English-speaking Contexts Research Articles

Bilingualism of Children in Different Multilingual Contexts

Many parents and professionals believe that learning to speak, read and write in two languages can lead to academic deficiencies due to cognitive overload and the risk of confusion linked to handling two language codes. Therefore, some bilinguals abandon or are tempted to abandon one of the two languages, often the first language, in exchanges with their children, in favor of the language of schooling. However, all recent scientific data tend to show that bilingualism is an asset more than a handicap. Nevertheless, these positive results most often concern English-speaking contexts and are not directly transposable to a French-speaking context. Drawing on the results of our work carried out in Oceania and in other territories, this article will deal with bilingual development and the impact of educational systems that promote the heritage or local languages from primary school. More specifically, the oral language of the bilingual, biliteracy and the effects of cross-linguistic transfer will be addressed. Results from both longitudinal studies in New Caledonia and French Polynesia, confirmed by other studies conducted in Sub-Saharan African, show a positive effect of the bilingual education curriculum on local language (Drehu and Tahitian) skills without having negative effects on French. We demonstrated that the expected effects of cross-linguistic transfer are only possible if the pupils learn to read and write in the two languages (local language and French). Additionally, learning to read in one of those local languages makes it easier to learn to read in French, which has a more opaque writing system.

Pragmatic sociology and the economics of convention: Introducing a ‘novel’ approach to English-speaking education research

This special issue brings together current work in education research that engages with a pragmatic, yet critical theoretical tradition sprung from the French context during the 1980s. Based on a particular understanding of existence, perception, reality and the dynamics of social life, this theoretical tradition has continuously been developed over the past four decades in a variety of fields, such as law, economic studies, political sciences, education research and sociology. Despite its rich history, this approach has until recently only garnered limited attention from English-speaking research communities. Consequently, our aim is to introduce the approach to the European Education Research Journal readership and demonstrate the tradition’s richness and range of use for education research. By showing the many ways in which this perspective can be utilised in education research, we hope to inspire more scholars who publish in English-speaking contexts to engage with us and explore what insights this ‘novel’ perspective can bring to our research field. In this editorial, we briefly explain the perspective’s base assumptions and key features, discuss the potential relevance of this approach for education research, and introduce the articles of the special issue. First, however, we want to address the issue of naming.

Cross-cultural adaptation and user-experience validation of the ACAD Toolkit

Design for learning involves the delicate interweaving of knowledge about learning and knowledge about design. This work is often carried out by heterogenous design teams in which members speak of and value different aspects of design, and different methods for evaluating these designs in use. The challenge of reconciling these often-competing demands is critical to the success of these teams. This short paper outlines work breaking new ground translating an educational design method, developed in English speaking contexts, for use in Spanish speaking contexts. Steeped in socio-cultural and socio[1]material awareness this project explores how the ACAD Toolkit—a set of tangible design related resources embodying networked learning ideals—shapes and is (re)shaped in and through the process of translation. Guided by two questions: (i) How can we explore the process of translating not only language but values and forms of practice? and (ii) How can the ACAD Toolkit be validated in new contexts? This qualitative study involves the thematic analysis of multimodal data including video and audio recordings, and artefacts produced during workshops. Our method builds on traditional cross[1]cultural processes of adaptation that involve adapting, expanding and splitting ideas and concepts in two stages: language translation and user-experience testing. Our analysis is, therefore, reported in two stages. In the first we explore the process of reaching agreement on a test set of translated resources, and in the second we explore how these resources are being enrolled in educational design work in new contexts. The newly translated resources have been tested in three workshops in two Spanish speaking educational settings (Spain and Argentina). After analysing the data from these workshops, the initial translation will be corrected, and instructions will be developed—in both languages—to improve future translations of the ACAD Toolkit and in its ongoing use in English contexts. These instructions and the processes through which they will be developed will produce potential research objects for future educational design research. This method, initially developed with educators in Australia and New Zealand, embodies the very heart of networked learning—the movement of people, objects, and ideas across contexts and time.

Literacy and signing deaf students: a multi-national scoping review.

