刊讯｜SSCI 期刊《语言、文化与课程》2022年第1-4期

LANGUAGE CULTURE AND CURRICULUM

Volume 35, Issue 1-4, 2022

LANGUAGE CULTURE AND CURRICULUM（SSCI二区，2021 IF：2.214）2022年第1-4期共发文27篇。欢迎转发扩散！（2022年已更完）

LANGUAGE CULTURE AND CURRICULUM 2022年第1-2期共发文14篇。研究话题涉及任务型语言教学、语法教学、文化认同、语言学习动机、多模态、教师在跨文化教学中的身份认同、中国英语教材中的中英美文化等。

LANGUAGE CULTURE AND CURRICULUM 2022年第3-4期共发文13篇。研究话题涉及多语言写作课程、通过跨语言提高学生素养、跨文化语言教学、大学英语教师的认同与情感等。

目录

VOLUME 35, ISSUE 1

■ Rethinking the ‘ideal native speaker’ teacher in early childhood education, by Julie Waddington

■ Finding success with the implementation of task-based language teaching: the role of teacher agency, by Jinfen Xu, Yumei Fan

■ The integration of content and language in CLIL: a challenge for content-driven and language-driven teachers, by Nerea Villabona, Jasone Cenoz

■ A focused ethnographic study on grammar teaching practices across language subjects in schools, by Kristine Kabel, Mette Vedsgaard Christensen

■ Relations among cultural identity, motivation for language learning, and perceived English language proficiency for international students in the United States, by Anqi Peng, Meagan M. Patterson

■ Dominance of Anglo-American cultural representations in university English textbooks in China: a corpus linguistics analysis, by Yanhong Liu, Lawrence Jun Zhang, Stephen May

■ Facilitating EFL students’ civic participation through digital multimodal composing, by Lianjiang Jiang

VOLUME 35, ISSUE 2

■ Do CLIL programmes help to balance out gender differences in content and language achievement? by Juan de Dios Martínez Agudo

■ Language teachers’ identity in teaching intercultural communicative competence, by Yang Frank Gong, Chun Lai, Xuesong Andy Gao

■ Interweaving local cultural knowledge with global competencies in one higher education course: an internationalisation perspective, by Leechin Heng, Hui-Chin Yeh

■ Departmental culture and professional development in the context of language programme reform, by Jeannette Sánchez-Naranjo

■ The effectiveness of direct articulatory–abdominal pronunciation instruction for English learners in Hong Kong, by Michael Yeldham, Vincent Choy

■ Students’ attitudes and perceptions towards three EMI courses in mainland of China, by Mengjia Zhang, Elisabet Pladevall-Ballester

■ Engaging with critical literacy through restorying: a university reading and writing workshop on fairy-tale reimaginations, by Ka Yan Lam

VOLUME 35, ISSUE 3

■ A multilingual pedagogies initiative in higher education,by Rosemary Wildsmith-Cromarty, Maryna Reyneke, Kotie Kaiser, Dolly Dlavane

■ Exploring translanguaging events through a multilingual writing course design, by Alyssa G. Cavazos

■ Putting languages at the centre: developing the Language Across the Curriculum (LAC) faculty seminar at LaGuardia Community College, Queens, New York, by Lucy R. McNair, Leigh Garrison-Fletcher

■ Translanguaging in a bilingual writing programme: the mother tongue as a resource for academic success in a second language, by Andrea Parmegiani, 

■ Enhancing the quality of students’ academic literacies through translanguaging, by Thoko Batyi

■ ‘In English!’ teachers’ requests as reactions to learners’ translanguaging discourse, by Pilar Safont

■ The effects of foreign language programmes in early childhood education and care: a systematic review, by Anne-Mieke M.M. Thieme, Kyra Hanekamp, Sible Andringa, Josje Verhagen, Folkert Kuiken

VOLUME 35, ISSUE 4

■ The effect of individual factors on L3 teachers’ beliefs about multilingual education, by Otilia Martí Arnandiz, Laura Portolés Falomir

■ The role of foreign language requirements in domestic students’ first-year success at one internationalising Japanese university, by Charles Allen Brown

■ Examining the influence of English songs on English L2 lexical learning: a quantitative meta-analytic review, by Dennis Murphy Odo

■ Locus of enunciation: insights for intercultural language teaching, by Melina Porto, Michael Byram

■ Identity and emotion of university English teachers during curriculum reform in China, by Jesse W. C. Yip, Jing Huang, Mark Feng Teng

■ Tertiary education ESP program delivery in Vietnam and language practices in globalised workplaces: examining the extent of alignment, by Thi Chau Ngan Nguyen, Margaret Kettle, Catherine Doherty

摘要

Rethinking the ‘ideal native speaker’ teacher in early childhood education

Julie Waddington, Faculty of Education and Psychology, University of Girona, Catalonia, Spain

Abstract Current foreign language education policies advocate plurilingual approaches to learning and teaching languages and call into question the ‘ideal native speaker’ as the ultimate model. Observations within a teacher training context indicate that this ideal still holds considerable weight among pre-service teachers. A study was carried out with students enrolled on the degree programme in Early Childhood Education at a university in Catalonia to explore the extent to which the ‘ideal native speaker’ model prevails within this community. The study analysed data from different instruments applied within the context of a core module which includes an innovative approach to embedding English as a foreign language in the early years. Findings confirm the prevalence of the model and reveal beliefs and assumptions which not only perpetuate the ideal itself, but also reinforce disempowering and discriminatory attitudes which are incongruent with current policies regarding language education. Changes reported in post-intervention findings highlight the need to develop reflective skills alongside linguistic and didactic competences in Early Childhood EFL Education. One of the main contributions of the study is its identification of deficit views of non-specialist teachers and its call for collaborative practice in which all linguistic abilities have a place.

