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Extensive research examines the development and impact of deficit discourse in schools. However, more research needs to be needed to explore how preservice teachers use this language during their preparation. Therefore, our qualitative study explored how deficit discourse became part of five preservice teachers' vernacular when speaking about children and teaching. Findings suggest participants (a) Relied on reductive labels to describe children, (b) attributed their use of these labels to their exposure to them during their practicum, and (c) demonstrated both cognitive dissonance and silent resistance toward deficit language. Implications are for teacher educators and school leaders.

Although many issues about the use of transcripts for studying classroom interactions have been addressed in other studies, little attention has been given to the use of transcripts to study student teachers' classroom interactions. To achieve a deeper understanding of student teachers' perspectives and permit the formulation of a more appropriate framework, it is crucial to hear from student teachers and investigate their experiences about the use of transcripts. Therefore, in the study reported on here we used 7 focus-group interviews of approximately 6 Saudi EFL (English as a foreign language) student teachers in each group to investigate their perceptions on the use of transcripts for studying their classroom interactions. The data were thematically analysed. Three themes that represented the participants' experiences of using transcripts to study their classroom interactions emerged: using the transcript analysis, learning from the transcript analysis, and committing to using the transcript analysis. The findings reveal that most participants felt they had autonomy in using transcripts to study their classroom interactions, but experienced some challenges. Most students were determined to change their classroom interaction based on their analyses of classroom interactions but only a few demonstrated the determination to continue using the transcript analysis approach.

To successfully interact in a new language, learners must effectively take turns and manage the floor. Expectations and rules for turn-taking can differ between languages, making this more than a question of grammatical proficiency and vocabulary acquisition. In addition, the increased use of videoconferencing software in education and beyond makes learning to manage the floor in virtual spaces a useful skill for everyone, including language learners. To analyze the turn-taking behaviors of first language (L1) speakers of Japanese using English in videoconferencing interactions, three classes of first-year university students with intermediate level English skills were selected to have their in-class videoconferencing discussions recorded. Three of the recorded discussions were selected and analyzed to identify turn-taking behaviors and to analyze the techniques that influenced the speakers' ability to succeed. Participants were observed to leave long gaps between speakers at turn transitions and rarely extended discussion topics to include multiple turns per speaker. There were three behaviors that were observed that helped some participants to reduce the gap between speakers. Clearly marking the end of a turn, energetic use of verbal backchannels, and comfort with unintentional overlap all seemed to be correlated with improved transition speed. Increased use of questions did lead to some topics being discussed beyond a single turn per speaker, but the difference was relatively small.

The paper argues that the Warin Ukraine is promoting and accelerating the Westernization of the region's higher education. The paper employs Mignolo's (2011) geopolitics of knowledge as the theoretical framework to illustrate how internationalization promotes the adoption of Western/English liberal education and how the War in Ukraine is speeding up the process. Using focus groups, I capture conversations with local graduate students in Kazakhstan to demonstrate that Western education is acquired to 1) accelerate the de-Russification of Kazakhstan by moving away from the former imperial power, 2) use English to undermine the Russian language and cement Kazakhstan's independence from Russia, 3) acquire internationally recognized English credentials for global/Western competitiveness and modernity. The participants in this study framed their decision to pursue university graduate studies as freedom from the Soviet system, de-Russification, and modern development, underscoring the high value that some graduate students have for an English credential.

This study employed a social media discourse analysis approach to illuminate the narratives of Indian international students in Ukraine affected by the Russo-Ukrainian war. We used agency and liminality as analytic lenses to highlight how this uniquely situated population utilized Facebook to navigate conflict, voice demands, support each other, challenge hegemonic narratives, (re)construct diasporic identities, and re-orient their futures. Findings indicate that Indian international students in Ukraine displayed insurmountable courage and resilience during the war, enacting agency from the margins to amplify their voices and actuate desired futures. Furthermore, South Asian students in Ukraine put aside their religious, ethnic, national, and caste conflicts to come together as a collective, uplifting each other and centering humanity. Little is known about how international students, especially in non-Anglocentric, peripheralized European countries, negotiate power and navigate crises during war. This study fills an important lacuna in the literature on internationalization, crisis migration, and higher education.