Many literature reviews or other types of reviews (e.g., meta-analyses, scoping reviews) in deaf education research are focused upon primarily or exclusively research that is performed in U.S. contexts or English-speaking contexts only. However, research that is conducted in non-English-speaking, non-U.S. settings that may be more likely to be multilingual, has value for our understanding of how deaf students using multiple languages may develop literacy skills. The objective of this review was to explore the literature on literacy development with deaf learners conducted outside of English-speaking contexts that has been published in English, Portuguese, or Spanish. We identified 13 English-language articles, 9 Portuguese-language articles, and 0 Spanish articles that met inclusion criteria. From these articles, we glean important insights into the reading process, including the teaching of subskills of reading, writing instruction, early literacy experiences, and the potential relationship between signed languages and literacy. We also note the need for multiple, converging sources of evidence and the value of an asset-driven approach to understanding deaf learners.

A multimodal contrastive analysis of regulations and instructions during the COVID-19 lockdown in the context of the Island of Madeira and the United Kingdom

Abstract The paper analyses aspects of multilingual and multimodal narratives employed during the COVID-19 lockdown, attempting to identify how they were used in professional and public environments. More specifically, the paper looks at editing choices, photography, design, drawing, colour, and writing to get a better understanding of multimodal communication, semiotics, image analysis, and their correlation with the written text and the way it has been perceived and interpreted, be it in online or print-based contexts. Methodologically, this is a contrastively inspired research project, looking specifically at Portuguese-speaking contexts of the Island of Madeira and English-speaking contexts of the United Kingdom, taking into account instructions about the COVID-19 pandemic. These are mainly bilingual English–Portuguese and multilingual texts, multimodal manifestations, and communicative and semiotic effectiveness.

“PERCEPTIONS AND CHALLENGES ENCOUNTERED BY TEACHERS WHO ARE CURRENTLY STRUGGLING TO IMPLEMENT ENGLISH AS A MEDIUM OF INSTRUCTION AT DENAU INSTITUTE OF ENTREPRENEURSHIP AND PEDAGOGY”

This study investigates the perceptions and challenges encountered by teachers tasked with implementing English as a medium of instruction at the field of Entrepreneurship and Management in Denau Institute of Entrepreneurship and Pedagogy. Amidst the global push for English language proficiency, many educational institutions, particularly in non-native English-speaking contexts, face hurdles in adopting English as the primary medium of instruction. Through qualitative research methods, including interviews and surveys, this study explores the perspectives of teachers navigating this transition. Findings reveal a range of challenges, including linguistic barriers, pedagogical adjustments, and cultural considerations. Moreover, the study sheds light on teachers' perceptions regarding the effectiveness and feasibility of English-medium instruction, providing valuable insights for educational policymakers and administrators.

What matters the most, the assessment method or individual skills in marketing research learning?

PurposeThe purpose of this study is to generate knowledge about assessment methods in blended business education, which have become increasingly important to establish sustainable assessment practices that support knowledge acquisition for undergraduate students in business administration at a Colombian university.Design/methodology/approachFor the analysis, a two groups comparison was performed using a nonequivalent control group design with a sample of 420 students. As this study wants to find insights to improve the knowledge on assessment topics in marketing research (MR) education, it was focused on the students from the business administration program. This study also uses individual scores from the state test as prior cognitive scores and the high school classification provided by the National Ministry of Education in Colombia (2012).FindingsIt was found that the variables that best predict performance on the MR course examinations were the mathematics skills and reading comprehension scores on the state test. The study also showed a better performance of female students on both assessment methods. There were no significant differences between the assessment methods or among the high school levels.Research limitations/implicationsOne of the limitations of this study is the limited number of items on the tests. Additionally, the authors recommend conducting an analysis of the differences between the testing items to provide a detailed explanation of students’ performance when comparing computer-based testing and paper-and-pencil testing.Practical implicationsFurther design of teaching material and assessments online and offline, based on local and regional marketing problems, is suggested. As the current text and readings are more oriented to the English-speaking contexts, most of the problems presented are oriented to multinational companies and brands.Social implicationsInsights into the skills required for future jobs provide valuable guidance (World Economic Forum, 2020). Essential skills for emerging roles, like data scientists, can find robust support within the MR course. To further enrich in-class and online exercises with Excel and SPSS, Colombian educators can leverage data sets obtained from sources like the national statistics office and international market intelligence databases available through the university’s library, including Passport and Statista. Engaging with authentic data sets provides students with a more profound understanding of practical applications in MR.Originality/valueThis approach facilitates the identification of key variables, such as assessment and cognitive abilities in math and reading, which predict students’ knowledge acquisition in MR. It not only offers insights into the relevant factors influencing learning in MR but also provides valuable feedback. Additionally, it suggests potential avenues for future research in this field.

