensive and extensive recast on the acquisition of a planned target structure with a control group and two treatment groups, one of which received intensive recasts on errors only for English unreal conditionals, and the other received extensive recasting on any kind of error during 2-h activity sessions.

TL;DR: In this paper, a focal teacher who constructs alternative ideologies and subjectivities that contribute to transform the power relationships typically enacted in these racially segregated urban schools is analyzed, as part of the implementation of a language policy promoting Quechua in the Peruvian Andes.

TL;DR: This paper explored the linguistic enactment of community in online interaction, specifically moderator strategies, using a discourse analytical approach informed by systemic functional linguistics, and identified a range of strategies which confirm, bring into question and go beyond those commonly described in the literature.

TL;DR: Achugar and Colombi as mentioned in this paper describe pedagogical practices in a university curriculum for Spanish heritage speakers that stress the relationship between the bilingual continuum and its connection with the social and situational context.

TL;DR: This article reported on a study of students aged between 11 and 15 years learning Mandarin Chinese as a foreign language in an inner London school and found that beginner learners used generic strategies, common to learning any language, and developed Mandarin specific strategies.

TL;DR: In this article, the authors draw upon the ongoing work in project-CIC, Categorization of Identities and Communication, which is interested in both the social practices and the discourses that f...

TL;DR: This article investigated the visual construction of knowledge in English as a Foreign Language (EFL) textbooks in Hong Kong and developed a social semiotic framework for infusing the senior primary (P4-6) and the secondary (S1-4) English language curricula with multiliteracies.

TL;DR: Morek and Heller as mentioned in this paper examined academic language in relation to a group of working class undergraduate university students from linguistic minority communities in the UK, focusing on the "socio-symbolic functions" of academic language for the participants.

TL;DR: In this article, the authors investigated the use of narrative fragments that teachers and parents employ to characterize and assess children and to present themselves in school-oriented identities, and found that parents and teachers co-construct common ground regarding the norms for objectively assessing the child and his/her achievements and educational perspectives.

TL;DR: This paper conceptualized and studied teacher identity as a theatrical performance of self in a middle school English classroom, and studied how a teacher mobilized human and non-human story characters to perform being "owner" of the classroom "territory", appropriated a micro-discursive routine in the classroom, the IRE sequence, and construed a reality, a naturalized set of assumptions about the social order of the classrooms, by recruiting assumptions available in more broadly circulating cultural "master narratives" about teachers, students and classroom discipline.

TL;DR: In this paper, the authors take a constructivist approach to early forms of academic language based on a conversation analytic framework and describe the social and linguistic norms that emerge in so-called "morning circles", a highly ritualised interactional routine that transfers part of the interactional responsibility to the children and at the same time teaches the prerequisites for specific communicative practices.

TL;DR: In this article, the authors identify discursive patterns of private online English lessons, perceived as satisfying by adult language learners from Russia, and show that most language produced during the lessons was relatively simple and covered everyday topics.