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摘要：This article is part of a study that examined the narratives of 19 Indian women about the impact of Hindi or English medium education on their lives. In the current article, an interview segment containing a hypothetical narrative recounted by one of these participants, Aditi, is analysed. The analysis uses conversation analysis (CA) tools to reveal the presence of conflicting Discourses regarding the value attached to English speakers by the two interactants. One of these leads to significant trouble in the talk that is attended to by Aditi through recounting a hypothetical narrative to justify her perspective. The study shows how the two planes of the narrative-the narrated world and the interactional narrating plane-are used by Aditi to critique hegemonic Discourses about English speakers. A CA-based sequential analysis reveals the embedding of the narrative in its local interactional setting while also displaying that the act of narration can be a site for the enactment of resistance to societal Discourses. Adapted from the source document

摘要：This study investigates contextual features surrounding the use of a first language (L1) in a Japanese university English-as-a-foreign-language (EFL) course during peer interaction in the extended preparation phase leading up to two oral presentation tasks (OP1 and OP3), performed seven months apart. Interaction data were analysed in terms of the amount of L1 production, the distribution of L1 use within and across tasks and dyads, and the focus of learner talk. Contextual influences on L1 use were also investigated. The amount of L1 use increased from OP1 to OP3 and the overall proportion of L1 talk was higher than that found in previous studies. Within dyads, learners generally used less L1 over time. This was attributed to the shifting focus of talk from procedural to content-creation activity. Some learners were consistently high or low users of L1, while others varied. Variability was attributed to differences in second language (L2) proficiency, levels of engagement with the task and/or interlocutor, and the negotiation of task control and pedagogic roles within a dyad. Finally, it was found that the language chosen for the initial utterance of an exchange may influence that of following utterances. The results support the contention that L1 use emerges naturally in classroom discourse and that attempts to influence it should involve raising awareness of contextual conditions surrounding its emergence.

摘要：This article analyzes research in second/foreign language teaching and learning conducted in Taiwan over the period 2004-2009. Representative articles published in local refereed journals and conference proceedings -- not readily accessible outside Taiwan -- are reviewed to reflect current trends in English teaching and learning. The main themes discussed include English-in-education policy and curriculum, research on English-skills development, and assessment. The analysis presented here highlights the fact that research in Taiwan not only follows international trends but also satisfies specific needs in local sociolinguistic contexts. Additionally, this paper sheds light on why the international readership of this locally conducted research remains very limited, and concludes by outlining the challenges that researchers face and the gradually shifting status of English in Taiwan in this increasingly globalized world. Adapted from the source document

摘要：Prior studies on novice teachers' adjustment to the school environment have shown that many new teachers adopt the teaching practices of existing teachers. By exploring the reasons why new teachers with a proficient command of English end up conducting English classes in Korean, this study analyzed factors influencing the socialization of new teachers. Analyses of questionnaires, interviews, and critical incident reports show that the choice of instructional language was influenced by institutional constraints, school culture, and norms surrounding the teaching and learning of English, rather than the teacher's individual capabilities. The results suggest that a more important factor than the individual teacher's ability is creating school systems and school cultures that enable teachers to apply the teaching methods they were trained to use. Adapted from the source document

摘要：The globalization of English in Sweden is examined as it takes shape in educational policy and practice. Following in the tradition of a "new wave" of language policy and planning research that emphasizes connections between policy and how it is interpreted by local stakeholders, this investigation focuses on textual data from Swedish national curricular documents and observational data of preservice English language educators during teacher training. Discourse analysis was conducted in order to illuminate underlying policy discourses, on the one hand, and facilitate tracing intertextual connections to the voices of educators, on the other hand. Drawing upon current perspectives on linguistic globalization, major discursive tensions engendered in the processes of transculturation through which English as a global language is locally situated in Sweden are brought to light. The study illustrates how educational language policy serves as a discursive space for ongoing negotiation about the status of English in Sweden. Adapted from the source document

摘要：The Majority language instruction as a basis for plurilingual education/Mehrheitssprachenunterricht als Basis plurilingualer Erziehung (MARILLE) project, affiliated with the European Centre for Modern Languages (ECML), is briefly highlighted. MARILLE specifically focuses on 'majority' languages, also referred to as 'national' or 'official' languages, that are used as 'language(s) of schooling.' The project focuses on classrooms in which the majority language is taught as a school subject, where teachers have generally been trained for monolingual mother tongue teaching but may be challenged by the increasingly diverse linguistic backgrounds of their students. The MARILLE project examines these teachers' strategies for dealing with such challenges and the ways school systems have found to support them. Adapted from the source document