Key words Deficit view of teachers; ‘ideal native speaker’ teacher, non-native speaker teacher, early childhood education, English as a foreign language, diverse linguistic competences

Finding success with the implementation of task-based language teaching: the role of teacher agency

Jinfen Xu, School of Foreign Languages, Huazhong University of Science and Technology, Wuhan, People’s Republic of China

Yumei Fan, School of Foreign Languages, Central China Normal University, Wuhan, People’s Republic of China

Abstract This study contributes to the limited research on teacher agency in task-based language teaching. Conceptualising agency through the lens of activity theory, the study investigated how two EFL teachers enacted their agency in TBLT implementation at a Chinese university and what factors mediated the enactment of their agency. Data collected by means of classroom observation, interviews and course documents were triangulated to provide a descriptive synthesis of teacher participants’ experiences with task-based language teaching. The analysis of the data revealed that these two teachers demonstrated agency through teaching as adaptation and teaching as learning to overcome the contradictions in the instructional activity system. They engaged with both proactive and reactive agency. A number of mediational factors were found to account for their agency. The study highlights the crucial role of teachers’ shared beliefs on the value of TBLT and curriculum reform and institutional support in influencing teachers’ adoption of task-supported language teaching.

Key words Teacher agency, EFL teachers, task-based language teaching, sociocultural theory

The integration of content and language in CLIL: a challenge for content-driven and language-driven teachers

Nerea Villabona, Department of Education Sciences, University of the Basque Country (UPV/EHU), Donostia/San Sebastian, Spain

Jasone Cenoz, Department of Education Sciences, University of the Basque Country (UPV/EHU), Donostia/San Sebastian, Spain

Abstract Although the core element in CLIL and immersion programmes is the integration of content and language, it is challenging to achieve a balance between the two to meet the dual-objective of CLIL. Research on the beliefs teachers have about CLIL and the way they understand the role of content and language in their classes is crucial to achieve that balance. In the Basque Autonomous Community (BAC), a multilingual region in Spain, schools are implementing CLIL programmes in order to improve students’ English proficiency and foster multilingualism. This case study aims at exploring how teachers in this particular setting conceptualise the integration of content and language in CLIL and their understanding is reflected through pedagogical practices. For that purpose, the thoughts and practices of two CLIL teachers with different teaching backgrounds are examined here. The findings show that teachers understand and implement CLIL in different ways and that there are substantial differences between the content-oriented teacher and the language-oriented teacher. This study shows that it is difficult to achieve a balance of content and language in CLIL classrooms because some classes tend to be content-oriented without enough attention given to language, while others are language-oriented without enough attention paid to content.

Key words CLIL, content-based instruction, teacher beliefs, teaching practices, integration

A focused ethnographic study on grammar teaching practices across language subjects in schools

Kristine Kabel, Danish School of Education, Aarhus University, Copenhagen, Denmark

Mette Vedsgaard Christensen, Department of Teacher Education, VIA University College, Aarhus, Denmark

Abstract Studies exploring grammar teaching in first and foreign language subjects in Scandinavia are very rare. In this article, we present findings from a focused ethnographic study (Gramma3, 2018–2019) of grammar teaching practices in the three major first and foreign language subjects at lower-secondary level (age 13–15) in Denmark: Danish L1, English L2 and German L3, with data collected at seven schools. The dominance of traditional school grammar content in all three classrooms is one main finding. However, the approaches vary across the three subjects, mirrored also in different traditions and cultures for language learning within first and foreign language subjects. The co-existence of concurrent and even contradictory practices within each language subject is another main finding. Thus, the cross-curricular perspective of the present study leads to detailed findings suggesting new ways of understanding explicit grammar teaching in compulsory education. In this way, the study helps to shed light on an under-researched, yet key curricular content area in all three subjects, suggesting opportunities for cooperation between first and foreign language teachers. In turn, it contributes knowledge, which is valuable beyond the national context of the study, with the potential for comparative studies across borders.

Key words Grammar teaching, lower-secondary school, L1 education, foreign language education, Scandinavia, focused ethnography

Relations among cultural identity, motivation for language learning, and perceived English language proficiency for international students in the United States

Anqi Peng, University of Kansas, Lawrence, KS, USA

Meagan M. Patterson, University of Kansas, Lawrence, KS, USA

Abstract As the number of international students in the United States increases, many researchers show interest in understanding how international students adapt to the local society and what factors influence this process. Cultural identity and language proficiency, as two important factors for international students in adaptation, cannot be ignored. The purpose of this study was to examine the relations of cultural identity to language learning for international students (n = 77) in the United States. In order to achieve this goal, participants completed measures of cultural identity, motivation for language learning, and self-perceived language proficiency. Using path analysis, two important findings emerged. First, ethnic identification was negatively related to self-perceived English proficiency, but this relation was mediated by motivation in learning English (i.e. high levels of motivation for language learning could buffer the effect of ethnic identification). Second, American identification (i.e. feeling a strong attachment to the United States, seeking to learn more about U.S. culture) promoted English proficiency through motivation in language learning.