Through the lens of conversational analysis (CA), humor or funniness is not an inherent property of a message, nor an internal state of any social action, but as something interactionally achieved (Glenn, 2003). Teachers are often encouraged to utilize humor to reduce anxiety, lower affective filters, and make language more "memorable" (Bell, 2005; Tarone, 2000; Ziyaeemehr et al., 2011). In the current research endeavor, we focused on an activity called "Drama and Creativity," an extracurricular activity which is offered to firstyear undergraduate students at a public university in Thailand. During the activity, students worked in groups of three to four to collaboratively create a role-play which they later performed in front of their peers. Twenty-four students participated in the activity, and a total of seven role-plays were video-recorded. The goal of this study was to offer evidence of student achievements of humor construction in an EFL classroom context. We analyzed the sequences where laughter occurred in the data and identified linguistic and sociolinguistic resources that students used to construct incongruity and project laughable tokens in their role-play performances. The findings revealed that students were able to mobilize category-bound practices (Housley & Fitzgerald, 2015), embodied gestures, and activity-bound expectations to create unexpectedness which resulted in laughter among the audience.

Critical writing seeks to enhance university students' ability to think causally and reason effectively, and this improvement should be evident in their language use in the assignments. An example of such language is interactional metadiscourse, the expression of attitudes and opinions in line with the intended audience. In pursuit of these objectives, this study investigated the textual characteristics of critical thinking by examining interactional metadiscourse markers (MDMs) in the critical response papers authored by English Language Teaching (ELT) undergraduate students throughout a semester at a Turkish state university. The findings revealed shifts in the use of interactional MDMs by the end of the semester. While markers for engagement, hedging, and boosting remained prevalent across various tasks, the utilization of self-mentions and attitude markers declined, indicating a transition from the students' sharing personal opinions and experiences to relying on evidence from research in academic texts to support their arguments. Additionally, the study highlighted the impact of topic selection on how students incorporated metadiscourse markers into their response papers.

The task of verifying credible and original information is now more complicated, especially for undergraduate students. This study uses information literacy and discourse analysis to develop English as a foreign language learners' critical reading skills while verifying information on social media. A reading test including false news was used to assess the learners' awareness of the credibility of social media information. Then, they were divided into experimental and control groups. The experimental group was trained in evaluating a set of false news using information literacy and discourse analysis skills. The control group did not receive any training. The experiment was conducted again on both groups. The results show a significant improvement among the experimental group compared to the control group. The findings of this study shed light on the growing need for creating a pedagogical space in English as a foreign language classroom that focuses on raising learners' awareness of information literacy and discourse analysis skills to read with critical perspectives.

Despite the recent growth of mobile instant messenger (MIM), research into the correlation between English learners' learning gains, learning engagement, and how this engagement helps develop authentic relationships remains underexplored. This mixed-method study involved 222 college English learners to investigate their engagement in team-based mobile learning (TBML) assisted by "WhatsApp" as an MIM and its relationship with their learning gains. In addition, it was designed to document the social construction of existential and relational authenticity between teacher and students. The study collected data on students' online learning engagement through an online survey, and their learning achievement was measured by the course final examination. Grounded in thematic discourse analysis, the study collected qualitative data from the archives of "WhatsApp" group chats. Retrospective reflection was also used to triangulate the findings. The findings show the value of MIM to develop strong engagement and authentic relationships in socio-constructivist learning as the precursor to learning achievement.

This study investigated the use and functions of metadiscourse markers in English as a foreign language (EFL) virtual classroom during the Covid-19 pandemic. The study examined which metadiscourse markers--interactive or interactional--were used more frequently and how they were employed in an EFL context. It explored two interactive metadiscourse resources (code glosses and evidentials) and two interactional metadiscourse resources (attitude and engagement markers). The study utilized a mixed-method approach, using Hyland's (2004) two-componential taxonomy, to analyze a corpus of 303,148 words from 35 online lectures (90 minutes each) delivered by three university instructors in the UAE. The Mann-Whitney U test was employed to determine any significant differences in the use of these resources and their subcategories. The results revealed that the three instructors used more interactional than interactive resources. The qualitative analysis showed that code glosses and evidentials were primarily used to manage the flow of information, provide elaboration on propositional content, and provide evidence to support arguments. They were also employed to achieve cohesion and logical coherence in online classrooms. In contrast, attitude and engagement markers were used to engage students and signal the instructors' attitudes toward their material and audience. The study concludes with pedagogical implications for EFL instructors, students, and syllabus designers to foster social justice and fairness in the online learning environment, ensuring all students feel valued and empowered in their educational journey.