摘要：For many decades, foreign language teaching has been dominated by the principle that teachers should use only the target language (TL) and avoid using the mother tongue (L1) except as a last resort. However, reports show that teachers make extensive use of the L1. This paper illustrates this discrepancy and considers some main reasons for it. It suggests a framework of principles for balancing L1 and TL use in the classroom. Finally, it reviews some strategies available to teachers who wish to make maximal use of the TL without denying the potential of the L1 to support foreign language learning. Adapted from the source document

摘要：Several previous studies have investigated the use of questions to facilitate interactions in academic lectures in tertiary education. However, the issue of how disciplinary cultures influence the patterns of questions in lectures has received little attention. Therefore, this study aims to examine the interdisciplinary differences in professors' use of questions in terms of both their forms and functions. The corpus used in this study consists of 15 small-class lectures from three academic divisions: Humanities & Arts (HA), Social Sciences & Education (SS) and Physical Sciences & Engineering (PS). These data are a subset of the Michigan Corpus of Academic Spoken English (MICASE). Previous studies on academic spoken English have reported that, compared with other contextual factors, the disciplinary culture seems to exert a more critical influence on the use of various linguistic features. However, the results of this study show far more similarities than differences across different disciplines. Based on the major findings pertaining to the use of question forms and functions across the three divisions, it is suggested that for questions in academic lectures at the tertiary level, the influence of genre seems to outweigh that of disciplinary culture. [Copyright The American University; published by Elsevier Ltd.]

摘要：This paper investigates the consequences of L2 use in university lectures. Data in the study stem from parallel lectures held by the same experienced lecturer in Danish (L1) and English (L2). It is found that the lecturer takes 22% longer to present the same content in L2 compared to L1, and that the lecturer speaks 23% more slowly in L2 than in L1. In the second part of the paper these differences are investigated through a qualitative analysis of parallel extracts from the same data set. Here it is found that when teaching in English the lecturer uses a higher degree of repetition and adopts a more formal and condensed style as compared to the rhetorical style in L1. Finally, the potential consequences of these quantitative and qualitative differences for student learning are discussed. We analyse five science lectures: three in Danish (L1) and two in English (L2). The same lecturer takes 22% longer to present the same content in L2. The lecturer speaks 23% more slowly in L2. The lecturer uses a higher degree of repetition in L2. The lecturer has a more formal and condensed style in L2. [Copyright The American University; published by Elsevier Ltd.]

摘要：This article uncovers the complexities and contradictions inherent in making decisions about L1 use in the English language classroom. Through an analysis of data from classrooms in a Cypriot context and from interviews with Cypriot teachers, a number of functions for L1 use are identified, as are the teachers' rationales for using L1 for different functions. Teachers' decision making it emerges, is often complex, based on either what they perceive as their students' affective needs or on their cognitive processes. What is more, teachers often underreport or differently report their use of L1 in the classroom, contradicting beliefs by their actions. The construct of guilt is offered to explain these complexities and contradictions in the teachers' use of L1 in this study. We conclude by suggesting that teachers should be supported in finding local solutions to local teaching problems, so that they better understand and exploit the resources available to them. Adapted from the source document

摘要：This study examines the Spanish use of students and teachers at a US two-way immersion school. Students and teachers from Grades 1, 3, and 8 (5-6-year-olds, 7-8-years-olds, and 12-13-year-olds, respectively) were observed and interviewed, and students completed questionnaires to determine what factors influenced their language of choice and their divergence from Spanish when it was the language of instruction. Although students showed an overall preference for English, particularly in interactions with peers, findings indicate that students' language background, culturally relevant teaching activities, teacher language use, and students' sensitivity to others' need for language accommodation influenced their use of Spanish with peers. [Reprinted by permission of Sage Publications Ltd., copyright holder.]

