Language socialization

Although publishing during doctoral candidature is increasingly central to academic success, yet research on L2 doctoral students' writing for publication has largely focused on Anglophone contexts or examined challenges primarily at the linguistic level. Less is known about how L2 doctoral students in non-English-dominant settings navigate the combined linguistic, structural and epistemological demands of academic publishing. Addressing this gap, this qualitative case study examines how two L2 doctoral students, one Malaysian ESL student and one Algerian EFL student are socialised into publishing practices at a research-intensive university in Malaysia. Guided by second language socialisation, academic discourse socialisation and communities of practice frameworks, data were collected through semi-structured interviews. Findings reveal a trajectory from struggles to strategies in L2 doctoral publishing socialisation. Students initially faced linguistic difficulties in academic expression, structural challenges in navigating reviewer feedback and publication processes, and epistemological challenges in positioning their research. Over time, they developed strategies through supervisory guidance, sustained writing practices, and distributed support networks.

Kill Talk is a remarkable and highly readable exploration of a phenomenon that is commonly represented in movies and popular media but seldom analyzed in any detail, namely, the talk employed by the military that helps to make civilians into killable killers, what she terms "kill talk." In this book, McIntosh shows how kill talk functions as an infrastructure that is just as essential for state-based killing as the bombs, bunkers, and bullets that materialize the death and destruction of modern warfare. Kill Talk includes a trove of empirical data, a rich and varied theoretical framework, and wonderfully clear prose. The empirical data supporting McIntosh's analysis includes indepth interviews with 50 veterans, interviews with former Drill Instructors (hereafter, DIs), observations of basic training, observations at an artistic collective for combat veterans, social media observations, and a substantial engagement with numerous books and narratives produced by military veterans. Kill Talk's theoretical richness is evidenced by 50 pages of endnotes and 23 pages of references that span the fields of psychology, anthropology, history, linguistics, and the humanities. Regarding the clarity of prose, I assigned a few chapters for an advanced linguistic anthropology class that included undergraduate and master's level students, and Kill Talk was a favorite text of theirs that they found to be both accessible and engaging. The stories and experiences of military personnel take center stage in Kill Talk, while theoretical framings linger just offstage in the footnotes. Rather than focusing too heavily on the explanans, Kill Talk repeatedly and quite compellingly shows us the explanadum: how recruits are socialized through kill talk into becoming killable killers, and further, how kill talk shapes veterans' subjectivity during and following combat. Importantly, there is abundant evidence that McIntosh was well connected with and respected by this community of veterans. One veteran described her as someone who "gives a shit enough to translated the process [of militarization through kill talk]" (p. 11). In the dedication for a poem (see Chapter 9), another veteran simply wrote, "For Janet McIntosh, who gets it" (p. 167). Chapters 1-5 introduce the phenomena of Kill Talk as military recruits first encounter it in basic training. Chapter 1 introduces the overall themes of the book while also providing powerful and poignant examples of the forms and consequences of kill talk. This is one of All rights reserved, including rights for text and data mining and training of artificial intelligence technologies or similar technologies.

Foreign language instructors inconsistently implement instructional practices to support Chinese high school students’ learning of oral English as a second language (ESL). The purpose of this basic qualitative study was to explore the perceptions of foreign language teachers working in the Hangzhou region of China, regarding their use of instructional strategies to support Chinese high school students’ learning of oral English language. Sato and McNamara’s general-purpose second-language oral competency theory, which suggests that instructional practices can be evaluated in terms of formal and interaction components, served as the basis for the conceptual framework to examine foreign teachers’ perspectives regarding instructional practices related to lesson plans, classroom management, and extrinsic pressures created by tests and assessments. Research questions were designed to obtain foreign language teachers' perceptions concerning implementation of instructional practices. Data were obtained from interviews with eight purposively sampled foreign ESL instructors teaching at a public school and learning center. Inductive, deductive, and NVivo coding were used to analyze data. Themes included preparation methods for ESL instruction, classroom management strategies for courses and individual learners, and ways institutional-related educators prepare students for external demands for success. Instructors perceive that their classroom management methods are strong; however, practices to improve student engagement and anticipation of classroom challenges could enhance outcomes.
This study could affect positive social change through creation of best practices to improve ESL education in public schools and learning centers in China as well as promote proactive foreign ESL teacher strategies for classroom management.

