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Toohey, Kelleen; Smythe, Suzanne – Language and Education, 2022
In this paper we propose that posthuman and decolonizing perspectives on difference might provide a foundation for English as an additional language (EAL) teacher education programs. We briefly examine current outcomes of schooling for EAL students and current teacher education in Canada, showing the necessity and urgency of developing practices…
Descriptors: English for Academic Purposes, Second Language Learning, Second Language Instruction, Teacher Education Programs
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Leung, Constant – Language and Education, 2022
English as an Additional Language (EAL) as a professional discipline is a significant component of public education, and a main educational response to the growing ethno-linguistic diversities in many English-speaking countries. In this article I will focus on the ways in which professional language teacher knowledge has changed over time, paying…
Descriptors: Second Language Learning, Second Language Instruction, English (Second Language), Foreign Countries
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Scarino, Angela – Language and Education, 2022
The increasing diversity of learners and teachers of languages (of both English as an Additional Language or Dialect [EAL/D] and Languages) coincides with major efforts to reconceptualise the nature of additional language learning towards multilingual and intercultural orientations. In this paper I first describe the policy context of EAL/D in…
Descriptors: Language Teachers, Teacher Education, Diversity, English (Second Language)
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Foley, Yvonne; Anderson, Charles; Hancock, Jonathan; Conteh, Jean – Language and Education, 2022
While there is now a considerable body of work on teacher identity in the area of language education, much less attention has been given to the question of the extent to which student teachers are enabled to construct identities that are consonant with the opportunities and challenges of current multilingual classrooms. Drawing on a recent…
Descriptors: Professional Identity, English (Second Language), Second Language Learning, Second Language Instruction
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Harklau, Linda; Ford, M. Katherine – Language and Education, 2022
This article examines recent U.S. language education policies regarding English learners (ELs) and their teachers using an interpretive policy analysis theoretical lens (Wagenaar 2011) incorporating a sensemaking perspective on organizational dynamics (Weick, Sutcliffe, and Obstfeld 2005). We portray U.S. EL policies as shaped by varying macro,…
Descriptors: English Language Learners, English (Second Language), Second Language Learning, Teacher Education
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Nic Aindriú, Sinéad – Language and Education, 2022
There have been many instances when parents have been advised by educational professionals against bilingualism or immersion education for their child with special educational needs (SEN). Some parents follow the advice given and decide to use only one language with their child, mainly the majority language of the community. This study…
Descriptors: Parent Attitudes, Decision Making, Special Needs Students, Irish
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Anderson, Kate T.; Ambroso, Eric; Cruz, Joshua; Zuiker, Steven J.; Rodríguez-Martínez, Sara – Language and Education, 2022
This study enlists a transformative approach to mixed methods research in order to problematize what different methods can offer for expanding understandings of educator language attitudes and ideologies. Analyses consider Likert-scale survey responses and linguistic autobiography data from a sociolinguistics course in an online Educating…
Descriptors: Teacher Attitudes, Language Attitudes, Autobiographies, Essays
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Nelson, Brenna Scadden; Petersen, Douglas B.; Rai, Anuradha – Language and Education, 2022
Background: Children in India are among the lowest performing students on international reading comprehension and writing assessments. Oral language instruction may improve these literacy outcomes. Aim: This pilot study investigated whether a multi-tiered system of language support (MTSLS) improved oral narrative language comprehension, reading…
Descriptors: Foreign Countries, Oral Language, Language Processing, Reading Comprehension
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Fenwick, Lisl; Herrington, Michele – Language and Education, 2022
Research from the fields of science representation, genre pedagogy and disciplinary literacy for adolescents indicates that achievement for students, including those from linguistically diverse backgrounds, will improve if they engage with the meaning-making conventions of disciplinary texts, but there is no current agreement on the nature of…
Descriptors: Case Studies, Teaching Methods, Biology, Science Instruction
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Auleear Owodally, Ambarin Mooznah – Language and Education, 2022
The present case study is inspired by preliminary observations of a young adolescent's use of private speech within pretend play to develop disciplinary knowledge in the home domain. Using audio-recordings of the learner's pretend play as a starting point, followed by informal conversations with her, the parent-as-researcher investigates the…
Descriptors: Early Adolescents, Females, Play, Imagination
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Rosa, Holly; Hodgson-Drysdale, Tracy – Language and Education, 2021
This article examines the key change processes (KCPs) in the critical systemic functional linguistics praxis (CSFLP) of a science teacher, the first author, as she learned SFL theory as a metalanguage for thinking about language and for teaching science writing to culturally and linguistically diverse students. In this case study (Yin, 2012),…
Descriptors: Linguistics, Linguistic Theory, Science Instruction, Academic Language
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Matruglio, Erika – Language and Education, 2021
This article presents a qualitative study of the differential uptake of SFL-inspired metalanguage and SFL-based pedagogy by two senior secondary history teachers in Australia. The teachers were involved in design-based research aimed at improving disciplinary writing for high stakes examinations. While both attended the same training seminar and…
Descriptors: Metalinguistics, Linguistics, Teaching Methods, Secondary School Teachers
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Sembiante, Sabrina F.; Cavallaro, Christina J.; Troyan, Francis John – Language and Education, 2021
Few studies in language teacher education programs provide insight on how knowledge of Systemic Functional Linguistics (SFL) is developed by teacher candidates to support their metalinguistic awareness and preparation to teach language. Building upon the contributions of Johnson and Byrnes, we combined Halliday's language-based theory of learning…
Descriptors: Linguistics, Linguistic Theory, Sociocultural Patterns, Preservice Teachers
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Jackson, Glenn – Language and Education, 2021
To engage in critical praxis, teachers of literary response writing need concepts and methods for understanding the efficacy of teaching practices in helping students develop particular dispositions towards texts and the social issues they represent. In this article, the author uses concepts from Legitimation Code Theory (LCT) and Systemic…
Descriptors: Linguistics, English, Language Arts, Grade 8
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Accurso, Kathryn; Gebhard, Meg – Language and Education, 2021
This literature review analyzes the influences of systemic functional linguistics (SFL) in U.S. teacher education from 2000 to 2019. First, we describe how SFL has been contextualized in United States in response to changing demographics, new technologies, policies, and the impacts of globalization. Second, we outline our methodology, which…
Descriptors: Linguistics, Literacy Education, Teacher Education Programs, Trend Analysis
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