Reflective practice, in the shape of post-teaching self-evaluations, is a core element of many pre-service English as a Second Language (ESL) teacher training programmes such as CELTA. Most research on reflective practice has been carried out with pre-service teachers, but more evidence is needed to understand the reflective practice of in-service ESL teachers. This study employed a Corpus-Linguistics tool called LancsBox to analyse the nature of reflective discourse found in 44 post-teaching self-evaluations, written by in-service L1-English ESL teachers, in a language school in Colombia. Corpus Linguistics techniques included frequency lists, keywords, ngrams, and concordances. Results suggest that in-service teachers tend to reflect upon the area of Subject Knowledge the most. Other frequent areas of reflection include Lesson Planning and Classroom Management. Areas such as Understanding Learners and Use of Learning Technologies seem far less important. Generally, the most salient reflective discourse type they produce is Factual, followed by Prudential and Evaluative discourse. The pedagogical implications of this study are threefold. First, both preservice and in-service ESL teachers need to be taught how to reflect and this needs to be supported by teacher trainers. Second, to guide overall reflective practices, tools employed by pre- and in-service ESL teachers to reflect on their lessons could be adapted, so they mirror specific areas of reflection such as the teaching skills and reflective discourse types being evaluated. Third, the current study suggests a self-reflection tool pre- and in-service ESL teachers can use to assess and reflect on their own teaching practices.

Communication through social media is a phenomenon whose relevance has involved the consideration of online discourse in the language teaching context. This article explores the functionality of Twitter (now called "X") for science dissemination within the teaching and learning of English as a foreign language. To do this, 100 tweets from the accounts @WWF and @Greenpeace were gathered and analysed from the perspective of digital discourse analysis and communicative language teaching. I argue that using these tweets encourages the development of key competencies, provides room for the practice of integrated skills, and enhances the application of 21st-century skills. Conclusively, science dissemination tweets may be considered adequate for teaching and learning English.

Although a large body of literature discusses the advancement of community engagement in higher education, a less substantial body of scholarship explores how engagement is promoted and institutionalized within universities. In this exploratory study, using a discourse analysis of official reports posted on the websites of three university cases, the qualitative results unfolded how community engagement was institutionalized. The study identified some of the basic mechanisms social language uses to create institutions within institutions, like university engagement. The study provided data to support the theoretical assumption that language, through a host of possible configurations of texts, generates discourses that engender social actions such as institutionalization. Those processes disclosed how engagement was produced, and it is still evolving. Further research strategies are discussed.

Although existing research describes how teacher candidates (TCs) have incorporated translanguaging pedagogies through practice-based assignments, little research closely examines how TCs engage in discursive shifts, or moment-to-moment linguistic decisions, in translanguaging pedagogies during literacy instruction in their field placement internships. Drawing on a larger study that utilized practitioner inquiry with an ethnographic approach, we analyzed TCs' literacy instruction for their discursive shifts in which TCs and elementary students 1) engaged in translanguaging 2) spoke about named languages 3) attempted to draw upon multilingual students' cultural and linguistic knowledges. Our analyses of TCs' discursive shifts during translanguaging read-alouds showed that TCs employed more or less effective and affirming discursive shifts to position multilingual students as linguistic experts. TCs also employed certain discursive shifts that gave multilingual students more opportunities to share cultural and linguistic knowledge unknown to the TCs and peers than others. Lastly, TCs engaged in discursive shifts that provided multilingual students space to advocate for their linguistic, cultural and textual rights. We conclude by discussing the findings and sharing implications on developing effective and affirming uses of translanguaging pedagogies in literacy instruction.

This paper examines the ways in which the indexical meanings that attach to enregistered speaking styles are debated and contested in interaction by younger Japanese adults. Contested meanings include discourses of so-called "hyoojungo" 'Standard Japanese' and the speaking styles that are collectively described as 'Okinawan dialect', which are associated with the islands of Okinawa Prefecture in Japan. This paper uses data from casual conversations between younger male adults who were all born and raised in Okinawa Prefecture but moved to the main island of Honshu for university. Discourse analysis of these conversations demonstrates how these younger adults negotiate the social meanings attached to Okinawan speaking styles, linking them to broader ideologies of so-called "hyoojungo" as well as gendered styles, and reproducing normative ideologies of 'good' and 'bad' speech. Homing in on moments in which these speech styles are negotiated, the results of this paper emphasize the persistence of normative linguistic ideologies even as the meaning and content of linguistic styles are being re-imagined.