En este trabajo presentaremos el panorama sociolingüístico actual de comunidades qom en tres localidades de la provincia del Chaco: Resistencia, Presidencia Roque Sáenz Peña y Villa Río Bermejito. A partir de entrevistas en profundidad y de técnicas propias de la etnografía, como la observación participante, analizamos cómo los hablantes qom emplean el español y la lengua indígena, así como también el contexto de aprendizaje de cada una de ellas. Encontramos que las características del contacto qom-español y del bilingüismo pueden ordenarse en un continuum urbano-rural, desde el este de la provincia, la zona más urbana hacia el oeste y el norte del Chaco, la región más rural. Además de la distinción geográfica, notamos que la edad de los hablantes es otro factor decisivo en cuanto a su perfil de bilingüismo. Concluimos que esta descripción del contacto está en gran medida determinada por las actividades de reproducción social que las comunidades han desarrollado en las últimas décadas en cada una de estas localidades.

In Pakistan, a Muslim-majority society where marriage remains central to the reproduction of kinship, respectability, and gendered legitimacy, age asymmetry between spouses is socially intelligible when the husband is older than the wife. Marriages in which the bride is older than the groom, however, often attract intensified scrutiny, ridicule, and moral suspicion. This article examines that asymmetry by asking how the figure of the older bride becomes socially problematic within contemporary Pakistani life, despite the absence of any categorical prohibition in Islamic history or jurisprudence. The analysis begins with an ethnographic vignette from an iftar gathering among female colleagues, where the marriage of a senior female academic to her former male student became the subject of sustained gossip. Such informal talk is treated as a dispersed apparatus of moral surveillance through which patriarchal marital norms are reiterated and policed. Drawing on feminist anthropology, Muslim feminist hermeneutics, and the sociology of everyday regulation, the article approaches age not as a neutral demographic attribute but as a gendered technology of authority that distributes maturity, seniority, and legitimacy unevenly across masculine and feminine subjects. These contemporary anxieties are then placed in conversation with Islamic precedent, most notably the marriage of Khadija bint Khuwaylid (may Allah be pleased with her) and the Prophet Muhammad (peace be upon him), where the bride was fifteen years older than the groom, alongside classical legal traditions that do not prescribe male age seniority as a marital norm. The persistence of stigma, I argue, reflects the selective remembering of tradition and the retrospective theologisation of customary patriarchy, whereby cultural expectations gradually acquire the authority of religion.

En este texto analizaremos el modo en que las fuentes de agua ponen en acción el diálogo entre humanos y no humanos, cómo este se ve afectado  por  las  crisis  que  sacuden  la  región  y,  finalmente,  cómo  las  comunidades tsotsiles  abordan  la  tarea  de  reconstruir  el  diálogo  entre  el  agua,  los  seres  humanos y los no humanos.

This article concerns generation and food morality, drawing on video record-
ings of dinners in Swedish middle-class families. A detailed analysis of affect
displays during one family dinner extends prior work on food morality (Ochs,
Pontecorvo, & Fasulo 1996; Grieshaber 1997; Bourdieu 2003; Wiggins
2004), documenting ways in which participants may shift between distinct
GENERATIONAL POSITIONS with respect to affects and food morality (from“irre-
sponsible child” to caretaker positions). In our recordings, an elder sibling is
shifting between a series of contrasting affective stances (Ochs & Schieffelin
1989; M. Goodwin 2006; Stivers 2008), linked to generational positions
along an implicit age continuum: positioning himself, at one end of the con-
tinuum, as his young brother’s accomplice, and at the other as an adult, a
serious guardian of food morality. This study shows that generational pos-
itions are not xed, but are positions adopted as parts of language socializa-
tion and interactional events. (Generational positions, caretaker positions,
social age, affective stances, alignments, negotiations, food morality,
language socialization, family life, dinnertime)*

“Socialización de la heteroglosia entre los niños misquitos de la costa caribeña de Nicaragua.” In Familias e infancias contemporáneas en la diversidad cultural y lingüística. Participación, cortesía, afecto y juego, ed. Lourdes de León, 217-273. Tuxtla Gutiérrez: Universidad Autónoma de Chiapas.

