刊讯｜SSCI 期刊《语言、文化与课程》2024年第1-2期

LANGUAGE CULTURE AND CURRICULUM

Volume 47, Issue 1-2, 2024

LANGUAGE CULTURE AND CURRICULUM（SSCI一区，2023 IF：2.4，排名：29/194）2024年第1-2期共发文32篇，其中研究性论文16篇，书评1篇。研究论文围绕数字技术与语言文化相关教育展开，涉及STEM、数学教育、多语言教学，聚焦芬兰、伦敦、哈萨克斯坦等地案例，分析教师对语言角色的认知、多语言习惯与教学实践，探讨香港双语环境下的口音与族群关联，以及新兴技术如何促进语言友好型学校的建设，强调了跨文化学习、身份构建与教师发展的重要性等。欢迎转发扩散！

往期推荐：

刊讯｜SSCI 期刊《语言、文化与课程》2023年第1-4期

目录

ARTICLES

■Digital technologies & linguistically and culturally relevant pedagogies: where do we stand? by Emmanuelle Le Pichon, Alexandre Cavalcante, Antoinette Gagné, Jérémi Sauvage, Pages 1-9.

■Towards linguistically and culturally responsive curricula: the potential of reciprocal knowledge in STEM education, by Emmanuelle Le Pichon, Dania Wattar, Mai Naji, Hyunha Rosalia Cha, Ye Jia & Kanza Tariq, Pages 10–26.

■Mathematical benefits of a language-friendly pedagogical tool: a praxeological analysis of teachers’ perceptions and practices, by Alexandre Cavalcante, Antoinette Gagné & Emmanuelle Le Pichon-Vorstman, Pages 27–43.

■Multilingual pedagogies and digital technologies to support learning STEM in schools in France and Canada, by Nathalie Auger, Jérémi Sauvage, Emmanuelle Le Pichon-Vorstman, Carole Fleuret, Leanne Adegbonmire & Laurine Dalle, Pages 44–60.

■Crossing linguistic and disciplinary boundaries? Linguistic practices in STEM/S.T.E.M. classrooms, or how a multilingual habit does not make a multilingual monk, by Sílvia Melo-Pfeifer, Pages 61–74.

■Finnish pre-service teachers’ understandings of the role of language(s) in learning mathematics, by Jenni Alisaari, Leena Maria Heikkola & Raisa Harju-Autti, Pages 75–91.

■Using a functional multilingualism framework and online learning to develop professional repertoires and racial literacy for trainee mathematics teachers in London, England, byAlan W. Benson, Pages 92–105.

■‘I can easily switch to the Kazakh language, also to the Russian language’: reimagining Kazakhstani CLIL implementation as a third space, by Michelle Bedeker, Assylzhan Ospanbek, Marius Simons, Akerke Yessenbekova & Manas Zhalgaspayev, Pages 121-138.

■Rethinking of EMI in higher education: a critical view on its scope, definition and quality, by Mustafa Akıncıoğlu, Pages 139-154.

■A cycle model of intercultural learning: educating the global citizen, by Lone K. Svarstad & Karen Risager, Pages 155-170.

■Ethnic group affiliation and second/foreign language accentedness in English and Mandarin among Hong Kong speakers, by Alex Ho-Cheong Leung & Patrick Chi-Wai Lee, Pages 171-185.

■ Material use for EFL teacher learning in classroom ecology: a perturbation or affordance? by Dongying Li, Pages 186-212.

■The multilingual university: language ideology, hidden policies and language practices in Malawian universities, by Colin Reilly, Tracey Costley, Hannah Gibson & Nancy C. Kula, Pages 213-229.

■Students’ conceptions and experiences of institutionalised curriculum for multilingual learning: the case of a dual-foreign-languages programme, by Zhibin Shan & Hao Xu, Pages 230-246.

■Intercultural learning and identity development as a form of teacher development through study abroad: narratives from English language practitioners, by Fan Fang, Troy McConachy & Rui Yuan, Pages 247-266.

■‘Their first language … would be a resource sometimes': preservice English teachers’ preparedness for linguistically responsive teaching, by Lianjiang Jiang, Xiaoyue Zhang & Seyyed-Abdolhamid Mirhosseini, Pages 267-287.

COMMENT

■How can emerging technologies advance the creation of language-friendly and literacy-friendly schools? by Jim Cummins, Pages 106-119.

摘要

Digital technologies & linguistically and culturally relevant pedagogies: where do we stand?