摘要：This article presents data from a study examining secondary mathematics teachers' and science teachers' implementation of a language of instruction policy in Malaysia, which made English the medium for mathematics and science instruction. It explores the beliefs of math, science and language teachers, and how these beliefs influence their pedagogical practices in content-based language instruction classrooms. The study uses a mixed-methods approach for data collection and data analysis. Data is analysed using perspectives from content-based language teaching (CBLT) and from research on mathematics and science instruction for English language learners (ELLs). The results indicate that teachers' beliefs about their respective roles as only content teachers or only language teachers limit students' language learning opportunities. Factors such as curricular requirements, exam pressure and time constraints also shape classroom interactions, and have implications for student learning as well. The findings reveal the lack of collaboration between content and language teachers, and the need for sustained professional development concerning content and language integration for both groups of teachers. This study extends work on content-based language teaching to the previously unexamined Malaysian context. Its findings contribute to the ongoing work of improving instructional practices in content-based classrooms to integrate and maximize content and language learning for English language learners. [Reprinted by permission of Sage Publications Ltd., copyright holder.]

摘要：Bilingual classrooms most often have strict language arrangements about when and who should speak what language to whom. This practice responds to diglossic arrangements and models of bilingualism developed in the 20th century. However, in the 21st century, heteroglossic bilingual conceptualizations are needed in which the complex discursive practices of multilingual students, their translanguagings, are used in sense-making and in tending to the singularities in the pluralities that make up multilingual classrooms today. Examining the case of a network of U.S. secondary schools for newcomer immigrants, the International High Schools, this article looks at how students' plurilingual abilities are built through seven principles that support dynamic plurilingual practices in instruction-heterogeneity, collaboration, learner-centeredness, language and content integration, language use from students up, experiential learning, and local autonomy and responsibility. As a result, students become not only more knowledgeable and academically successful but also more confident users of academic English, better at translanguaging, and more plurilingual-proficient. The article presents translanguaging in education as the constant adaptation of linguistic resources in the service of meaning-making and in tending to the singularities in the pluralities that make up multilingual classrooms today. Adapted from the source document

摘要：Tertiary education in many countries is increasingly bilingual, with English used in parallel with the national language, particularly as a reading language. This article describes the results of a survey of student attitudes toward, and reading practices regarding, English language textbooks. Over 1,000 students at three Swedish universities responded to a questionnaire asking about their experiences with English textbooks. Textbooks written in English were generally unpopular, and the perception was widespread that they placed a greater burden on students. However, respondents were divided about whether their reading behavior and their learning outcomes were affected by having a textbook in English, and about whether English texts were desirable. The findings of this study have implications for teaching practices in contexts in which students are asked to read, or are being prepared to read, in a second language. Implications for the English as a foreign language or English as a second language classroom are discussed. Adapted from the source document

摘要：For some language educators, communicative-style language teaching, by definition, entails viewing the use of the learners' first language (L1) as counterproductive to the learning process or as an unfortunate but sometimes necessary recourse. However, recent research has shown that L1 use can serve important cognitive, communicative, and social functions in communicative foreign and second language (L2) classrooms (Turnbull and Dailey-O'Cain, 2009; see also Butzkamm and Caldwell, 2009). The current article documents an attitudinal survey of 29 'native-English speaker' teachers at a Japanese university where the exclusive use of the target language is promoted as a key feature of the optimal foreign language learning environment. Results indicated that, contrary to the official policy, many teachers believed that selective use of the students' L1, by the teacher or by students, could enhance L2 learning in various ways within a communicative framework. The authors argue that teachers and students themselves are best placed to determine, based on the immediate context of the classroom, what constitutes optimal use of the target language and the L1. [Copyright Elsevier Ltd.]

摘要：A lack of familiarity with the language of teaching is blamed for illiteracy rates beyond 40% among people who live in nations in Africa or Asia in which dozens of languages are spoken. For a critical test of the importance of familiarity with the language in which initial reading is practiced, we took the Zambian situation as a natural experiment and tested effects of a fit between the local language spoken in the homes and playground and the language officially designated as language of instruction. We selected 12 state-funded primary schools from three districts likely to differ in match between children's language and language of instruction. From each school we took at random 10 high- and 10 low achievers, in all 240 pupils, and tested them after 18 months of instruction. Pupils make more progress in word reading fluency in a Zambian language and English when basic reading skills are practiced in the children's most familiar Zambian language. Research into other facets of reading instruction is required to balance various possibilities for increasing efficacy of reading instruction. Adapted from the source document