Key words International students, cultural identity, English proficiency‌, motivation, language learning

Dominance of Anglo-American cultural representations in university English textbooks in China: a corpus linguistics analysis

Yanhong Liu, School of Foreign Studies, Yanshan University, Qinghuangdao, People’s Republic of China

Lawrence Jun Zhang, Faculty of Education and Social Work, University of Auckland, Auckland, New Zealand

Stephen May, Faculty of Education and Social Work, University of Auckland, Auckland, New Zealand

Abstract A number of studies have reported the cultural representations in English textbooks in many contexts, especially those in Asia. However, these studies relied on a small data set and the findings suffered severe limitations. To overcome such shortcomings, we self-built a corpus that has 40 volumes/books of over one million words to examine the cultural constellations evident in 10 sets of university English textbooks in China. With such a large corpus of 864 texts, which significantly exceeds the number of texts examined in previous studies, we intended to offset the weakness of manual content analysis in mining big data and thus also reduce subjectivity markedly. We subjected the whole data set to thematic coding through corpus tools. We found that: 1) the dominance of American/British cultures in these texts is prevalent, with the cultures of other Inner-circle countries in the periphery, and the cultures of the Outer-circle and Expanding-circle countries almost entirely neglected; 2) these textbooks showed little interest in local or Chinese cultures. We conclude by positing that the dominance of Anglo-American monocultural representation in English textbooks is problematic in an increasingly multilingual and multicultural world.

Key words Textbooks, corpus linguistics, discourse analysis, cultural representation, China, ELT

Facilitating EFL students’ civic participation through digital multimodal composing

Lianjiang Jiang, Faculty of Education, The University of Hong Kong, Pokfulam, Hong Kong SAR, China

Abstract Although there is a growing call for L2/EFL teachers to connect the words they teach in classrooms with the world students participate outside classrooms, opportunities for L2/EFL students to engage with civic participation (CP) in language curricula remains limited. Drawing on student-authored videos from a digital multimodal composing (DMC) programme in China, this study reports on students’ manifestation of CP during DMC. Data from student-authored videos, classroom observation, and interviews reveal that the students used DMC for three forms of CP, including advocacy of the sexually discriminated, fundraising efforts for the left-behind children stricken by poverty, and promoting civic learning of disease-related knowledge and protection measures. The findings also reveal that these forms of CP were manifested by the students’ creative remixing of videos and visuals and ingenious layering of student-generated narrations based on their authentic concerns and community experiences. Implications on how DMC can be used to facilitate students’ CP in language curricula are discussed.

Do CLIL programmes help to balance out gender differences in content and language achievement?

Juan de Dios Martínez Agudo, Department of Didactics of Social Sciences, Languages and Literatures, University of Extremadura, Badajoz, Spain

Abstract Since the interaction of individual variables with learning outcomes has been relatively neglected in the CLIL (Content and Language Integrated Learning) research agenda (Doiz, A., Lasagabaster, D., & Sierra, J. M. (2014). CLIL and motivation: The effect of individual and contextual variables. The Language Learning Journal, 42(2), 209–224), this study aims to investigate the impact of CLIL programmes on gender-related differences in language and content achievement at the end of primary and compulsory secondary education. In line with previous investigations reporting a levelling effect of CLIL programmes on gender differences, this study seeks to show whether bilingual programmes may help to balance out gender differences in CLIL learning outcomes and whether the gender gap may vary across educational levels. To that end, discriminant and factor analyses were performed with the experimental (EFL + CLIL exposure) and control (EFL-only exposure) groups. The main finding was that the gender gap in CLIL learning outcomes is cancelled out, which could be ascribed to the hypothesised levelling effect of CLIL on gender differences in learning outcomes.

Language teachers’ identity in teaching intercultural communicative competence

Yang Frank Gong, Faculty of Education, University of Macau, Macau SAR, People’s Republic of China

Chun Lai, Faculty of Education, University of Hong Kong, Hong Kong SAR, People’s Republic of China

Xuesong Andy Gao, School of Education, University of New South Wales, Randwick, Australia

Abstract This paper reports on our inquiry into how language teachers’ identities relate to their efforts to teach intercultural communicative competence. In the study, we collected data through in-depth interviews with and observations of 16 Chinese language teachers in Hong Kong’s international schools. The analysis revealed that the participants simultaneously embraced multiple professional and sociocultural identities related to intercultural communicative competence teaching. Specifically, the professional identities included a Chinese language teacher identity and a school staff member identity, while the sociocultural identity comprised a Chinese culture bearer identity, a multicultural identity, a cultural transmitter identity, a culture learner identity, and a cultural bridge identity. These identities were found to compete with or reinforce each other in mediating the participants’ efforts in relation to teaching intercultural communicative competence; different identities were often associated with different understandings of and approaches to teaching intercultural communicative competence. The findings suggest that language teacher educators need to recognise teacher identities as an important pedagogical resource when preparing language teachers for teaching in cross-cultural contexts.