Emmanuelle Le Pichon, Ontario Institute for Studies in Education, University of Toronto, Toronto, Canada

Alexandre Cavalcante, Ontario Institute for Studies in Education, University of Toronto, Toronto, Canada

Antoinette Gagné, Ontario Institute for Studies in Education, University of Toronto, Toronto, Canada

Jérémi Sauvage, Université Paul-Valéry, Montpellier 3, Montpellier, France

Abstract This special issue highlights research mainly conducted from 2020 to 2023 in Canada, France, Germany, the UK and Finland. Each of these studies presents the affordances and constraints of using multilingual digital tools to address the deficit orientation to the education of newcomer students that still exists in many contexts. This includes the underestimation of the potential of multilingual students as well as the exclusive focus on using the language of the school for teaching and learning. It highlights the crucial role of teachers in supporting newcomer students and emphasises the innovative nature of using digital technology in STEM education. The six articles that make up this special issue focus on linguistically and culturally relevant online learning resources and curricula designed to support inclusive learning in STEM subjects. Focusing on teachers and their ideologies as well as teacher training, the articles highlight the varying degrees of effectiveness of multilingual technology in providing new ways of integrating newcomer student perspectives into curricula and promoting inclusive STEM education.

Key words Multilingual learner, digital technologies, linguistically and culturally relevant pedagogies, STEM education, English as a second language, teacher training

Towards linguistically and culturally responsive curricula: the potential of reciprocal knowledge in STEM education

Emmanuelle Le Pichon, Dania Wattar, Mai Naji, Hyunha Rosalia Cha, Ye Jia & Kanza Tariq, Ontario Institute for Studies in Education, University of Toronto, Toronto, Canada

AbstractFrom the perspective of host country education system and, in light of a normative view of academic development, school systems have too often viewed the academic profiles of newcomer students as deficient despite a curriculum in Ontario (Canada) that mandates culturally relevant and responsive pedagogy. In this project, we view the mobility of these students as an enrichment of the host school system through the lens of reciprocal knowledge. The online STEM resources created are based on an understanding of the students’ funds of knowledge from the curricula of the families’ home countries. The results show that these resources contribute to the inclusion of multilingual students by allowing their teachers to better understand them, helping parents to understand the educational system of the country in relation to their own. However, such an approach requires curriculum change to include these transcultural perspectives and to train teachers to open their classrooms to reciprocal knowledge.

Key words Linguistically and culturally relevant and responsive pedagogy, curriculum, funds of knowledge, digital technology, newcomer students, reciprocal knowledge

Mathematical benefits of a language-friendly pedagogical tool: a praxeological analysis of teachers’ perceptions and practices

Alexandre Cavalcante, Antoinette Gagné & Emmanuelle Le Pichon-Vorstman, Ontario Institute for Studies in Education, University of Toronto, Toronto, Canada

AbstractIn this paper, we report on data from 40 middle and secondary school mathematics teachers and teacher candidates as they begin to articulate the intersection of language-friendly pedagogy, mathematics teaching, and a multilingual technological tool by way of a two-hour introductory workshop. We use an Anthropological Theory of the Didactic which recognises that mathematics instruction and language instruction are done differently under distinct institutional conditions (curriculum, culture, language, etc.) to analyse our data. Our findings suggest that teachers’ beliefs and perspectives regarding their multilingual students guide their choices about how to use a powerful digital multilingual platform to either remediate what they perceive as deficits in their students or leverage the assets of multilingual learners.

Key words Language-friendly pedagogy, mathematics teacher perceptions, learning platform, praxeology, multilingual learners, STEM

Multilingual pedagogies and digital technologies to support learning STEM in schools in France and Canada

Nathalie Auger, Sciences du langage, Université Paul-Valéry – Montpellier 3, Montpellier, France

Jérémi Sauvage, Sciences du langage, Université Paul-Valéry – Montpellier 3, Montpellier, France

Emmanuelle Le Pichon-Vorstman, OISE, Université de Toronto, Toronto, Canada

Carole Fleuret, Faculté d'éducation, Université d’Ottawa, Ottawa, Canada

Leanne Adegbonmire, OISE, Université de Toronto, Toronto, Canada

Laurine Dalle, Sciences du langage, Université Paul-Valéry – Montpellier 3, Montpellier, France