Preparing prospective mathematics teachers to become teachers who recognize and respond to students' mathematical needs is challenging. In this study, we use the construct of critical incident as a tool to support prospective mathematics teachers' reflection on their authentic fieldwork activities, notice students' thinking, and link it to the complexity of mathematics teaching. Particularly, we aim to explore the characteristics and evolution of prospective mathematics teachers' noticing of students' mathematical thinking when critical incidents trigger reflective discussions. Critical incidents are moments in which students' mathematical thinking becomes apparent and can provide teachers with opportunities to delve more deeply into the mathematics discussed in the lesson. In the study, twenty-two prospective mathematics teachers participated in fieldwork activities that included observing and teaching secondary school classrooms. The prospective teachers identified critical incidents from their observations and teaching, which were the foci for reflective discussion in university sessions. By characterizing the prospective teachers' reflective talk in these discussions, we demonstrate the discussion's evolution. In it, participants questioned learning and teaching mathematics and suggested alternate explanations. This characterization also shows that using critical incidents in the university discussions enabled the prospective teachers to link students' thinking with the teacher's teaching practices while supporting their reflection using classroom evidence. We emphasize the importance of descriptive talk in the discussion, which allows for deepening the prospective teachers' reflections. Further, we explore the teacher educator's contributions in those discussions, showing that the teacher educator mainly maintained the reflective talk by contextualizing the critical incidents and pressing the participants to explain further issues they raised in the discussions. Implications for mathematics teacher education are discussed.

Scholars have long questioned the impact of teacher education programmes. Persistent claims are that pre-service teachers have fixed ideas about pedagogy when they enter training and that they become enculturated once in the profession. Within physical education (PE), similar concerns have been raised with respect to ball games. Research suggests that pre-service PE teachers typically have substantial experience of ball sports and find it difficult to implement non-traditional ball games pedagogies when they enter schools. Against this background, the aim of the study is to explore how pre-service teachers recontextualise ball games as pedagogic discourse in their transitions from university to school placement. Bernstein's pedagogic device and pedagogic discourse are employed as the theoretical framework. The investigation focuses on a Swedish PETE programme and the participants are six pre-service teachers. The empirical material consists of written assessments, observations of the pre-service teachers' lessons during school placements, and individual interviews. Findings suggest that the pedagogic discourse of ball games at the university was aligned with course learning outcomes and included the need to communicate goals, adapt and modify teaching, and combine different approaches. The pedagogic discourse at school placement involved traditional ball games, minimal curriculum references, progression in two or three lessons, and inclusive, enjoyable lessons. Factors that regulated the discourse were: familiarity with the pupils; the conceptualizing of inclusive teaching; norms regarding ball games in PE; expectations of the pre-service teachers; and the framing of ball games education in PETE. Recontextualising rules highlight challenges in transitions related to ball games.

This research deals with the question of how the COVID-19 pandemic affected discourses on competition in higher education organisations and how other discourses occurred and gained power. Additionally, it focusses on changes which take place in windows of opportunities that occur through discursive change in times of crisis. We show that discourses on competition have been highly influential in the field of academia. However, the pandemic rapidly introduced or empowered new or different discourses. These discourses either replaced existing discourses on competition, ascribed different meanings or redefined the frame under which a specific discourse is important. We merge our observations of such processes into the argument that the COVID-19 crisis has put competition discourses on hold during the first stage of the pandemic. At later stages, we show that competition discourses regained power. To make these contributions, we analyse interviews conducted at two universities at the organisational leadership level and in different departments in subjects such as social sciences, product design, music and engineering. We also examine official statements by the German rectors' conference and further documents such as emails and press releases at two stages of the pandemic crisis. The first stage took place during the lockdowns in 2020 and gives us rich insights into the changes during the pandemic. The second stage took place in 2022 when organisations returned at least partly to their pre-pandemic routines allowing us to analyse changes over time.

This article compares the use of discourse markers (DMs) in Italian as a second language (L2) produced by Belgian-Dutch learners, with the DMs produced by Italian native (L1) speakers. The quantitative analysis of the data shows that L1 speakers produce more DMs than L2 speakers, whereas the comparison between the levels of proficiency in L2 reveals an effect of the type of task on the frequency of DMs. From the qualitative analysis, interesting discrepancies emerge between the L1 and the L2 use of DMs, especially those uttered in sentence-internal position. We offer an analysis within the cartographic approach and we demonstrate that the sentence-internal DMs with an epistemic value realize specific syntactic positions dedicated to the expression of modality within the IP layer. We also show that the L2 learners, despite projecting the correct syntactic structure, realize it with pragmatically infelicitous forms as a result of linguistic interference with their L1. Our study brings original evidence on the syntactic status of DMs: given their multifunctionality, more syntactic options are available depending on the markers' discursive and pragmatic import. Furthermore, sentence-internal DMs reveal intriguing properties of the L2 acquisition at the syntax and discourse--pragmatics interface.