Key words Teacher identity, intercultural communicative competence, Chinese language teachers, cross-cultural teaching contexts, Chinese as an additional language

Interweaving local cultural knowledge with global competencies in one higher education course: an internationalisation perspective

Leechin Heng, Department of Applied Foreign Languages, National Yunlin University of Science & Technology, Taiwan, People’s Republic of China; School of Educational Studies and Leadership, University of Canterbury, Canterbury, New Zealand

Hui-Chin Yeh, Department of Applied Foreign Languages, National Yunlin University of Science & Technology, Taiwan, People’s Republic of China

Abstract Developing curricula that responds to the demand for internationalisation in higher education institutions (HEIs) has been gaining wide attention around the world. Taiwan, a country that houses more than 100 HEIs, is a keen member in joining the bandwagon of academic internationalisation. This paper explores the learning process and perceived benefits, as narrated by students from one HEI course, directed at developing students’ local cultural knowledge and global competencies, such as English and technological proficiency, through the means of video-making. An added objective of the course was for students to enter their completed videos to the Bilingual Video Competition hosted by a national university in central Taiwan. Findings from the study demonstrated that through the course, students have not only gained a stronger foothold of their cultural identity and English and digital literacy skills, but the process of the project has also led them to become more agentic and to recognise the importance of team work and collaboration. Suggestions for future studies will be discussed.

Key words Internationalisation, local cultural knowledge, curricula, English language, digital literacy, higher education institutions (HEIs)

Departmental culture and professional development in the context of language programme reform

Jeannette Sánchez-Naranjo, Department of Spanish, Amherst College, Amherst, MA, USA

Abstract Recent scholarship in professional development (PD) has advocated for solid conceptual frameworks and understanding of the complex process involved in how language educators may continue to develop and fulfil the current challenging teaching demands. However, specific relationships underlying departmental cultures and how language educators relate to professional development activities are not completely understood, particularly in large programmes implementing curricular reforms. This paper reports on the outcomes of a PD programme framed within three main notions of sociocultural theory (learning by doing, scaffolding and collaboration) and designed to support a language programme reform in higher education in the United States. Drawing from observation and PD programme data, findings indicate that beyond the expertise and open spaces to participate, language educators need to be engaged in content meaningful to them and manageable within the context of their second language teaching practices. The embeddedness of individual acts of both teaching and reflection about it becomes the bedrock for significant PD and is fundamental to transform language teaching practices.

Key words L2 Spanish teaching, professional development, language programme reform, professional learning, community of practice‌

The effectiveness of direct articulatory–abdominal pronunciation instruction for English learners in Hong Kong

Michael Yeldham, School of Foreign Language Education, Jilin University, Changchun, People's Republic of China

Vincent Choy, Kwai Chung Methodist College, Hong Kong SAR, People’s Republic of China

Abstract The main purpose of this study was to examine the effectiveness for L2 English learners of a new direct approach to segmental pronunciation instruction that combined articulatory instruction with abdominal enhancement techniques. The participants were Cantonese speakers in Hong Kong, where the school curriculum relies chiefly on indirect instruction within a task-based language teaching (TBLT) framework. Thus a second purpose of the study was to examine whether the direct approach may be a useful addition to the Hong Kong curriculum. Randomly-assigned experimental and comparison groups of recent school graduates completed pronunciation tasks embedded within a TBLT framework. However, the experimental group had direct attention drawn to the segmental sounds, including advice and feedback on how to produce them, while the comparison group did not. Both groups completed a pretest/posttest reading-aloud task. The segments targeted in this test (and in the instruction) involved selected long vowel/diphthong sounds, voiced fricative consonants, and /t/ and /d/ in syllable-final consonant clusters. Results showed the experimental group significantly outperformed the comparison group overall and in each of these segmental categories, highlighting the importance of the direct articulatory–abdominal instruction. The results also suggested such instruction should be given greater attention in the Hong Kong curriculum.

Key words Pronunciation instruction in Hong Kong, English language teaching, Cantonese speakers, teaching methods, curriculum issues

Students’ attitudes and perceptions towards three EMI courses in mainland of China

Mengjia Zhang, School of English Education, Xi’an International Studies University, Xi’an, People’s Republic of China

Elisabet Pladevall-Ballester, Departament de Filologia Anglesa i de Germanística, Universitat Autònoma de Barcelona, Bellaterra, Spain

Abstract HEIs (Higher education institutions) in mainland of China are making enormous efforts to implement internationalization. As a result, EMI (English-medium instruction) courses are growing rapidly in number and popularity while relevant research is still insufficient in comparison to European countries. Besides, although much existing research has explored students’ beliefs and attitudes towards EMI, little is known on whether their beliefs and attitudes may change over time or after the completion of a course, and on whether students’ experiences in different EMI courses may differ. This paper specifically reports on students’ perspectives towards different EMI disciplinary courses: International Trade, Film Production and Project Management. Pre-post semester student questionnaires are analyzed both quantitatively and qualitatively. Results show that students were generally positive towards EMI courses but their attitudes changed to worse at the end of the semester. Students in the International Trade course had more positive attitudes than students in the Film Production and Project Management groups. Findings are discussed in relation to classroom teaching practices in the three groups, which were observed three times over the semester. Finally, teaching implications and language policy-related decisions are also considered.