AbstractFor many years, French and Canadian schools have welcomed students from around the world. This article presents the Binogi/ESCAPE project, which supports the integration of a multilingual digital resource in the classroom that presents STEM content through a multilingual lens with associated animated videos and quizzes. The study aims to encourage the inclusion of multiple languages in STEM content in both language-based (FSL/ESL) and content-based (STEM) classrooms. Researchers collected data during the 2020–2022 school years through focus groups, interviews, logs, observations, and questionnaires. Study participants included 17 teachers in France and 18 teachers in Canada. The results show that opening up to languages through a multilingual resource works as a springboard, allowing teachers and their students to find innovative ways to include other languages. Teachers who have used the resource have also appreciated the use of Binogi for instructional differentiation. Binogi's multilingual features supported translanguaging activities in the classroom, linking STEM content to literacy activities. However, more research is needed to understand how to train teachers to use multilingual resources to better support newcomer students.

Key words Digital education, newcomer students, plurilingualism, translanguaging, multilingual pedagogies, STEM education

Crossing linguistic and disciplinary boundaries? Linguistic practices in STEM/S.T.E.M. classrooms, or how a multilingual habit does not make a multilingual monk

Jean-Marc Dewaele, Sílvia Melo-Pfeifer, Fakultät für Erziehungswissenschaft, Didaktik der sprachlichen und ästhetischen Fächer (EW 4), Universität Hamburg, Hamburg, Germany

AbstractIn this contribution, I reflect on how multilingual pedagogies can be added to STEM and S.T.E.M. practices, in what could be called a ‘double-crossing’: on the one hand, crossing linguistic boundaries and, on the other, crossing specific subject knowledge. Based on a content analysis of teachers’ interviews referring to their pedagogical experiences with a multilingual platform providing subject content in several languages, I reflect on the extent to which and how multilingual STEM and S.T.E.M. pedagogies are implemented and accounted for. More specifically, I analyse the arguments put forward by teachers for using or not using multilingual practices in STEM and S.T.E.M. and I delve into the apparent contradictions underlying the fact that, despite using a multilingual platform, its multilingual affordances are sometimes overlooked, underestimated or even used in monolingualised practices in multilingual settings.

Key words STEM, S.T.E.M, teachers’ beliefs, multilingual pedagogies, monolingual mindset

Finnish pre-service teachers’ understandings of the role of language(s) in learning mathematics

Jenni Alisaari, Department of Slavic and Baltic Studies Finnish Dutch and German, University of Stockholm, Stockholm, Sweden;b INVEST Research Center, University of Turku, Turku, Finland

Leena Maria Heikkola, Logopedics, Åbo Akademi University, Turku, Finland

Raisa Harju-Autti, Faculty of Education and Culture, Tampere University, Tampere, Finland

AbstractWe examined Finnish pre-service primary school teachers’ understandings of the role of language(s) in learning mathematics and how these understandings developed during a period of teaching practice. We also examined how the participants experienced the usefulness of the ready-made multilingual digital material Binogi and how the teaching practice period influenced their thoughts on multilingual pedagogies. Our results indicate that the teacher training period increased awareness of linguistic challenges and of the importance of students’ L1s in learning. However, some participants’ views reflected monolingual ideologies, especially regarding the conditional use of L1s. Regarding linguistic support, the participants reported using visual supports and explaining vocabulary and structures. Although many participants perceived Binogi as beneficial and motivating, less than half used it. Some participants emphasised that the practice period reinforced their understanding of the importance of multilingual pedagogies. It is important to critically reflect on the language policies and practices of Finnish teacher education and support the dialogue between research and practice regarding a shared understanding of valuing linguistic diversity in teacher education.

Key words Multilingual pedagogies, pre-service teachers, digital learning material, mathematics, L1, linguistically responsive teaching

Using a functional multilingualism framework and online learning to develop professional repertoires and racial literacy for trainee mathematics teachers in London, England