A Comparative Analysis of "Jawab e Shikwa": A Vinay and Darbelnet Model-based Examination of Two English Translations

This research explored the translation of the Urdu poem "Jawab-e-Shikwa" by Muhammad Iqbal into English, focusing on two versions by Altaf Hussain and Frances W. Pritchett. The study employed the Vinay and Darbelnet model to analyze translation strategies such as equivalence, modulation, and oblique translation. The analysis revealed differences in linguistic accuracy, cultural relevance, and literary style between the two translations. Through a qualitative and quantitative approach, the study aimed to provide a comprehensive understanding of the impact of translation on the interpretation of "Jawab-e-Shikwa" in both Urdu and English-speaking contexts. From the Result of the analysis it was found that Hussain employed an oblique translation approach with techniques such as equivalence and modulation, capturing the essence of the original poem with a sense-for-sense translation. Pritchett, on the other hand, adopted a direct translation strategy, offering a word-for-word rendition that maintains clarity but may lack the nuanced impact of the Urdu original. Both translations effectively conveyed the overall meaning of the poem, Hussain's version demonstrated a greater adherence to the cultural and literary nuances of the original Urdu, providing a more intricate and contextually rich interpretation. Pritchett's literal approach, while clear and accurate, may compromise the poetic and cultural depth inherent in Iqbal's work. Keywords : Jawab e Shikwa; Vinay and Derbelnet model; Translation Technique

Translation and cross-cultural adaptation of the young children participation and environment measure for its use in Austria, Germany, and Switzerland.

Concepts such as participation and environment may differ across cultures. Consequently, cultural equivalence must be assured when using a measure like the Young Children Participation and Environment Measure (YC-PEM) in other settings than the original English-speaking contexts. This study aimed to cross-culturally translate and adapt the YC-PEM into German as it is used in Germany, Austria, and Switzerland. Following international guidelines, two translations were compared, and the research and expert team made the first adaptations. Twelve caregivers of children with and without disabilities from three German-speaking countries participated in two rounds of think-aloud interviews. Data were analyzed by content analysis to look for item, semantic, operational, conceptual, and measurement equivalence to reach a cultural equivalence version in German. Adaptations were needed in all fields but prominently in item, operational, and conceptual equivalence. Operational equivalence resulted in graphical adaptations in the instructions and questions to make the German version of YC-PEM, YC-PEM (G), more user-friendly. This study presents a cross-cultural translation and adaptation process to develop a German version of the YC-PEM suitable for Germany, Austria, and Switzerland. A culturally adapted YC-PEM (G) is now available for research, practice, and further validation.

Book Review: Textos clave de la extensión crítica latinoamericana y caribeña (Key Readings on Critical Community Engagement in Latin America and the Caribbean)

This book showcases the tradition and high level of entrenchment of community engagement in Latin American university culture. Specifically, it focuses on a branch called “Extensión Crítica” (critical community engagement), which emerges as a rescue and revalorization of the dialogic and transformative engagement perspectives that marked the practice and reflection on this subject in the 1960s and 1970s in Latin America, in response to current neoliberal approaches to the linkage between university and society. The book aims to “contribute to a greater theoretical, epistemological and methodological density” (17) to the Latin American and Caribbean Critical Community Engagement movement. The book develops seven “conceptual matrices” from which the movement draws: the University Reform Movement tradition, Paulo Freire and popular education, Latin American critical thinking, feminist movement, anti-colonial perspectives, territory, and participatory methodologies. Three key readings were selected for each conceptual matrix. Nine authors developed its main structure and introductions, and 25 authors wrote the preliminary studies and biographical notes of the original authors of the 21 selected texts. This editorial project becomes a milestone in the tradition of Latin American community engagement, and the review contributes to a much-needed dialogue and collaboration among different Spanish-, Portuguese-, and English-speaking contexts.