This study used critical discourse analysis to explore how higher education administrators in the United States talk about how they assess and support online programmes. Specifically, we hoped to analyse administrators' perceptions of their responsibilities over online programmes, faculty and students, to attain where they may need more training. Therefore, we explored the perspectives of 11 administrators at both the mid-level administrative and campus senior administrative levels who oversee online programmes in U.S. higher education. Our findings suggest that mid-level administrators hold pivotal roles in communicating needs, administrators are not viewing their online faculty holistically, current online programmes assessment is insufficient and concern for student engagement is often neglected. Implications for research and practice include additional investigation of the online faculty experience and the development of administrative training specifically focused on the needs of online programming and online faculty support.

In this study, we drew on the m(ai)cro framework, which centers racism as a macrosystem, to examine how college-going emerging adults made meaning about society and themselves during the 2020 U.S. presidential election and 2021 inauguration. This period was marked by racial justice protests, a global pandemic, anti-Asian violence, and the storming of the U.S. Capitol by predominantly white Trump supporters. Using the constructs of critical consciousness and racial identity meaning making, we analyzed participants' reports of recent race related conversations. Our sample included 47 students (M[subscript age] = 19.71, SD = 1.72; 81% female, 17% male, 2% other; 45% Asian/Asian American, 30% white, 13% Latinx/Hispanic, 4% Black/African American, 4% Multiracial, 2% Middle Eastern/Arab) at a private, predominantly white university in the U.S. Midwest. Hybrid inductive-deductive analysis showed that a majority reported conversations with peers, focused primarily on racial inequity and justice. For many participants of color, conversations about topics including protests and anti-Asian violence were woven into their racial identities. In contrast, although many white participants discussed events such as the Capitol insurrection, none made links to their racial identities. Our findings highlight connections between critical consciousness and racial identity, and the importance of context and participant positionality in developmental research.

The aim of this paper is to explore how practical knowledge can enhance higher education and Bildung for the human service professions. The paper sheds light on how governance reforms such as New Public Management have influenced higher education, where we argue that scientific rationality has weakened the professional's autonomy and responsibility. The paper is based on the three authors' experiences as university teachers and researchers from three different fields, namely, nursing, social work, and special education. By using Foucault's theory of the panoptic gaze, the analysis shows what is at stake in professional practice, education, and research and introduces perspectives from practical knowledge as a more functional understanding, highlighting 1) that subjective experiences are not being legitimized, 2) the inherent knowledge of practice, and 3) evidence and valid knowledge.

This paper describes and analyzes three cases to show the impact that curiosity-driven (CD) discourse based on self-video can have on the professional awareness and noticing skills of mathematics teachers and instructors of mathematics teachers. The findings indicate that CD discourse raises awareness of heretofore unnoticed events in the lesson, and improves the mathematical and pedagogical knowledge, teaching skills, and efficacy of teachers and instructors. This study combines pedagogical content knowledge (PCK) of teachers with Mason's "levels of awareness" model in studying, from an epistemological point of view, the contribution that CD discourse makes to growth of professional awareness in mathematics teachers and instructors. Thus, this study contributes to the theoretical and practical understanding of the growth of mathematics teachers as teachers and as teacher instructors, in their professional awareness, noticing skills, and attention shifting.

Background: Deep discussions play an important role in students' online learning. However, researchers have largely focused on engaging students in deep discussions in online asynchronous forums. Few studies have investigated how to promote deep discussion via mobile instant messaging (MIM). Objectives: In this study, we applied learning analytical tools (i.e., KBdeX and word clouds) to enhance students' shared epistemic agency and thereby support their deep discussions in MIM. Methods: Forty Chinese college students participated in this study and reflected on their MIM engagement by participating in the learning analytics (LA)-augmented meta-discourse sessions. The study used multiple data analysis methods, including content analysis, statistical analysis, epistemic network analysis and lag sequential analysis. Results: We found that LA engaged students in deep discussions and shared epistemic agency-related discourse, such as creating shared understanding, creating knowledge objects, and projective and regulative processes. In particular, word clouds engaged students in more complete shared epistemic agency discourse trajectory which started from creating awareness of unknowns, then progressed to setting projective plans and sharing information, and ultimately, creating shared understanding. Moreover, our analysis indicated that epistemic agency discourse moves of creating shared understanding led students to a high level of deep discussion. Implications: This study contributes to research by extending the 'comparison paradigm', which focuses on comparing (a)synchronous forums with MIM, to a 'design paradigm', which mobilises design features from (a)synchronous forums to MIM and using learning analytical tools to engage students in deep online discussions by promoting their epistemic agency.