Key words Students, attitudes, different EMI disciplinary courses, classroom teaching practices

Engaging with critical literacy through restorying: a university reading and writing workshop on fairy-tale reimaginations

Ka Yan Lam, BNU-HKBU United International College, Zhuhai, People’s Republic of China

Abstract This article presents the findings of a university reading and writing workshop on fairy-tale reimaginations. Fairy-tale reimaginations, understood as rewriting fairy tales using alternative narrative techniques, can be introduced into a literacy classroom where learners read reimagined fairy tales that stimulate their critical response and subsequently reimagine new stories that interrogate presumptions in the traditional tales. To justify the design of the workshop and its effectiveness in enhancing student learning, I combine restorying and critical literacy as the theoretical framework. By theorising fairy-tale reimaginations as a form of restorying, I foreground fairy-tale reimaginations as acts of resistance that reflect more diversifying perspectives in the society (Thomas & Stornaiuolo, 2016). I have chosen the four dimensions of critical literacy (FDCL), synthesised by Lewison et al. (2002) to illustrate how the workings of fairy-tale reimaginations befit the general principles of critical literacy. For a fuller realisation of critical literacy through consumption, production, and distribution of texts, understood as action and reflection upon the action, I contend to develop a reading/writing pedagogy that places emphasis on reading and rewriting followed by sharing and reflection. To this end, I hope to offer teacher-researchers insights to bring the fantasy genre into their literacy classroom.

Key words Critical literacy, restorying, fairy-tale reimaginations, university workshop

A multilingual pedagogies initiative in higher education

Rosemary Wildsmith-Cromarty, Rosemary Wildsmith-Cromarty

Maryna Reyneke, Faculty of Education, North-West University, Potchefstroom, South Africa

Kotie Kaiser, Faculty of Education, North-West University, Potchefstroom, South Africa

Dolly Dlavane, Faculty of Education, North-West University, Potchefstroom, South Africa

Abstract The research reported on in this article examines the attitudes towards student linguistic diversity and multilingual pedagogies of 30 university lecturer participants enrolled for an accredited short course on multilingual pedagogies at a South African institution. The aim of the course is to support lecturers in helping students gain access to their disciplines using multilingual strategies including translation and translanguaging. Staff from a range of disciplines drawn from 8 faculties formed the first cohort of participants. Within a postmodern research paradigm, an interpretive approach was used to understand and analyze data collected from questionnaires, language histories and a language portrait exercise. We discuss findings on staff perceptions of translanguaging in their teaching; their knowledge of and sensitivity towards their students’ linguistic repertoires, their own language backgrounds and the challenges they face in catering for linguistic diversity in their lectures. We also present participants’ examples of multilingual pedagogies based on what they had learned from the MP course.

Key words Multilingual pedagogies, Higher Education, university lecturers, linguistic repertoires, African languages

Exploring translanguaging events through a multilingual writing course design

Alyssa G. Cavazos, Department of Writing and Language Studies, The University of Texas Rio Grande Valley, Edinburg, USA

Abstract The article describes the translingual theoretical underpinnings guiding the design of a multilingual writing course. The course was offered at The University of Texas Rio Grande Valley, a Hispanic Serving Institution. The design of the course challenged monolingual ideologies in academic writing through community partnerships with non-profit community organisations committed to social justice on the US-Mexico border region. I explore translingual pedagogies in community partnerships as an approach to build students’ linguistic awareness of monolingual, multilingual, and translingual ideologies (Ayash, N. B. (2019). Toward translingual realities in composition: (Re)working local language representations and practices. Utah State University Press). Through reflections on my course design, specifically the syllabus design, introductory activities, and major course projects, I explore teaching practices that fostered self-reflection on language choices. Through translingual dispositions, we can highlight multilingual students’ abilities to negotiate, resist, and question languages as they advocate for social issues that affect their communities through writing, research, and collaboration.

Key words Course design, translanguaging, translingual writing, curriculum design, multilingual

Putting languages at the centre: developing the Language Across the Curriculum (LAC) faculty seminar at LaGuardia Community College, Queens, New York

Lucy R. McNair, LaGuardia Community College, City University of New York, New York, USA

Leigh Garrison-Fletcher, LaGuardia Community College, City University of New York, New York, USA

Abstract Our article presents the development, conceptual toolkit, and preliminary observations of an interdisciplinary Language Across the Curriculum (LAC) professional development seminar at our urban community college in Queens, New York. Although innovative in promoting inclusion and diversity, the college reflects a common monolingual ‘Standard American English-only’ ideology in U.S. higher education. Linguistic difference is celebrated yet often viewed as an instructional and professional obstacle. LAC argues that such an approach compromises our institutional commitment to diversity and fails to use these cultural and epistemological assets as resources in learning. In contrast, LAC puts languages at the centre of a multidisciplinary inquiry and outlines a paradigm shift from a ‘language-blind,’ deficit model to a ‘language-aware,’ asset-based, translanguaging pedagogy. Targeting both classroom and college-wide change, the seminar guides participants in reflective and critical discussion of language ideologies and theories of acquisition before developing and applying new teaching strategies. We connect evidence-based translanguaging approaches with critical insights from anti-racist pedagogy, encouraging faculty and students to develop a nuanced appreciation of linguistic identities and to use and build on their full linguistic repertoires. The article provides an overview of the seminar’s interdisciplinary framework, conceptual foundation, and preliminary impacts on faculty, students and campus culture.