This article examines the ways in which elementary-aged children from two Mexican families were socialized to adopt figured worlds of literacy through breach-identifying interactions that took place in the home. By integrating theories of ethnomethodology and figured worlds, this article illustrates how the identification and repair of breaches involve the negotiation of identities in educational contexts. The analysis tracks how and when the mothers drew upon teacher discourse of children's "low" academic status to identify and repair breaches of pace, neatness, and English reading fluency during the completion of homework. The article provides new insights into how mothers and children reproduce school-derived ideologies at home when attempting to resolve learner-identity breaches. The findings are significant because they extend an ongoing conversation in the field about home-school relationships and literacy development among language learners enrolled in public schools.

This paper examines how in-service teachers enrolled in an MA in TESOL program demonstrated critical language awareness (CLA) as they designed and implemented ethnographic action research projects anchored in funds of knowledge. The action research project aimed to introduce teachers to school-based ethnographic research and to provide an opportunity to incorporate community funds of knowledge into their unit plans. Drawing from program documents such as the in-service teachers' research proposals, papers, and unit plans, the study highlights how awareness of the intersections of language and local power dynamics in their schools informed their decision-making about their research and curricular designs. At each stage of the research process, the teachers narrated how they restructured their interactional roles within established classroom routines, school-playtime, community, and family-school events for purposes of inquiring about student and family funds of knowledge. By integrating theories of funds of knowledge and CLA, the analysis shows how teacher understandings of sociopolitical and sociolinguistic contexts shaped which, how, and whose knowledge became resources (or not) in their curricular plans. The study suggests the benefit of professional development that includes CLA for purposes of supporting teachers as they aim to incorporate and leverage funds of knowledge of students, families, and communities in their curricula.

While research has shown that young children draw upon language ideologies to manage the language choices of peers, little is known about how they use language to negotiate academic identities during peer-peer interactions. Integrating theories of language ideologies, social identities, and frames, this article examines how one teacher and two students in a second-grade bilingual class navigated language ideologies in a transitional bilingual program and negotiated frames of linguistic and academic competency during Writers Workshop. The analysis demonstrates the ways in which the teacher and two students interpreted language ideologies and co-constructed academic frames within which students expressed smart identities by helping peers to complete English writing through bilingual exchanges. These frames indexed district-wide conflicting ideologies of cooperation and individualism and English prioritization that position Spanish as a medium of instruction rather than a linguistic goal.

Kindergartens in Armenia are the first state institution children encounter, and where they are first formally exposed to the language policies of the country. This thesis, based on ethnographic field work in 2 public kindergartens in 2019, examines the way state language policies and ideologies influence everyday teacher-child interactions in Yerevan, Armenia. The data corpus for this project consists of video recordings (40 hours in total), participant observations, and interviews. The focus is on childdirected corrections used by teachers as a means to implement state policies regarding the desired linguistic registerliterary Armenian. During corrections, teachers encourage children to 'speak beautifully' ( i.e., using the literary Armenian register) and avoid markers of conversational Armenian and foreign language borrowings, particularly from Russian. Kindergartens serve as a site of contemporary geopolitics, where teachers reinforce state expectations of using literary Armenian by iii aligning it with the ideology of 'speaking beautifully,' thereby creating the possibility of discrimination against other codes and registers used in the community. Using the theoretical frameworks of language

This article aims to conceptualise foreign language learners' identity as an ecological and agentive phenomenon. Drawing on ecolinguistics and sociocultural theories of agency, the study adopts a theory-synthesising and conceptual model-building approach to integrate insights from these perspectives. Through critical analysis and conceptual integration of key literature, the paper proposes an Ecological Model of Learner Identity that situates identity at the intersection of ecological context, learner agency, and discursive practice. Within this framework, learner identity is understood as an emergent, relational, and adaptive process shaped by ongoing interaction between individual intentionality and sociocultural-institutional conditions. The model offers a holistic theoretical framework for advancing research and practice in applied linguistics and educational ecolinguistics.