Alan W. Benson, London Metropolitan University, London, UK

AbstractThis article is a narrative case study of language provision for trainee mathematics teachers on a one-year initial teacher training course: a Postgraduate Certificate in Education in London, England. It draws on Heugh’s (2018) (Conclusion: Multilingualism, Diversity and Equitable Learning: Towards crossing the ‘Abyss’. in The Multilingual Edge of Education 2018 (pp 341-367) Palgrave MacMillan) description of Functional Multilingualism; Muscovitch’s (2015) Academic Literacy in Mathematics for English learners in The Journal of Mathematical Behaviour, 40, 43-62) to intertwine the development of professional language repertoires with the praxis of school mathematics pedagogy; and digital multimodal literacies to promote writing, professional language repertoires and critical language awareness. It models practices and tasks designed to improve outcomes in the Postgraduate Certificate in Education course and address the lack of confidence felt by trainee teachers when teaching multilingual classes. These develop safe spaces that allow for sharing of school practicum experiences and is a context for discussion of race literacy and other aspects of diversity and inclusion referred to in the Equalities Act (2010). Drawing on innovation over a four-year period (2017–2021) the case study provides a variety of starting points to develop consistency within the many initial teacher training routes leading to Qualified Teacher Status and for collaboration between schools and Higher Education Institutes during further two years of school-based training required in England before final recognition as a fully qualified teacher.

Key words Initial teacher training, mathematics, funtional multilingualism, race literacy, digital multimodal composition, safe space

How can emerging technologies advance the creation of language-friendly and literacy-friendly schools?

Jim Cummins, University of Toronto, Toronto, Canada

Abstract  The evolution of digital technologies has frequently been hailed as a ‘game-changer’ in education. However, like previous technological innovations, such as television, these recent developments have failed thus far to demonstrate any significant large-scale improvement in the quality of educational provision or in educational outcomes. The papers in this special issue suggest that there is potential to change this scenario. Digital platforms such as Binogi have been able to exploit technological advances such as vastly improved crosslinguistic machine translation ushered in by artificial intelligence to make curriculum content much more accessible to multilingual students. Drawing on the papers in this special issue, I highlight three dimensions of digital learning environments that have demonstrated pedagogical credibility to enhance multilingual learners’ development of literacy and their acquisition of academic content in the target language: (a) they provide extensive access to and promote engagement with written (and oral) input in the target language, (b) they provide instructional scaffolds within the digital environment to promote both awareness of how language works and intentional learning of academic concepts and subject matter content, and (c) they encourage and enable students to become autonomous learners who are capable of self-regulating and evaluating their own learning.

Key words Binogi, digital technologies, learner autonomy, multilingual learners, pedagogical orientations

 ‘I can easily switch to the Kazakh language, also to the Russian language’: reimagining Kazakhstani CLIL implementation as a third space

Michelle Bedeker, Graduate School of Education, Nazarbayev University, Astana, Kazakhstan

Assylzhan Ospanbek, Graduate School of Education, Nazarbayev University, Astana, Kazakhstan

Marius Simons, Faculty of Education, University of the Western Cape, Cape Town, South Africa

Akerke Yessenbekova, Graduate School of Education, Nazarbayev University, Astana, Kazakhstan

Manas Zhalgaspayev, Graduate School of Education, Nazarbayev University, Astana, Kazakhstan

Abstract  There is extensive CLIL research on stakeholders’ practices, integration of content and language, and pedagogies. However, limited studies report on teachers’ pre-existing knowledge before CLIL implementation and how it influences their classroom pedagogy. Using a third space frame, this study examined CLIL implementation in Kazakhstan. It included 15 science teachers who teach science through the English medium of instruction (EMI). A hybrid coding strategy was followed to analyze questionnaires, teachers’ science lessons, multimodal teaching-based scenarios, and semi-structured interviews. Our findings revealed that teachers’ CLIL implementation was guided by their (1) hybrid beliefs about scientific knowledge and learning, (2) humanising pedagogy, (3) shift to constructivist science pedagogy, and (4) hybrid linguistic stance. We conclude that a third-space perspective diverts the gaze from CLIL teachers’ challenges to illuminate the entanglement of teachers’ epistemic stance, pedagogical content knowledge (PCK), and linguistic stance as emergent discursive practices when policy borrowings connect global and local epistemologies.

Key words CLIL implementation, third space, PCK, hybridity, local epistemologies

Rethinking of EMI in higher education: a critical view on its scope, definition and quality

Mustafa Akıncıoğlu, University of Oxford, Oxford, UK

Abstract Although it has grown at an exponential rate globally, English medium instruction’s (EMI) conceptually problematic nature steered more confusion than clarity and consensus in the contexts of higher education (HE). In the field literature, the dominant paradigm pertains to descriptive statements rather than definitions and research seemed to reach a saturation point where a new vision is required that of problem solving. By employing a critical stance towards globalisation hence internationalisation and opting for a multilingual perspective, this conceptual paper presents arguments firstly on the concepts that are involved in the definition of EMI and then on EMI teacher training and EMI policy while keeping a focus on learning in EMI HE settings. In so doing, definitions for the concepts of EMI and EMI quality are provided as prospective reference points for HE stakeholders to adhere to during their EMI development practices. Concluding remarks on internationalization as being one of the motivations to implement EMI in HE settings and calls for research on critical EMI and EMI content teacher competencies are also provided.

