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Thüne, Eva-Maria; Brizic, Katharina – Language and Education, 2022
Learning a new language after forced migration has hardly ever been studied from the perspective of children. Their viewpoint, however, gets even more important, if we want to understand the lifelong consequences of their early experiences. With this aim, we use autobiographical accounts of persons who were rescued from Nazi Germany and brought to…
Descriptors: Immigrants, Refugees, Second Language Learning, Autobiographies
Troyan, Francis John; Harman, Ruth; Zhang, Xiaodong – Language and Education, 2021
To acknowledge the lasting and increasing influence of Halliday's theory of systemic functional linguistics (SFL) on teacher education, this article outlines Critical SFL Praxis (CSFLP) in teacher education as an activist effort in research and practice. Informed by systemic functional linguistics, the critical approach seeks to push back against…
Descriptors: Linguistics, Linguistic Theory, Activism, Teacher Education Programs
Kendrick, Maureen; Early, Margaret; Chemjor, Walter – Language and Education, 2019
Characteristic of the twenty-first century are new literacy practices that require users and producers to be fluent with the affordances of multiple modes across print and digital media. In under-resourced contexts such as East Africa, these complex new multimodal practices have not been well documented. In this paper, we explore the context of an…
Descriptors: After School Programs, Journalism Education, Females, Foreign Countries
Kiramba, Lydiah Kananu – Language and Education, 2018
Research in educational linguistics is now challenging the efficacy of monolingual approaches that often dominate educational practices in multilingual settings. In most African nations where multilingualism is the norm, there remains a persistent reluctance by educational stakeholders (principals, teachers, parents, and students) to embrace…
Descriptors: Language Attitudes, Multilingualism, Elementary School Students, Grade 4
Reynolds, Todd – Language and Education, 2018
Despite the effectiveness of dialogic instruction and whole-class discussion, it does not happen with regularity in the English Language Arts classroom. To examine this discrepancy, this study focused on the beliefs of teachers as they thought about discussion. To this end, the question addressed in this study was: How do high school English…
Descriptors: Secondary School Teachers, English Teachers, Language Arts, Teacher Attitudes
Heron, Marion – Language and Education, 2018
A multi-dimensional conceptualisation of dialogue was used to examine how university tutors valued dialogic interaction in higher education seminars. Values were evidenced in tutors' stimulated recall interviews based on reflections of their seminar practice. As would be expected, the reflective accounts revealed different orientations towards…
Descriptors: Higher Education, Seminars, College Faculty, Values
Anderson, Jim; Chung, Yu-Chiao; Macleroy, Vicky – Language and Education, 2018
This article presents findings from the global literacy project, Critical Connections: Multilingual Digital Storytelling (MDST), which provides a means of nurturing and reflecting multiliteracies in practice. It recognises the power of storytelling and the space stories offer both for self-representation and for engaging with otherness. It draws…
Descriptors: Educational Technology, Technology Uses in Education, Story Telling, Multilingualism
Teachers' Views on Recognising and Using Home Languages in Predominantly Monolingual Primary Schools
Bailey, Elizabeth G.; Marsden, Emma – Language and Education, 2017
The use of home languages has previously been advocated in highly multilingual UK classrooms. However, drawing on the home languages and cultural insight of children who use English as an Additional Language (EAL) may also have important social and academic benefits in contexts where monolingualism is the norm. Conducted in a small local authority…
Descriptors: Teacher Attitudes, English (Second Language), Second Language Learning, Multilingualism
Gillen, Julia; Cameron, Catherine Ann – Language and Education, 2017
The right to share the social heritage of a nation is an element of citizenship closely associated with education. Social heritage is understood as the negotiation of understandings within a dialectical understanding of social practice across multiple timescales. In this paper the meaning-making practices of one young child concerned with beavers…
Descriptors: Citizenship Education, Self Concept, Kindergarten, Family Environment
Kim, So Jung; Cho, Hyesun – Language and Education, 2017
Despite the increasing attention paid to the importance of critical literacy in North American early childhood classrooms, critical literacy has been rarely discussed in East Asian classrooms, particularly in South Korea. The present study delineates ways in which a Korean preschool teacher interacts with her young learners during literacy…
Descriptors: Critical Literacy, Preschool Children, Preschool Teachers, Literacy Education
Sharples, Robert – Language and Education, 2017
Increasing rates of migration to the global West are focusing attention on the experiences of young migrants in schools. Too often, these young people are identified in terms of linguistic deficiency but this obscures the skills, experiences and expectations of formal education that they have developed before or during their migration. This…
Descriptors: Multilingualism, Self Concept, Learning Experience, Case Studies
Holm, Lars – Language and Education, 2017
The aim of this article is to examine teachers' constructions of the literacy competence levels of multilingual students. The study is based on a Latour-inspired theoretical understanding of standardised literacy testing as a social practice, and focuses on teachers' perceptions of and practices concerning compulsory national standardised literacy…
Descriptors: Multilingualism, Literacy Education, Standardized Tests, Elementary School Students
Kwon, Jungmin – Language and Education, 2017
This qualitative study investigates immigrant mothers' beliefs and practices toward supporting maintenance of their children's heritage language (HL) in the context of transnationalism. The data are primarily drawn from formal and informal interviews and observations of six mothers who immigrated to the United States from Japan and Korea. The…
Descriptors: Immigrants, Mothers, Native Language, Heritage Education
Wang, Xiqiao – Language and Education, 2017
The study is situated in a bridge writing course that serves multilingual international students during their first year in college. Based on interviews with 36 Chinese international students and detailed tracing of one focal student's literacy activities, this study examines the social production of a translocal literacy learning space that spans…
Descriptors: Foreign Students, Computer Mediated Communication, Writing Instruction, Introductory Courses
Wilkinson, Ian A. G.; Reznitskaya, Alina; Bourdage, Kristin; Oyler, Joseph; Glina, Monica; Drewry, Robert; Kim, Min-Young; Nelson, Kathryn – Language and Education, 2017
In this paper, we report findings from the second year of a three-year research and professional development program designed to help elementary school teachers engage in dialogic teaching to support the development of students' argument literacy. We define argument literacy as the ability to comprehend and formulate arguments through speaking,…
Descriptors: Teaching Methods, Faculty Development, Dialogs (Language), Video Technology