Teachers’ Perceptions of the DBR-CPD Program as a Change in Pedagogical Practice in the Professional Development of EFL Teachers

Facilitating change in teaching pedagogical practices through designed school-based research projects (DBR) offer teachers the opportunity not only to make change in their teaching sustainable but also to construct a professional perception framework that leads to said change. This paper investigates how the teachers of English as a foreign language (EFL) or second language (ESL) perceive the change process in their pedagogical practices during their involvement in a DBR programme that aimed to develop their teaching to improve their students’ literacy skills. The data was gathered by implementing a mixed-methods study through the use of questionnaires and interviews. The results indicate that there are main factors that govern the process of the change in perception for the EFL/ESL teachers during their professional development program as non-native teachers of English, including contextualisation, diversity and the innovation levels of the pedagogical practices in the non-native English-speaking context.

Leading from equity: changing and organizing for deeper learning

PurposeThis study aims to explore how educational leaders in South Korea adopted equity mindsets and how they organized changes to support students' deeper learning during COVID-19.Design/methodology/approachThe authors developed a comprehensive framework of Equity Leadership for Deeper Learning, by revising the existing model of Darling-Hammond and Darling-Hammond (2022) and synthesizing equity leadership literature. Drawing upon this framework, this study analyzed data collected from individual interviews and a focus group with school and district administrators in the K-12 Korean education system.FindingsThe participants prioritized an equity stance of their leadership by critically understanding socio-political conditions, challenging unjust policies, and envisioning the big picture of equity-centered education. This led them to operationalize equity leadership in practice and create a more inclusive and supportive environment for student-centered deeper learning. District leaders established well-resourced systems by creating/developing instructional resources and making policies more useful. School leaders promoted quality teaching by strengthening access, developing student-centered curricula, and establishing individualized programs for more equitable deeper learning.Research limitations/implicationsThis study builds on scholarship of deeper learning and equity leadership by adding evidence from Korean educational leaders during COVID-19. First, the findings highlight the significance of leaders' equity mindsets in creating a safe and inclusive environment for deeper learning. This study further suggests that sharing an equity stance as a collective norm at the system level, spanning across districts and schools is important, which is instrumental to scale up innovation and reform initiatives. Second, this research also extends comparative, culturally informed perspectives to understand educational leadership. Most contemporary leadership theories originated from and are informed by Western and English-speaking contexts despite being widely applied to other contexts across the culture. This study's analysis underscores the importance of contextualizing leadership practices within the socio-historical contexts that influence how education systems are established and operate.Practical implicationsLeaders' adopting equity mindsets, utilizing bureaucratic resources in creative ways and implementing a school-wide quality curriculum are crucial to supporting students' deeper learning. District leaders can leverage existing vertical and horizontal networks to effectively communicate with teachers and local communities to establish well-recourced systems. As deeper learning is timeless and requires high levels of student engagement, school leaders' efforts to establish school-wide curricula is critical to facilitate deeper learning for students.Originality/valueThe study provides a nuanced understanding of how equity focused leaders responded to difficulties caused by the pandemic and strategized to support students' deeper learning. Existing studies tend to prioritize teacher effects on student learning, positing leadership effects as secondary or indirect. Alternatively, the authors argue that, without leadership supporting an inclusive environment, resourceful systems and student-centered school culture, deeper learning cannot be fully achieved in equitable ways.