This paper aims to expand the decolonial approach I adopted in my original study by foregrounding Epistemic Recentring, a framework that recentres African ways of knowing, viz. Cameroonian linguistic creativity, diasporic narratives and Sawa (i.e. coastal in the Duala language) participatory traditions as legitimate foundations for theorising language and sense of self. This recentring also shifts the locus of meaning-making toward diasporic Cameroonians’ own perspectives, histories and interpretative frameworks, framed as autonomous, grounded and complete in their own right, rather than as comparative alternatives to European epistemologies.

Language acquisition is part of a broader process of the development of communica-
tive competence that enables a child to become a functioning member of a culture. The
large number of indigenous language families of Middle America and their unique lin-
guistic features make them an ideal subject for language acquisition research. The Oto-
manguean family of languages has complex morphophonological features, the Uto-Az-
tecan family of languages has a complex set of verb prefixes, and the Mayan languages
have ergative features at the level of morphology and syntax.

This article has two aims: to examine how the historical conflict between anglophone and francophone communities shaped Canada's official bilingualism policy, and to assess whether this conflict remains relevant to understanding today's linguistic dualism. The theoretical section offers a sociolinguistic perspective on bilingualism, focusing on official bilingualism as a state policy. The empirical part presents the results of a qualitative case study based on four semistructured interviews with FrancoOntarian participants. The analysis identifies three interrelated dimensions that continue to structure anglophone-francophone relations in Ontario: persistent mutual prejudice manifesting in institutional contexts, ongoing linguistic assimilation, and systemic inequalities accompanied by experiences of linguistic discrimination. These findings show that linguistic peace remains unachieved and rivalry endures as a defining feature of Canada's sociolinguistic landscape.

En este artículo nos proponemos analizar las políticas lingüísticas que operan en un terciario de la provincia de Chaco cuya particularidad es haber sido el primero en formar exclusivamente personas de las comunidades moqoit, qom y wichi para que se desempeñen como docentes bilingües. Abordamos estas políticas desde una perspectiva etnográfica que nos permite dar cuenta de las acciones de la institución, así como de sus actores, para comprender estos procesos de manera situada. Demostraremos que ha habido cambios en las políticas lingüísticas que operan en el CIFMA y proponemos vincularlas con las políticas de acción afirmativa provinciales que inauguró la Ley de las Comunidades Indígenas (1987).In diesem Beitrag möchten wir die Sprachpolitiken analysieren, die in einem Institut des tertiären Bildungsbereiches in der Provinz Chaco betrieben werden. Die Besonderheit dieses Institutes ist es, dass es die erste Einrichtung ist, die ausschließlich Menschen aus der Moqoit-, Qom- und Wich...

Parents might deal with a child's non-compliance to a directive by invoking a behaviour rule, e. g., "We need to share". While the design of such rules is to appear as normative or universal, children often find that in some situations where one rule might apply, some different rule is invoked as being operative this time in this situation. Children then, are not only exposed to the normative expectation of rules, but also that rules are contingent and situated, being invoked in situ and made operative within a locally applied hierarchy of context (Sacks 1995). Based on 36 hours of video-recording of parent-child interaction, our analysis draws on Ethnomethodology and Membership Categorisation Analysis to examine how children learn about rules as a contingent and situated practice and demonstrate their understanding and mastery of the rules of rules through negotiating the application of a particular rule in situ.

In this article, I address the formation of an imagined Roma evangelical community based on their own conceptions of salvation through faith, referred to as "God's chosen people" or "God's nation." Original research and scholarly interpretations from Bulgarian and Slovak national contexts are used to demonstrate that evangelical faith reconfigures the moral boundaries of Roma communities. The evangelical faith restructures social networks and alters followers' relationships with traditional religious imagery, particularly through the reduced significance of the Mother of God and the heightened emphasis on Jesus Christ. This article argues that Roma evangelical identity is dynamic and continuously negotiated, shaped both by Roma group affiliation and national context, as well as by transnational religious networks. This dynamic form of identity provides Roma with new ways to cultivate a positive collective image, strengthen internal solidarity, and promote social integration. However, Roma pastors, who serve as recognized representatives of local religious communities, are not unanimous in their views on whether the Roma "God's chosen people" community constitutes a self-sufficient category or a constituent part of the global Christian evangelical community. This paper is particularly interested in how Romani studies scholars respond to empirical findings on religious developments and how they engage with the concepts of "God's chosen people" or "God's nation, " as these notions appear in Bulgarian and Slovak Romani studies. Using both my own empirical results as well as scholarly literature devoted to the topic, my aim is to illuminate the fundamental assumptions underlying these interpretations, as well as the differences and nuances that shape scholarly analyses in each context.