Key words English medium instruction, EMI policy and quality, EMI teacher training, Critical EMI, EMI in multilingual settings, higher education

A cycle model of intercultural learning: educating the global citizen

Lone K. Svarstad, University College Copenhagen, Copenhagen, Denmark

Karen Risager,  Intercultural Studies, Roskilde University, Roskilde, Denmark

Abstract This article presents a model of intercultural learning that may be used in the planning and implementation of citizenship education in foreign/second/world language teaching. The Cycle model of intercultural learning aims at the development of global citizenship and comprises four phases: noticing, comparing, reflecting and interaction. Among the central concepts are critical cultural awareness, perspective awareness, local and global contextualisation, and decentering. The article further shows how language learning and intercultural learning may be integrated by combining the Cycle model of intercultural learning with task-based language learning and language learning via chunks and keywords. The argument is illustrated by results from an action research project carried out in Denmark in the school year 2021/2022. Thematically, the project draws inspiration from The UN Global Goal 11: Sustainable cities and communities, and addresses students of English, German, and French in grade 8 (15-year-olds). In this article, the focus is on one of the English classes, but the article concludes with reflections on the relevance of all languages.

Key words Cycle model of intercultural learning, global citizenship education, critical cultural awareness, perspective awareness, decentering, contextualisation

Ethnic group affiliation and second/foreign language accentedness in English and Mandarin among Hong Kong speakers

Alex Ho-Cheong Leung, Department of Humanities, Faculty of Arts, Design and Social Sciences, Northumbria University, Newcastle upon Tyne, UK

Patrick Chi-Wai Lee, Department of Humanities, Language and Translation, School of Arts and Social Sciences, Hong Kong Metropolitan University, Ho Man Tin, Hong Kong

Abstract  As part of a larger project that investigates the issue of identities in Hong Kong, this study anchored on the sociocognitive paradigm in second language acquisition (SLA) explores the potential relationship between one’s identity and perceived language accentedness. Our study set in Hong Kong (HK) aims to extend Gatbonton and colleagues’ works (e.g. [2005]. Learners’ ethnic group loyalty and L2 pronunciation accuracy: A sociolinguistic investigation. TESOL Quarterly, 39(3), 489–511. https://doi.org/10.2307/3588491; [2008]. The ethnic group affiliation and L2 proficiency link: Empirical evidence. Language Awareness, 17(3), 229–248. https://doi.org/10.1080/09658410802146867; [2011]. Ethnic group affiliation and patterns of development of a phonological variable. Modern Language Journal, 95(2), 188–204. https://doi.org/10.1111/j.1540-4781.2011.01177.x) that examine the relationship between ethnic group affiliation (EGA) and language proficiencies in diglossic contexts. HK is a multi-glossic context where Cantonese, English and Mandarin are the official languages, and they perform distinctive functions in various public and private domains. Through analysing participants’ (n = 65; born between 1970s–1990s) self-identification and their reported accentedness in English and Mandarin, we address the question of whether EGA as a set of social factors has a bearing on a person’s linguistic achievements. Findings indicate that participants’ identification with the Chinese/ HK identity is related to their perceived accentedness in the targeted languages in intricate ways that do not align completely with our predictions. We conclude by calling for further socio-cognitively informed research that investigates multiglossic situations where languages/ language varieties complement or compete with each other.

Key words Ethnic group affiliation, second language accentedness, Hong Kongsociocognitive SLA, identities

Material use for EFL teacher learning in classroom ecology: a perturbation or affordance?

Dongying Li, School of Foreign Languages and Cultures, Nanjing Normal University, Nanjing, People’s Republic of China

Abstract  Curriculum material use is an agentive, reciprocal and innovative practice, involving multiple stakeholders such as teacher, students and assessments that mutually shape one another. While it is generally acknowledged that teachers’ knowledge and skills deeply shape the way they use materials, little is known about how material use can possibly perturb or afford teacher learning. This, however, is deemed important considering the close relationships among material use, teacher learning and instruction. This study adopts a qualitative case study method to examine three EFL teachers’ experiences with new curriculum materials under a new round of national curriculum reform. Findings reveal that (1) new curriculum materials can perturb classroom ecology, prompting teachers to re-examine, reflect and innovate their beliefs and practices; (2) despite teachers’ general consensus on features of curriculum materials, the way they enact them in practice along with emerging learning opportunities are rather different; (3) opportunities for teacher learning through material use can be subjected to teachers’ existing knowledge, beliefs and experiences; (4) sometimes, lack of clear instructional guidance in the textbook renders teachers more agency and freedom to explore their ideas, which can be ultimately developmental.