Key words Community college, faculty development, inclusivity, language diversity, translanguaging

Translanguaging in a bilingual writing programme: the mother tongue as a resource for academic success in a second language

Andrea Parmegiani, English Department, Bronx Community College of the City University of New York (CUNY), New York, USA, Faculty of the Humanities, Northwest University, Vanderbijlpark, South Africa

Abstract This paper reports on a writing programme I started at Bronx Community College to improve academic success among recently immigrated Spanish-speaking students by linking ESL courses to Spanish academic literacy courses within the framework of a learning community. My reflection begins by articulating the pedagogical rationale for looking beyond ‘English-only’ approaches to the teaching of college writing in the context of the U.S. language demographics. I discuss how the linked course model facilitated the circumvention of ‘normative English monolingual ideologies’ and the implementation of a translingual approach to college writing in an institution where English is the only language of instruction. Drawing on a longitudinal study that includes a comparative analysis of academic success metrics and in-depth interviews, I show how the translingual pedagogical strategies that emerged from the linked courses facilitated English academic literacy acquisition and the ability to succeed through this language.

Key words Translanguaging, multilingual pedagogies, academic literacy, learning communities, language ideology, language attitudes

Enhancing the quality of students’ academic literacies through translanguaging

Thoko Batyi, Nelson Mandela University, Port Elizabeth, South Africa

Abstract After apartheid, English became the lingua franca in South Africa and African-language speakers continued to be marginalised despite laws attesting to the equality of African languages. This article describes an attempt to rectify the effects of this marginalisation using translanguaging to improve students’ academic literacies and pass rates at an English-medium university. Bilingual tutorials were conducted in English and isiXhosa, which were the students’ languages. The translanguaging approach was based on the idea that bi/multilinguals benefit from bi/multilingual pedagogic practice. Translanguaging expanded the students’ linguistic repertoires by including in it the strategies that they needed to develop their literacies. Data were collected from a questionnaire and interviews. The students confirmed that learning was easier for them when translanguaging was used and the desired learning outcome was achieved. The findings suggested that translanguaging is crucial for bi/multilingual students. Hence, it is being maintained for non-English undergraduates at the university.

Key words Bilingual tutoring, translanguaging, multilingualism, academic literacies, additive language learning

‘In English!’ teachers’ requests as reactions to learners’ translanguaging discourse

Pilar Safont, Departament d’Estudis Anglesos, Universitat Jaume I, Castelló, Spain

Abstract Multilingualism in the world is the norm and the classrooms are no exception. The dynamic and flexible practices of multilingual teachers and learners in the classroom are referred to as translanguaging . As shown in the literature on the topic, translanguaging discourse simply exists in classrooms. It is the means of communication employed by multilingual learners in multilingual learning settings. However, research on classroom pragmatics has adopted a monolingual perspective, and the need to examine multilingual learners and teachers from a multilingual viewpoint has been raised. Bearing this research gap in mind, this study focuses on examining teachers’ reactions to learners’ translingual practices as instances of attitudinal conduct and potential sources of incidental pragmatic learning. Data for the study comprise transcripts from twelve video-recorded English as L3 lessons involving 268 learners (m.a. = 8.4) and 12 teachers. Interestingly, this study confirms the role of the language programme in the classroom requestive behaviour and the existing monolingual bias in young multilingual instructional settings.

Key words Requests, classroom discourse, multilingualism, sociopragmatics, translanguaging, language attitudes

The effects of foreign language programmes in early childhood education and care: a systematic review

Anne-Mieke M.M. Thieme, University of Amsterdam, Amsterdam, the Netherlands

Kyra Hanekamp, University of Amsterdam, Amsterdam, the Netherlands

Sible Andringa, University of Amsterdam, Amsterdam, the Netherlands

Josje Verhagen, University of Amsterdam, Amsterdam, the Netherlands

Folkert Kuiken, University of Amsterdam, Amsterdam, the Netherlands

Abstract This systematic review investigates the effects of foreign language programmes in early childhood education and care (ECEC), which are increasingly popular. Foreign language ECEC centres familiarise very young children with a foreign language, and in general also expose them to the majority language. This review synthesises research on the effects of foreign language ECEC on children’s development of the foreign language, majority language, first language, and wellbeing, as well as programme-related and child-related factors that influence language development and wellbeing. The reviewed studies indicate that foreign language ECEC fosters foreign language development, without negatively impacting the majority and first language. Children can experience positive wellbeing in these programmes, but only if programmes are play-based and if the language policy is not too strict. Some studies report that programme characteristics, such as input quantity, language policy, and teacher strategies, modulate the effects of foreign language ECEC on language development and wellbeing. Few of the reviewed studies examined child characteristics, but the available findings indicate that children’s age, as well as their temperament and in-class behaviour, are related to foreign language learning. However, these findings need to be interpreted with caution, because research into foreign language ECEC is still in its infancy.