This article explores the intersections of trans* studies and popular music, focusing on how sound technologies and vocal techniques challenge conventional understandings of the body, subjectivity, and voice. Using Sophie’s seminal album /Oil of Every Pearl’s Un-Insides/ as a primary case study, it demonstrates how the album destabilizes the binaries of natural/artificial and human/non-human through sonic innovation and mediated vocal
techniques. Drawing on foundational texts in trans* theory, the article situates Sophie’s work as a site where trans* embodiments are represented and theorized both textually and sonically. Furthermore, the analysis of the album highlights the performative and mediated character of the voice, rejecting its deterministic linkage to a fixed bodily source. The article underscores the political and epistemological potential of engaging with sound technologies from a trans* perspective and concludes that popular music, as a cultural and material practice, serves as an important platform for theorizing the body and generating new ways of knowing beyond essentialist frameworks.

This article presents a multimodal critical discourse analysis (MCDA) of collective remembering of the American War in Vietnam, also known as the Vietnam War, as embodied in forty-nine photographs taken during the war and published in the digital edition of The New York Times on the Vietnam War's forty-second anniversary commemoration. Collective memory and commemoration are understood as political and discursive practices that make up a site of contestation (Milani & Richardson 2022). This research attempts to unveil The New York Times' semiotic control in presenting and recontextualizing a historical narrative of the Vietnam War to sustain a necropolitical architecture in the making of collective memory. Three major themes emerging from the data-dehumanized death, gendered death, and paternalized death-are discussed in the context of what we call necropolitical discourse of collective remembering of the Vietnam War. (Necropolitical discourse, Vietnam War, CMDA, collective remembering, lieu de dispute) Introduction:Vietnam War in context and in memory The year 2025 marked the fiftieth anniversary of the end of the Vietnam War, a moment that inevitably revives historical narratives, collective memories, and unresolved traumas. At a time when conflicts and wars continue to take center stage globally, leaving trails of death and destruction, revisiting the Vietnam War is as relevant as ever. The war, which spanned from November 1955 to the Fall of Saigon on April 30, 1975, marked two decades of devastation. While American troop withdrawal began in 1973, the consequences of the military aggression lingered long after. During this prolonged and costly war, the United States and its allies perpetrated unimaginable atrocities, inflicting profound and often unspoken suffering on the people of Vietnam, as well as neighboring Cambodia and Laos. Intergenerational damage extended to both human lives and the environment. An area of crops and forests equivalent in size to the state of Massachusetts was poisoned by chemical weapons, and 7.5 million tons of bombs-more than double the total dropped on Europe during World War II-ravaged the region. These actions resulted in millions

The review aims to explore and investigate the writing center pedagogies and clientele and dominant interaction during tutorial sessions with ESL students. The writing center's primary goal is to help students to better their writing. Thus, writing conferences between tutors and tutees should be centered upon the writing process and the conference . However, due to diverse linguistic and other influencing background factors of its frequenters, several writing center pedagogies may not be able to meet the competing needs of its ESL clients and thus, leads to the occurrence of dominance during sessions. Therefore, this article targets to shed lights on this particular writing center dynamic by conducting a comprehensive review, analysis, and synthesis of linguistic interactions utilizing referred and non-referred publications literature surrounding the notion of the writing center, its pedagogies as well as its clientele, and linguistic dominance within tutorial interactions between tutors and their ESL tutees. The findings reveal that while dominance may impede learning, it also benefits the tutees in terms of providing clearness and reinforcing learning. In response to these findings, this review concludes that keeping up-to-date with the ever changing pedagogies in accommodating the needs of ESL students with divergent backgrounds is crucial for the improvement of the writing center philosophy and practices.

