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Current Issue

    Volume 39

    Editors-in-Chief: Ari Chinchilla and Jancarlos Montoya-Mejía

    Anyone?: A comparison of Embodied Actions During Wait Time in Novice and Experienced Teacher's Classrooms  (PDF),  Gabriel Ares

    Cultural and Linguistic Assets-Based Approaches: Disputing (and Transmuting) Deficit Perspectives (PDF),  Lupita Barrientos

    My Sociolinguistic Autoethnography: A Multilingual Perspective on Belonging and Identity in Italian Higher Education (PDF),  Valeria Di Mauro

    Training In-service Teachers on How to Apply Evidence-Based Online Engagement Framework to Materials Design (PDF),  Iryna Kozlova, Tori Choi, and Lusha Li

    Difficulties experienced by Spanish-speaking Latinx mothers implementing a home-based English literacy program (PDF), Jancarlos Montoya-Mejía

     

     

    Anyone?: A comparison of Embodied Actions During Wait Time in Novice and Experienced Teacher's Classrooms (PDF)

    Gabriel Ares

    Novice teachers sometimes struggle to implement a recommended three second pause after initiating a question, a pedagogical tool known as wait time (Rowe, 1974), or thinking time, into their practice (Dukor & Holmberg, 2019). Even when they do, it does not always yield complex answers. In this comparative case study of novice and veteran teacher’s classrooms in a Teach For America summer training site, multimodal conversation analysis is employed to explore how embodied IRF sequences can interfere with, aid, and enhance wait time techniques. The research takes place in seventh and second grade classrooms. By asking, How do the embodied practices of novice and veteran teachers affect wait time? The research found that continued embodied sequences in periods of silence can interfere with wait time techniques, but intentional use of gesture during periods of silence can enhance student thinking.

    Publication Date: 6-30-25
    Date Available: 7-7-2025
    Date Issued: 6-30-25
    Copyright: 2025

     

    Cultural and Linguistic Assets-Based Approaches: Disputing (and Transmuting) Deficit Perspectives (PDF)

    Lupita Barrientos

    There is no shortage of narratives explicitly or implicitly denigrating bilingual students of color in academia or in broader societal discourse (De Costa, 2020; Flores et al., 2020; García & Solorza, 2021; Valencia, 1997). In the field of education and educational linguistics, assets-based pedagogies and orientations in language learning and teaching have emerged in recent decades to challenge damaging orientations that have historically dominated and continue to pervade today. One formulation of assets-based pedagogies is valuations of culture through metaphors of capital, such as funds of knowledge (Moll et al., 1992) and community cultural wealth, including linguistic capital (Yosso, 2005). Thus, this review seeks to describe how ideas of culture and language have emerged and evolved from an asset-based perspective, in addition to dissecting metaphors of capital to deconstruct what these discourses consider valuable and describing the affordances and limitations of these framings.

    Publication Date: 6-30-25
    Date Available: 7-7-2025
    Date Issued: 6-30-25
    Copyright: 2025

     

    My Sociolinguistic Autoethnography: A Multilingual Perspective on Belonging and Identity in Italian Higher Education (PDF)

    Valeria Di Mauro

    This autoethnographic study explores the intersection of linguistic identity, education, and societal attitudes within Italy’s regional diversity. Through the personal narrative of a southern Italian student in northern higher education, it examines the effects of dialect stigmatization, language ideologies, and multilingualism on identity formation. Theoretically framed by Bourdieu’s concept of linguistic capital, Blommaert’s sociolinguistic inequality, and Rhodes’ theory of enregisterment, the study analyzes how language varieties become hierarchically ordered in social contexts. The research traces the author’s journey from linguistic insecurity to empowerment, emphasizing the role of education in affirming diverse linguistic repertoires. By analyzing experiences of linguicism and the reclaiming of multilingual identity, it contributes to broader discussions on language attitudes and identity negotiation. The findings highlight the need for inclusive linguistic environments in education and challenge notions of linguistic superiority.

    Publication Date: 6-30-25
    Date Available: 7-7-2025
    Date Issued: 6-30-25
    Copyright: 2025

     

    Training In-service Teachers on How to Apply Evidence-Based Online Engagement Framework to Materials Design (PDF)

    Iryna Kozlova, Tori Choi, and Lusha Li

    This pilot study evaluates two experiential learning workshops for training 32 Chinese ESL teachers to apply the evidence-based online engagement framework (EBOEF) in material design. During the two-hour workshops, participants engaged in group tasks to experience and explain the EBOEF, followed by crafting task scenarios incorporating its components: physical, technological, social, psychological, and pedagogical. Results show all eight participant groups adequately explained the EBOEF and designed tasks; however, some EBEOF components were harder to integrate in the material design. The pedagogical component surfaced as the easiest to grasp, whereas the social component, concerned with nurturing a learner community, proved to be notably challenging. While developing a robust learner community significantly enriches collaborative learning, its establishment requires more time and effort. Although the physical component holds a central position within the framework, it falls somewhere in the middle of the difficulty scale. Finally, defining the technological component proves easier than integrating it into the task, while the psychological component is the reverse. The study recommends longer training periods and practical application of the framework in real classroom settings.

    Publication Date: 6-30-25
    Date Available: 7-7-2025
    Date Issued: 6-30-25
    Copyright: 2025

     

    Difficulties experienced by Spanish-speaking Latinx mothers implementing a home-based English literacy program (PDF)

    Jancarlos Montoya-Mejía

    This project focuses on identifying the difficulties that Latinx Spanish-speaking mothers experienced when implementing a program in which they were asked to teach English literacy skills explicitly to their preschooler bilingual children at home. Progress calls between program coaches and mothers were transcribed and analyzed to identify difficulties from mothers’ perspectives. Critical discourse studies (CDS) (van Dijk, 2015; Chun, 2019) was used as a lens to analyze transcripts translated from Spanish to English. Latinx mothers implementing this program reported struggling with (1) allocating time for explicit instruction, (2) navigating online spaces to access program resources, (3) assessing their children’s English reading skills, (4) and their children resisted their usage of English and often positioned them as illegitimate users of English.

    Publication Date: 6-30-25
    Date Available: 7-7-2025
    Date Issued: 6-30-25
    Copyright: 2025