Teacher educators play a crucial part in preparing student teachers for teaching in diversity. Because of their modelling role, they automatically convey messages about approaching diversity via their practices. In this study, we look into these--often hidden--messages of teacher educators to uncover the discourses that inform and are being reproduced by how they talk about (approaching) diversity. We critically analyse how such discourses relate to reducing inequalities in education. Critical discourse analysis was conducted on interview data (n = 14) about teacher educators' perceptions about diversity and practices to approach diversity. The findings suggest two main discourses. First, a power-challenging discourse compels all teacher educators to take responsibility to reduce inequalities. Secondly, a power-affirming discourse tempers their beliefs about their agency and responsibility regarding the matter. This latter discourse is mainly manifested via statements that perpetuate existing exclusionary mechanisms. Most teacher educators seem to combine both discourses. We argue that the simultaneous use of both creates paradoxical narratives which are unproductive to foster responsiveness to diversity for teacher educators and their student teachers. This study adds to the literature on a theoretical and practical level. Raising teacher educators' awareness of their messages could prove powerful in combating inequalities in education.

Many English language proficiency (ELP) tests used for university admissions and placement now include integrated writing tasks that require examinees to use external sources when writing. Integrated writing tasks improve test authenticity and impact, but they raise several validity questions, such as what academic language skills they engage and whether performance on these tasks varies with examinee ELP level. This study addresses these questions with reference to an integrated writing task from the Canadian Academic English Language (CAEL) Test that involves reading, listening, and writing in academic contexts. Responses by 59 students to one of the CAEL integrated writing tasks are analyzed in terms of various grammatical, discourse, sociolinguistic, strategic, content, and source use aspects and compared across ELP levels (high and low) and score levels. The findings indicate that both ELP level and score level had significant effects on most writing features examined in the study, except for syntactic complexity. Additionally, except for syntactic complexity, all writing dimensions examined in the study were significantly associated with writing scores. The findings and their implications for the validity argument of source-based writing tasks are discussed.

This paper aims to interrogate the design studio conversations between teachers and students in order to explore the indicators regarding empathy. To investigate design conversations occurring between design teachers and design students, participant observation studies were conducted at two universities in Finland and Turkey. As an empathic indicator, we addressed (1) how design teachers take the perspective of other agencies and (2) what deliveries are utilised for empathic perspective-taking. It was understood that design teachers identify themselves with both human and non-human agencies as design students, users and materials. Moreover, deliveries leading to the identification of design teachers with these agencies included both discursive and performative means.

Attracting and retaining students in Science, Technology, Engineering, and Mathematics majors, particularly those who are underrepresented, is a national concern. While undergraduate research experiences have been shown to increase retention and engagement, inequities in access exacerbate disparities. Understanding what hinders or facilitates the implementation of undergraduate research experiences is crucial. Using semi-structured interviews with the project leaders and document analysis, the findings from this project expose the relational, political, discursive, and structural power dimensions hindering or facilitating the integration of research experiences in undergraduate science courses. Revealing these barriers and opportunities will inform future initiatives, such as those focused on implementing course-based research experiences.

Purpose: Several studies uncover how the period leading up to the 2016 election and the Trump administration affected college students, in particular those targeted by the rhetoric and policies in this tense sociopolitical environment. This article builds on this scholarship and examines how the broader sociopolitical context shaped how targeted and nontargeted students perceived and experienced the campus climate. Research Methods/Approach: We interviewed 21 students who had taken a higher-education course at one institution to gather their perspectives of campus climate. Students commonly referenced undocumented students and students of color as directly affected by policies and rhetoric during this time. We subsequently considered self-identified students of color and undocumented students as belonging to targeted groups and those who did not as nontargeted. Findings: Students described how the sociopolitical climate between 2016 and 2018 directly and indirectly influenced campus climate based on their perceptions and experiences. Students shared how discourse toward minoritized communities increased overt marginalization in the United States and on campuses. Immigration policies were frequently mentioned as impactful, and nontargeted students expressed major concerns for their targeted peers and family members. A few students also described how the polarized sociopolitical climate outside the university created divisions among students. Implications: Institutions should seek ways to ameliorate concerns and tensions students may feel as a result of challenging sociopolitical and campus climates. In addition to supporting students from targeted communities, institutions should provide opportunities for nontargeted students to learn more about issues affecting targeted communities.

In this comparative project, we analyze three policy documents that have guided genderbased higher education initiatives in Kenya, Rwanda, and Uganda. Two research questions guided our work: (1) How do key policy documents conceptualize gender equity? and (2) How is gender equity discussed in relation to economic priorities and sociopolitical realities in each country? To address these questions, we conducted a critical discourse analysis of the following: Kenya's Education and Training Gender Policy in Kenya, Rwanda's Education Sector Strategic Plan 2018/19--022/23, and Uganda's Gender in Education Policy. Corroborating the work of other scholars, we found that all three documents shared (1) an increased commitment to gender equality, (2) persistent underrepresentation of women in higher education despite increased participation of women over time, and (3) markedly low gender parity in STEM disciplines. Our findings are significant because they confirm that there is a disconnect between stated policy goals and actual student outcomes, which limits institutional success and economic development. Additionally, our analysis highlights differences in the strength in commitment to gender equity in policy mandates in these three countries. This is a key issue which warrants further research attention.