Key words Foreign language, early childhood education and care (ECEC), bilingual language development, wellbeing, programme-related factors, child-related factors

The effect of individual factors on L3 teachers’ beliefs about multilingual education

Otilia Martí Arnandiz, University Jaume I, Castelló, Spain

Laura Portolés Falomir, University Jaume I, Castelló, Spain

Abstract Empirical research on L3 teachers' beliefs has gained momentum in the last decade since teacher cognition is paramount for understanding teaching practices in multilingual settings. Yet, many of these works deal with experienced language practitioners (e.g. [Otwinowska, A. (2017). English teachers' language awareness: Away with the monolingual bias? Language Awareness, 26 (4), 304–324]) and focus on the impact of instruction about multilingual pedagogies (e.g. [Gorter, D., & Arocena, E. (2020). Teachers' beliefs about multilingualism in a course on translanguaging. System, 92 (102272)]. Less attention has been awarded to pre-service content teachers ([Portolés, L., & Martí, O. (2020). Teachers' beliefs about multilingual pedagogies and the role of initial training. International Journal of Multilingualism, 17(2), 248–264; Schroedler, T., & Fischer, N. (2020). The role of beliefs in teacher professionalisation for multilingual classroom settings. European Journal of Applied Linguistics, 8 (1), 49–72]) or to the effect of individual factors other than teacher training on their beliefs. To address this research gap, the present paper examines whether external and internal factors affect 121 teacher trainees' cognition about multilingualism in Infant and Primary education. Although no significant differences across groups are found, results depict a teacher's profile more inclined towards implementing multilingual policies.

Key words Multilingualis, mmultilingual education, pre-service teachers’ beliefs, multilingual pedagogy, external and internal factors

The role of foreign language requirements in domestic students’ first-year success at one internationalising Japanese university

Charles Allen Brown, Purdue Language and Cultural Exchange (PLaCE), Purdue University, West Lafayette, IN, USA

Abstract This project addressed the role of foreign language (FL) classes in a successful first-year student experience at one Japanese university. I assessed six dimensions of this experience: Match between high school FL classes and university FL classes, role of first-year FL course grades for academic progress, role of first-year FL classes in later studies, students’ attitudes toward the classes, promotion of language learning, and the success of these classes in fostering international peer interactions. Employing a mixed methods approach with one year of on-site fieldwork, I observed 78 FL classes, interviewed 40 students, five university and nine high school FL teachers, and analyzed teaching materials, homework, and student grades from 58 FL classes. Results indicated that, although these classes did not detract from students’ overall academic goals mainly due to the classes’ modest aims and lack of connections to later academic work, they largely failed to promote robust language learning, positive affect, and international peer interaction. This study especially indicates the need for improved connections between high school English and college-level EMI courses. Also, students with previous costly English learning opportunities fared better in English classes which suggests the importance of greater attention to equity in language education.

Key words EFL, first-year experience, interculturalism, internationalisation, Japan, shadow education

Examining the influence of English songs on English L2 lexical learning: a quantitative meta-analytic review

Dennis Murphy Odo, Pusan National University, Busan, South Korea

Abstract Ongoing debate exists concerning pedagogical strategies including song to improve vocabulary learning in second or foreign language learners. A search of primary empirical studies published from 1990 to 2020 produced 27 articles with 28 studies and 1864 total participants. Effect sizes were analysed for the influence of English instructional interventions using songs on L2 vocabulary learning. Results established that using English songs has a large effect on English L2 vocabulary learning. Moderator analyses demonstrated the effect of several moderators including article publication status, song genre, control type instructional duration, education level, and learners’ L1. Based upon these findings, English teachers can feel more confident about using songs as a complementary instructional strategy to improve their students’ English L2 vocabulary learning. However, future researchers should strive to transparently follow best practices in research design while taking into account important variables like rate of song presentation, and teacher/learner musical background.

Key words English as a second/foreign language teaching, songs, vocabulary learning, meta-analysis, effect size

Locus of enunciation: insights for intercultural language teaching

Melina Porto, Facultad de Humanidades y Ciencias de la Educación (School of Humanities and Sciences of Education), Instituto de Investigaciones en Humanidades y Ciencias Sociales (Institute of Research in the Social Sciences and the Humanities), Universidad Nacional de La Plata and CONICET (National Research Council), La Plata, Argentina

Michael Byram, Sofia University St Kliment Ohridski, Sofia, Bulgaria;c School of Education, University of Durham, Durham, UK

Abstract Recent articles on the problems of ‘locus of enunciation’ have focused on research and publication as well as on theoretical development of the concept. It is an issue in teaching and learning too, and this is the focus of this article which argues that to reject teaching approaches in ‘the South’ because they come from ‘the North’ is, first, counter to the principles of academic freedom upheld as much in the South as the North, second, prevents learners from having access to important knowledge and third, ignores the ways in which learners in ‘the South’ can ‘re-enunciate’ what they have learned from ‘the North’. Our argument has its origins in our own experience of censorship in the name of ‘locus of enunciation’. As language teachers, we demonstrate that internationalist and pluralist ways of thinking can and should lead to cultural, intellectual humility and that this is a better basis for making judgements than a preference for ‘our’ locus of enunciation over ‘theirs’. We illustrate our argument with the pedagogic project that gave rise to the use of ‘locus of enunciation’ as the basis for rejection of our teaching, to show how the project can be read ‘otherwise’.