This article describes one writing center's creation and assessment of a graduate editing service, a service for advanced graduate students at the end of their thesis or dissertation writing. Through discussion of the training, features, and assessment of the graduate editing service as well as its role in our larger suite of graduate writing support, we offer a roadmap for how other writing centers can develop writer-focused graduate editing services that support a range of diverse learners and their needs. Our two-stage analysis of 20 student texts includes a robust analysis of 6933 edits made by 10 editors and offers an overview of the common edits and the number of accepted edits in our service. This article also provides operationalized definitions of three kinds of editing practices in our service, including instructional editing, copyediting, and hybrid, and a taxonomy of common instructional practices including guidance (offering direct edits with information and instruction), question asking, responding as a reader, and shifting responsibility to the writer. With the presentation of instructional editing and its features, our article offers clear implications for training and ongoing assessment of editing services in a variety of contexts and helps provide an ethical response to the role that writing centers may play in editing student work.

En este artículo presentamos un análisis de las actitudes lingüísticas de hablantes bilingües pertenecientes a comunidades qom de la provincia del Chaco (Argentina) hacia el español y la lengua qom. Las valoraciones de las lenguas en cuestión se estudiaron a partir de un corpus de entrevistas narrativas a los y las hablantes indígenas.
Allí identificamos actitudes de orgullo, de lealtad y de purismo hacia la lengua indígena vinculadas con el fortalecimiento de los procesos de identificación y las estrategias de lucha comunitarias. Por otro lado, hacia el español registramos actitudes de valoración instrumental por ser la lengua que habilita experiencias vitales consideradas positivamente. Sin embargo, estas actitudes aparecen distribuidas de forma distinta entre los hablantes entrevistados dependiendo del lugar en el que viven y de la edad que tienen. Por eso, incluimos en este trabajo una descripción de la situación sociolingüística del español y del qom en lo que hemos  denominado un continuum que se extiende desde Resistencia en su polo más urbano, ubicada en el este de la provincia, hacia el oeste donde se encuentra la ciudad de Presidencia Roque Sáenz Peña y hacia el
norte del Chaco, con el polo más rural ubicado en Villa Río Bermejito, en las cercanías del Impenetrable.

This issue -Youth at the Margins: Ethnographic Perspectives on Language and Liminalitypresents six papers examining the central role that language plays in our understanding of the idea of "liminality." The goal of this issue is to understand the ways in which children and young adults make sense of, speak about, and intervene in the contemporary conditions that shape their everyday lives across a range of institutional settings. Each of the contributors draws upon Victor Turner's (1969) theorization of liminality in the series of lectures published in The Ritual Process: Structure and Anti-Structure. Incorporating ethnographic field sites from across the globefrom Angola and Lebanon to Cyprus and Spain, along with the United Stateswe can gain new insights into youth's lives vis-à-vis their ability to negotiate identity, language, learning, and belonging. In addition to this Introduction and the six featured articles, we are pleased to include a book review of Sarah Hillewaert's Morality at the Margins: Youth, Language, and Islam in Coastal Kenya and an Epilogue written by Ofelia García. All of the contributors share a fundamental belief in the social nature of language and the power of language to confer social status. As a result, the authors bring a range of complementary disciplinary perspectives to bear on the study of language in institutional contexts, including: the metapragmatic study of discourse in schooling contexts, decoloniality and language use in diaspora, indexicality, and a linguistic anthropological approach to studying classroom interaction. Taken

Our aim in this chapter is to analyze the diverse visual, textual, discursive
and material resources mobilized in citizens’ protests to hold the Nepali government
accountable for addressing the health and safety needs of the people during
the pandemic. As we examine them, we ask: to whom do these communicative
repertoires speak, and to what end? We argue that these resources foster a sense
of collective identity among a very diverse mass of individuals by making the
protest visually salient. The communicative activities the protesters engage in
reconfigure online and physical spaces. Simultaneously, practices transcend traditional
forms of social movement often shaped by the normative ideologies of
politics, ethnicity and gender in the context of Nepal. Protesters projected a positive
self-image by performing their identities as responsible, aware and civilized.
Some of the activities that indexed such identities were that: protesters followed
social distancing rules, they were appropriately masked and they did not incite
any violence. Meanwhile, actors used protests to perform a delegitimation (van
Dijk 1998) function by questioning the competency, authority and morality of the
government in addressing the needs of the country during the pandemic. What is
of particular interest to us as sociolinguists is the rich array of transient visual and
material semiotics that were constructed in diverse spaces as part of the protest
performance.