Purpose: This purpose of this paper is to report on the development of an evidence-informed framework created to facilitate the formulation of generative artificial intelligence (GenAI) academic integrity policy responses for English medium instruction (EMI) higher education, responding to both the bespoke challenges for the sector and longstanding calls to define and disseminate quality implementation good practice. Design/methodology/approach: A virtual nominal group technique engaged experts (n = 14) in idea generation, refinement and consensus building across asynchronous and synchronous stages. The resulting qualitative and quantitative data were analysed using thematic analysis and descriptive statistics, respectively. Findings: The GenAI Academic Integrity Policy Development Blueprint for EMI Tertiary Education is not a definitive mandate but represents a roadmap of inquiry for reflective deliberation as institutions chart their own courses in this complex terrain. Research limitations/implications: If repeated with varying expert panellists, findings may vary to a certain extent; thus, further research with a wider range of stakeholders may be necessary for additional validation. Practical implications: While grounded within the theoretical underpinnings of the field, the tool holds practical utility for stakeholders to develop bespoke policies and critically re-examine existing frameworks. Social implications: As texts produced by students using English as an additional language are at risk of being wrongly accused of GenAI-assisted plagiarism, owing to the limited efficacy of text classifiers such as Turnitin, the policy recommendations encapsulated in the blueprint aim to reduce potential bias and unfair treatment of students. Originality/value: The novel blueprint represents a step towards bridging concerning gaps in policy responses worldwide and aims to spark discussion and further much-needed scholarly exploration to this end.

Teacher feedback is the key to online collaborative discussion. To investigate the effects of different forms of teacher feedback intervention on learners' cognitive and emotional interactions in online collaborative discussion, this study collected collaborative discussion text data of online collaborative learners. Based on the framework of Community of Inquiry theory, naive Bayes algorithm for automatic coding of collaborative discussion text data was adopted. A bivariate (with or without emotion/guidance) experiment was designed based on teacher feedback. The participants of this study were college students (N = 109, average age = 20) of normal major participating in Teaching System Design. They were randomly divided into four experimental groups. In each experimental group, 4-5 people work in a group for collaborative learning. This study adopts quasi experimental research method, and the experiment period is 10 class hours. Reliability analysis, automatic text coding and ANOVA of cognitive-affective variables were used to conduct process mining for the collaborative discussion of four groups of learners by using heuristic mining algorithms. It found that different forms of teacher feedback have different effects on learners' cognitive emotion. Teachers' emotional feedback promotes learners' emotional interaction and cognitive interaction, whiccoch is easier to promote learners' cognitive interaction. Different forms of teacher feedback promote four types of cognitive emotion interaction process. This suggests that the multi-branch type of voice prompt feedback group has the best effect on learners' cognitive and emotional impact.

Background: Nearly two decades have passed since the last successful reauthorization of the Higher Education Act. Since then, student loan debt and the accumulation patterns based on race have become a pressing issue to address in U.S. society. Purpose: Student debt is one of the key issues on the federal higher education policy agenda. The purpose of this paper is to examine how race is addressed in a congressional hearing held to discuss the reauthorization of the Higher Education Act. Specifically, we examined one congressional policy markup hearing to understand how members frame student debt and the racialized dynamics embedded within. Research Design: We combined critical race theory and racial frames to discursively analyze 14 hours of congressional hearings on the reauthorization of the Higher Education Act. Through critical discourse analysis, we interrogated the racialized discourse among policymakers as they proposed solutions and alternatives to address the issue of student debt during the policy markup process. Conclusions/Recommendations: Our findings highlight four types of discourse within a policy markup hearing: "All Students" Matter, Paternalistic, Race-Evasive, and Explicit Racial Discourse. We offer recommendations for policymakers and researchers to contend with ahistoricism and race-evasiveness prevalent in policy markup hearings and ways for future policy proposals to be more explicit in naming the groups facing disproportionate negative impact, the mechanisms that produce such inequities, and interventions that can address them.