Key words Curriculum material use, teacher learning, affordance, perturbation, classroom ecology

The multilingual university: language ideology, hidden policies and language practices in Malawian universities

Colin Reilly, Division of Literature and Languages, University of Stirling, Stirling, Scotland

Tracey Costley, Department of Language and Linguistics, University of Essex, Colchester, England

Hannah Gibson, Department of Language and Linguistics, University of Essex, Colchester, England

Nancy C. Kula, Department of Language and Linguistics, University of Essex, Colchester, England

Abstract  Globalisation is increasingly affecting universities worldwide. In African contexts, language policies exhibit an inheritance situation in which countries continue to implement policies which favour colonial languages in education. This paper investigates the Malawian higher education context and the ways in which staff engage with multilingualism. It examines the implementation of language policies by staff in their classrooms and explores the attitudes of staff members towards the current monolingual language policy and practices in higher education in the country. The paper draws on a 4-month ethnography carried out in eight Malawian universities. Findings indicate that the language ‘rules’ imposed by staff are highly variable and that diverse language ‘policies’ are implemented and enforced by staff, some of whom operate strictly monolingual approaches while others adopt multilingual approaches. Staff display a range of attitudes towards multilingualism, influenced by competing pressures of ensuring students comprehend the subject matter while also seeking to improve their English skills against the broader backdrop of language practices and expectations in the country.

Key words Language policy, multilingualis, mlinguistic ethnography, teaching practices, Malawi, higher education

Students’ conceptions and experiences of institutionalised curriculum for multilingual learning: the case of a dual-foreign-languages programme

Zhibin Shan, Faculty of French and Francophone Studies, Beijing Foreign Studies University, Beijing, People’s Republic of China;b Laboratory STIH (Sens, Texte, Informatique, Histoire), Faculty of Arts and Humanities, Sorbonne University, Paris, France

Hao Xu, National Research Centre for Foreign Language Education, Beijing Foreign Studies University, Beijing, People’s Republic of China

Abstract Whilst the existing literature on multilingual learning in curriculum has properly addressed a variety of instructional factors, few studies have been dedicated to investigating the influence of institutionalisation as a contextual, power-laden factor on multilingual curriculum which in turn influences multilingual learning. To fill this gap, this qualitative study examines undergraduate students’ conceptions and experiences of the institutionalised dual-foreign-languages programme of English and French in a Chinese university. The findings unveil how the institutionalisation of dual-foreign-languages learning, as mediated by specific curricular arrangements, imposed a predetermined pathway towards achieving predetermined curricular goals. In such institutionalised curriculum, students experienced and conceived dual-foreign-languages learning as a rigidly devised project, in which they were pressurised to conform to fixed curricular arrangements as well as their underlying ideologies, and in which they also agentically responded to the institutionalised curriculum with the initiative to reflect and negotiate. It is thus suggested that curriculum developers and administrators should be cautious about imposing curricular intentions that over-simplify multilingual learning dynamics which may impede learning instead of promoting it.

Key words Language curriculum; multilingual learning; foreign languages; institutionalisation; multilingualism

Intercultural learning and identity development as a form of teacher development through study abroad: narratives from English language practitioners

Fan Fang, College of Liberal Arts, Shantou University, Shantou, People’s Republic of China

Troy McConachy, Department of Applied Linguistics, University of Warwick, Coventry, UK

Rui Yuan, Faculty of Education, University of Macau, Macau, People’s Republic of China

Key words Language ideology, English language teachingin, tercultural learning, intercultural experiences, overseas study

‘Their first language … would be a resource sometimes': preservice English teachers’ preparedness for linguistically responsive teaching

Lianjiang Jiang, Xiaoyue Zhang, Seyyed-Abdolhamid Mirhosseini, Faculty of Education, The University Hong Kong, Hong Kong

Key words Ethnic group affiliation, second language accentedness, Hong Kongsociocognitive SLA, identities

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。

官网地址：

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

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