Negotiating Religious Discourses in English Language Teaching: Reorienting and Reframing Dominant English Ideologies

ABSTRACT Efforts to decolonise foreign/English language teaching involve recognising the importance of diverse meaning-making resources rooted in speakers’ socio-cultural realities, traditions, and values alongside English practices. This focus highlights the value of multicultural and multilingual environments, particularly in dominant English-speaking contexts, and emphasises how languages and their embedded worldviews can enrich language pedagogy. Although progress has been made in acknowledging and affirming linguistic, cultural, and epistemological diversity, little attention has been given to the role of religious discourses in transformative pedagogies that challenge the finitude of Global English. Based on interviews conducted as part of a larger study, this research explores how religious discourses shape the professional practices of two English teachers in Indonesia. It argues that these discourses, as temporal occurrences, can disrupt the notion that religiously inspired education is dogmatic and closed. Conversely, a religiously-inspired English pedagogy can serve as a potent means to resist dominant English ideologies and the inherent dogmas they perpetuate.

The early language gap between first- and second-language learners: acquisition of Chinese characters among preschoolers.

For culturally and linguistically diverse children, early second language (L2) development is important for school achievement and social inclusion. These children face challenges in acquiring L2, especially in Hong Kong, where the dominant Chinese language contrasts strongly with their home languages. Studies that compared the language abilities of first language (L1) and L2 students in English-speaking contexts have reported young L2 learners' disadvantage in using the dominant language in oral language and comprehension at school entry. The findings raise the question of whether L2 learners who fall behind their L1 peers in language abilities will be further disadvantaged, showing a weaker development gradient. This study used the Chinese Character Acquisition Assessment (CCAA) to compare character acquisition of 491 L2 children aged from 3 to 6 years against that of 240 of their L1 peers from Hong Kong kindergartens. The CCAA is comprised of six subtests and assesses children's abilities to make associations among character written form (orthography), sound, and meaning. Results showed that L2 learners had greater development in meaning and sound associations across class levels, implying that they may first develop oral language related abilities. In addition, results indicate that diverging gaps between L1 and L2 learners' Chinese character acquisition existed across class levels for the associations involving written character form, but not in regard to associations between character meaning and sound. This study highlights the Chinese learning needs of L2 preschoolers and provides understanding of their abilities in mapping among character written forms, sounds, and meanings. The findings suggest the importance of supporting L2 children's oral language at earlier stages of Chinese learning, and the need to provide instructional support to compensate for their relative weakness in literacy at school entry.

An Investigation into UK University Students Identity Negotiation through Naming Practice and Choices: the Case of Chinese International Students

This article explored how Chinese international students negotiated identity options via naming practice and choices in the UK. The existing literature has mainly discussed the Chinese students practice of adopting English names, and scant attention has been paid to the identity construction of international Chinese students through choosing between their English and ethnic names in an English-speaking context. In this case, this research was situated in the UK, a less studied context, to gain a holistic understanding of students identity negotiation. Using a qualitative approach, this research conducted four semi-structured interviews among Chinese international students studying in the UK. The findings demonstrated that when they selected an English name which can present their authentic selves, uniqueness, or wishes. Besides, when deciding whether to adopt their English names or Chinese names in the British academic community, they hold different interpretations of contextual needs, cosmopolitan identity, as well as cultural identity and ethnic belonging. The implications and limitations were also discussed in the end.

Virtual reality is not always a cure-all: evidences from a quasi-experiment of EFL business speaking courses

ABSTRACT English speaking has been seen as a challenge for many English as a foreign language (EFL) learners, since they have limited chances to practice English-speaking skills. Therefore, it is essential to provide learners with adequate English-speaking contexts. To address this issue, this study integrated virtual reality (VR) into English speaking classes and aimed to explore the effects of VR on English oral proficiency, speaking anxiety, and emotions, as well as students’ perceptions. Forty university students from two classes were assigned as an experimental group and a control group. The students in the experimental group practiced English speaking with the VR tools, while those in the control group used PowerPoint. Data analysis revealed conflicting results. While ANCOVAs disclosed no significant difference between the two groups regarding their post-intervention oral proficiency, speaking anxiety, and emotions, qualitative analysis of semi-structured interviews indicated that the independent VR environment could reduce their speaking anxiety, and VR tools could act as effective tools to practice speaking before formal situations in real life. Furthermore, three themes characterized students’ perceptions: “training simulation,” “learning without time or space limitations,” and “providing a safe learning environment.” Finally, interpretations of such conflicting results are offered and implications are proposed.