Qualitative research across cultural communities1 aims at studying meaning and experience of individuals in different socio-cultural contexts. With the increasing establishment of qualitative research in the social sciences over the past decades, the question of how to evaluate qualitative research, the plans, the methods and the results obtained with them also has become a topic of major relevance for the further development of qualitative research as a whole (Flick, 2018). This chapter aims at discussing how general aspects of good quality in qualitative research apply to comparative studies across cultural communities and what aspects are particularly relevant to facilitate good quality in such studies.

The purpose of this case series pilot study was two-fold. First, to add to the results from this experimental case series to the dearth of research on vocal therapy interventions provided by speech-language pathologists to transgender clients. Second, it piloted the Combination Voice and Communication (CVC) therapy to better understand the components of this therapy related to the feminization of the voice and communication for male to female (MTF) trans individuals. Method: Two MTF participants were randomly selected from a pool of 4 participants and were randomly assigned to a team of clinicians. CVC therapy was delivered once a week for 50 minutes for seven weeks. It targeted pitch, breathiness, oral resonance, verbal communication, and nonverbal communication. Naïve listeners, clinicians, and participants judged vocal femininity and gender. Results: Naïve listeners, clinicians, and the participants perceived both participants as sounding more feminine after participating in CVC therapy. The perceived increase in femininity after therapy by naïve listeners was found to be statistically significant with a large effect size. Nearly half of naïve listeners perceived Participant 1's gender as "female" after therapy, however, Participant 2 was still perceived by the majority of naïve listeners as "male". Additionally, both participants reported dramatically better vocal quality of life scores after therapy. CVC therapy is a successful model for voice and communication feminization for MTF transgender individuals. Results suggested that a number of targets could be trained in a particular set of therapy sessions and minutes with the implementation of a home program. Findings from this study have the potential to guide future voice therapy intervention models with lasting effects on the feminization of the voice.

The current trends in research shows that nearly all states are struggling to meet the academic target in mathematics for multilingual English learners (ELs) set by the National Council of Teachers of Mathematics (NCTM) in 1994 (nctm.org). NCTM standard states that ELs are expected to learn mathematics regardless of their English development (ELD) level. One of the many contributing factors to the difficulty ELs encounter is that the current learning culture in American public schools does not consider their socio-cultural and historical experiences with math knowledge. Another inhibiting factor is math is more than just numbers: Mathematics education involves terminology, concepts, oral and written language on problem comprehension and solution including the basic language used by math teachers. ELs also use translanguaging as a tool (language practices of bilingual people, explained in the paper-Garcia, 2014) triangulate and gain access their linguistic repertoire for comprehension of the subject, to ensure success in

Informed by positioning theory as well as a nexus of multimembership, the year-long case study examined how a 7-year-old Korean American bilingual child, Meeso, constructed her ethnic identity across different educational contexts. Data were collected through observations of Meeso’s interactions with her monolingual and bilingual peers and teachers. Discourse analysis revealed that Meeso constructed fluid ethnic identity positionings depending upon how she desired to position herself and to be positioned by others. We also identified that the social context, language proficiency, and peer dynamics were related to the process. Based on the findings, we discuss the roles of context, language, and peer interaction for bilingual students’ ethnic identity development.