Key words Locus of enunciation, Southern theory, decoloniality, intellectual humility, intercultural dialogue, critical re-design

Identity and emotion of university English teachers during curriculum reform in China

Jesse W. C. Yip, School of Humanities and Languages, Caritas Institute of Higher Education, Hong Kong, People's Republic of China

Jing Huang, Department of Education Studies, Hong Kong Baptist University, Hong Kong, People's Republic of China

Mark Feng Teng, Center for Linguistic Sciences, Beijing Normal University, Zhuhai, People's Republic of China

Abstract Limited attention has been given to the emotions of university English teachers in their identity constructions in the context of curriculum reform in China. Drawing upon the identity control theory (ICT), this qualitative study examines how six teachers negotiate their emotions during curriculum reform in China. Data were collected through in-depth interviews. Findings indicate that teachers experience a variety of emotions in response to the curriculum reform and that the emotions are triggered by teachers’ identity constructions. Based on the findings and ICT, this study proposes a model that delineates the interplay between self-identity, performance outcome, and teacher emotion in the context of curriculum reform. The model explicates that congruence between teachers’ self-identities and the identities imposed by the reform contributes to positive emotions and vice versa. Adding to the original ICT, this study suggests that teachers’ performance outcomes (i.e. teaching outcome and student performance) are likely to influence the (non-)verification of role performance and teacher emotion. In addition, this study reveals the factors that influence teachers’ role performances in the reform, including rapid changes in education policy, stressful teaching evaluations, the instruction of ideological and political thoughts in English courses, and teachers’ insufficient computer skills.

Key words English teaching, teacher emotion, teacher identity, curriculum reform, identity control theory

Tertiary education ESP program delivery in Vietnam and language practices in globalised workplaces: examining the extent of alignment

Thi Chau Ngan Nguyen, Faculty of Foreign Languages, University of Finance and Marketing, Ho Chi Minh City, Vietnam

Margaret Kettle, Faculty of Education, Queensland University of Technology, Kelvin Grove, Australia

Catherine Doherty, Faculty of Education, Queensland University of Technology, Kelvin Grove, Australia;c School of Education, University of Glasgow, Glasgow, UK

Abstract This paper investigated the language resources needed for communication in Vietnam’s import/export services and the level of alignment with the associated English for Specific Purposes (ESP) course. To examine the communicative practices used in this workplace, the study employed methods of semi-structured interviews and a collection of 48 emails and eight phonecalls adopted to interact with customers. Similarly, semi-structured interviews and ESP teaching materials were administered to explore teachers’ practices and the language input. The findings indicate an increasingly valuable variety of English as a lingua franca (ELF) which is identified in particular genres with different choices of registers and stylistic features adapted to communicative conditions in the fluid globalised workplace. Given the agility and unpredictability of work in a globalised setting, the analysis shows how the workers’ mobile language repertoire is not tied to the criterion of linguistic accuracy, but rather favours the achievement of meaning and function. However, the adaptable, truncated ‘good enough’ language used in the workplace does not align with the lexicogrammatical focus of the ESP course. The study contributes to understandings of alignment in ESP curricula and materials redevelopment in times of globalisation and countries such as Vietnam where ELF is used for international interactions.

Key words Alignment, English as a lingua franca (ELF), English for Specific purposes (ESP), import/export, workplace communication

期刊简介

Language, Culture and Curriculum is a well-established journal that seeks to enhance the understanding of the relations between the three dimensions of its title. It welcomes work dealing with a wide range of languages (mother tongues, global English, foreign, minority, immigrant, heritage, or endangered languages) in the context of bilingual and multilingual education and first, second or additional language learning. It focuses on research into cultural content, literacy or intercultural and transnational studies, usually related to curriculum development, organisation or implementation. The journal also includes studies of language instruction, teacher training, teaching methods and language-in-education policy. It is open to investigations of language attitudes, beliefs and identities as well as to contributions dealing with language learning processes and language practices inside and outside of the classroom.

《语言、文化和课程》是一本成熟的期刊，旨在增强人们对其标题三个维度之间关系的理解。它欢迎在双语和多语言教育以及第一，第二或附加语言学习的背景下处理各种语言（母语、全球英语、外国、少数民族、移民、遗产或濒危语言）的工作。它侧重于对文化内容、识字或跨文化和跨国研究的研究，通常与课程开发，组织或实施有关。该期刊还包括对语言教学、教师培训、教学方法和教育语言政策的研究。它对语言态度，信仰和身份的调查以及处理课堂内外的语言学习过程和语言实践的贡献持开放态度。

网址：

https://www.tandfonline.com/journals/rlcc20

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