Ekklēsia: Contending for Church as ‘People’

Abstract This article investigates the presumed identity of the present-day Church while seeking parity in terms and meaning with the identity of the early church. The phrase, ‘The church is not a building; the people are the church’, displays the existence of multiple perceived identities of what/who is known as the church within Western culture. New Testament Scripture best defines the church of Jesus Christ as a gathering of believers, not an inert structure. English-speaking contexts utilize church to describe both a community in relationship to God and owned real estate. Identity confusion about what/who the church is affects the perceived agency of the community of faith. This research then proposes cues to define and retain a nt scriptural identity of the church amidst contemporary cultural influence.

Translation, Cross-Cultural Adaptation and Pilot Testing of the Young Children’s Participation and Environment Measure (YC-PEM) in the Dutch Culture

ABSTRACT Concepts such as participation and environment may differ across cultures. Consequently, to use a measure like the Young Children’s Participation and Environment Measure (YC-PEM) in other than the original English-speaking contexts, cultural adaptation needs to be assured. The objective is to cross-culturally translate, adapt, and pilot test the YC-PEM into the Dutch language and culture. In total 3 cognitive interviews with caregivers and one focus group with Occupational Therapists (N = 5) working in early intervention were conducted to evaluate the cultural relevance of the YC-PEM content for use in a Dutch context. Data was analyzed by content analysis using semantic, idiomatic, content, and conceptual equivalence. The YC-PEM was pilot tested with 31 caregivers of children with and without disabilities. Setting specific estimates of internal consistency and test–retest reliability were obtained. Results show adaptations mainly focused on content and conceptual equivalence, with conceptual equivalence being the most challenging to reach. Internal consistency estimates varied from .42 to .93 for the participation scales and from .74 to .83 for the environmental scale. This study gives preliminary evidence for the use of a culturally adapted YC-PEM in Belgium and the Netherlands. Further validation in a larger sample is indicated to evaluate its psychometric properties.

Decolonizing research findings in multilingual education: using multilingual (re)sources to develop a database for international research

ABSTRACT Based on our impression of a tremendous increase in research in L1-based multilingual education (MLE) worldwide in recent years, our small team of multilingual, multicultural researchers began a stocktaking project in 2017. Our aim was to create an open-access, searchable database of annotated references to research on policy and practice in the field. We initiated a large-scale systematic review of academic literature from 2007 to 2020. Recognizing that a ‘state of the field’ literature search could not be done using English alone, we conducted parallel literature searches in Mandarin Chinese, Spanish and French. This methodological paper describes the intentional and reflexive process of researching multilingually: identifying search terms, finding and utilizing appropriate search engines, collecting references, categorizing and annotating publications, and beginning to make use of search functions. We argue there is little guidance on how to research multilingually and note problematic ‘blind spots’ if multilingual education research is biased towards English-speaking contexts or publications written by English-speaking scholars of the Global North. We share what we have learned about engaging in a multilingual systematic literature review, and hope to facilitate the decolonization of academic work and open access to both empirical and theoretical values from a range of perspectives.

NARRATIVES AND IDENTITIES: A CRITICAL REVIEW OF EMPIRICAL STUDIES FROM 2004 TO 2022

Amidst the recent surge in English language teacher identity research, this article systematically reviews existing research studies (n=30) conducted on English language teacher identity across English as a foreign language (EFL), English as a second language (ESL), and native English-speaking contexts that employed narrative inquiry as its methodology. Employing Preferred Reporting Items for Systematic Reviews and Meta-Analysis (PRISMA) framework, the systematic review identifies major themes on teacher professional identity classifying articles on three broad stages of professional development from student teachers’ identity negotiation to novice teachers’ identity development and experienced teachers’ and teacher educators’ identity construction. It reveals that English language teachers’ identity is influenced by their practice in learning communities in varying contexts, macro factors like gender, race, ideology and discourse, critical incidents and agency, conflicting emotions, teacher education programs, and imagined identity and investing. In addition, the article offers a critical assessment of narrative inquiry in language teacher identity and gives suggestions for future research. Finally, it proposes a preliminary framework on the trajectory of identity construction and its implications for English language curriculum and teacher development.