This article adopts the critical and ethnographic language policy approach (McCarty, 2011; Johnson and Ricento, 2013) to unveil the family language policy adopted by firstand second-generation Romanian parents in a diasporic context, Castelló de la Plana, the capital city of the Castelló province (Spain). The study focuses particularly on parents' language ideologies and practices regarding the acquisition and use of Spanish, Catalan, and Romanian. The analysis of parental policies is pursued through 15 semi-directed interviews about life experiences produced in ethnographic research. By drawing on biographical narratives, I examine in detail how parents ground their position regarding language choices, transmission, or interruption of the home language and how multilingualism is perceived and valued by different generations. I conclude that first-and second-generation migrant parents mobilise different language ideologies in relation to the use of the heritage language and the translingual practices they deploy. I also report on the tensions migrant families experiment regarding languages in this neoliberal economic governmentality (Martín Rojo, 2019) and how language policy at the family level sometimes supports and reproduces the institutional discourses and hegemonic nation states' policies and at other times challenges them.

As children and adults draw upon linguistic, paralinguistic, and other symbolic resources to express and interpret meaning, they socialize one another to use language in certain ways (Ochs, 1993; Ochs & Schieffelin 1986, 2001; Garrett & Baquedano-Lopez, 2002; Ochs & Schieffelin, 2008). The ways in which they socialize each other to use language reflect their language ideologies, either explicitly in discussions of their beliefs regarding competent language use, or implicitly through the sociolinguistic behavior they exhibit (Woolard, 1998). As defined by Garrett & Baquedano-Lopez (2002), language ideologies represent beliefs of "what counts as a language, of who counts as a speaker, and of what can (and cannot) be done with (and done to)" language (p. 354). In schools and classrooms, teachers and students produce localized language ideologies that equate specific sociolinguistic and linguistic behavior with academic competence (Heath, 1983; Rymes, 2009; Gee, 2012; Souto-Manning).

This article presents the findings of a qualitative study examining the tutorial experiences of English as an additional language (EAL) tutees and their peer writing tutors in a Middle-Eastern university where the language of instruction is English. Data from stimulated recall activities, written observations, and interviews were analyzed to answer the following research questions: 1. Which type of tutoring approach (e.g. non-directive vs. directive) do EAL tutees find most effective? 2. Which type of tutoring approach (e.g. non-directive vs. directive) do tutors of EAL tutees find most effective? The findings revealed that both tutors and tutees preferred the directive approach for lower order concerns (LOCs) and a non-directive approach for higher order concerns (HOCs). This study shows that diverse tutoring models that accommodate the background and experiences of Middle Eastern students, and their particular strengths and weaknesses, should be considered. Based on these findings, the author recommends tutorial training that emphasizes flexibility and recognizes the unique nature of each tutorial situation. These findings may signal a direction for the development of writing center pedagogy that focuses on the linguistically and culturally diverse students in the Middle East.

This article presents the findings of a qualitative study examining the tutorial experiences of English as an additional language (EAL) tutees and their peer writing tutors in a Middle-Eastern university where the language of instruction is English. Data from stimulated recall activities, written observations, and interviews were analyzed to answer the following research questions: 1. Which type of tutoring approach (e.g. non-directive vs. directive) do EAL tutees find most effective? 2. Which type of tutoring approach (e.g. non-directive vs. directive) do tutors of EAL tutees find most effective? The findings revealed that both tutors and tutees preferred the directive approach for lower order concerns (LOCs) and a non-directive approach for higher order concerns (HOCs). This study shows that diverse tutoring models that accommodate the background and experiences of Middle Eastern students, and their particular strengths and weaknesses, should be considered. Based on these findings...

La locación es un área privilegiada para el estudio de las etapas tempranas de la adquisición del lenguaje porque representa asimismo uno de las primeras áreas de trabajo del niño durante sus primeros años de vida. Entender la lengua que designa las relaciones locativas permite al niño expresar relaciones que ya son muy presentes en sus interacciones con el espacio y con sus interlocutores. Este trabajo trata de desentrañar llos procesos de incorporación y expansión de los verbos locativos en una estudio longitudinal de caso, con base en un corpus de videograbaciones mensuales en interacciones cotidianas de una niña con sus padres entre los 1 y 4 años de edad.
Los ítems más tempranos y sus usos específicos permiten observar y constrastar en el marco de un debate complejo entre diversos marcos teóricos que intentan comprender la naturaleza de la cognición humano y su desarrollo.