In this paper, we present an example of how the selected texts (on the footballer Mo Salah) can potentially be discussed in the university EFL classroom especially (Critical) Discourse Analysis course using Freire's seminal work on Critical Pedagogy (CP). We do it by firstly introducing Freire's concept of CP which includes problem posing education and dialog as elaborated by Durakoglu et al. (2013). Then we move on to highlight the previous works conducted on CP in Indonesian EFL contexts and provide critical analysis of how the particular texts drawn from Anwar's (2020) unpublished thesis on Mo Salah's phenomenal career could be analyzed using Freire's concepts. Closing this reflection, we locate this paper within critical approaches to English Language Teaching such as post-method pedagogy and post-structural and post-colonially informed teaching.

Sociocultural language learning theory and situated learning theory stress the importance of social interactions and context in both science and language learning. In addition, researchers have highlighted the important role that multimodal language plays in meaning-making and communication in science. The purpose of this study was to examine the multimodal discursive resources emergent multilingual learners (EMLs) used in their journals on the topic of erosion. Thus, we ask "in what ways do multimodal discursive resources differ as EMLs describe doing an investigation (practices) and learning (content) in response to a writing prompt (What I did-What I learned)?" This research, grounded in an interpretive/constructivist paradigm, examined the journals of 18 EMLs who participated in a summer program where they engaged in the social context of scientific practice. Students used the What I Did/What I Learned (WID/WIL) writing prompt to describe the practices used in the classroom investigations and the knowledge resulting from these investigations. The WID/WIL journal entries were examined using template analysis coding. The template consisted of four major categories: writing, mathematical expressions, manual-technical operations, and setting. Findings indicated that EMLs utilized writing and mathematical expressions to communicate their manual technical operations (practice) and knowledge (content) of erosion. EMLs did not use visual representations as part of their multimodal resources. Implications for science teaching and the use of the WID/WIL as a writing prompt are included.

In the UK, the Research Excellence Framework is a mechanism used for ranking the quality of research in higher education institutions. While there has been analysis of the entire Research Excellence Framework, and of the Education unit of assessment more generally, analysis of how research on initial teacher education featured in the Research Excellence Framework has been minimal. In this article, we report on Phase I of an 18-month project that mapped the extent to which initial teacher education-focused research was included in the 2014 Research Excellence Framework. Employing a novel methodology and a theoretical framework based on policy as text and discourse, we identify a sample of 12 higher education institutions that provided initial teacher education programmes and returned outputs to the 2014 Research Excellence Framework. Analysis of over 1,600 outputs suggest that in the 2014 Research Excellence Framework only 5.5 per cent of these were focused on initial teacher education. We discuss the methodological approach, some headline findings and areas for future research, arguing that these add evidence to the literature of initial teacher education-focused research and, in doing so, can inform policy at the levels of schools, higher education institutions, Research Excellence Framework and the government. We conclude that although the Research Excellence Framework only concerns the UK, similar exercises are becoming increasingly prevalent globally, and therefore the extent to which research on initial teacher education was marginalised in the 2014 Research Excellence Framework is of interest to all concerned with teacher education.

Purpose: This study explores the achievements and process of a group of Chinese primary school teachers learning from a research-based school-university collaborative project. Design/Approach/Methods: We used qualitative methods to construct our research design, collecting data through participatory observations of weekly meetings, teacher interviews, and participants' reflective journals. Both thematic analysis and discursive analysis were employed as strategies to scrutinize the data. Findings: We categorize teachers' learning into five achievements--outcome, processual, democratic, catalytic, and dialogic achievement. A further examination highlights seven successive learning actions composing an implicit mechanism to facilitate these achievements: questioning, analyzing, modeling, examining, implementing, reflecting, and consolidating. Originality/Value: Through this longitudinal study, we more comprehensively record details about teachers' learning as they conduct their own research. Although school-university heterogeneous collaboration has potential conflicts, teachers can improve their problem-solving and knowledge creation and sharing abilities, promoting a sense of professional accomplishment. These findings also suggest the need to reconsider the authentic process of teacher research, a task equally significant for international educators.

This case study focuses on how two learners position themselves as partners in a collaborative writing activity in a Spanish Writing course. I utilize a micro-discourse analytic approach (Eskildsen & Markee, 2018; van Compernolle, 2015, 2018) to highlight the situated nature of collaboration and the dynamicity of the collaborative writing process as it unfolds turn-by-turn during their interactions. This type of analysis permits researchers to explore how learners orient to their partners and to the language they are producing, and what learners do with their talk (Markee, 2000), so that researchers can observe their competence-in-action (Pekarek Doehler, 2013). The discursive practices of the pair suggested that they viewed collaboration as a way to trade off the role of being expert based on whether their attention was focused on content or language.

Local tour guides' English speaking competence determines inbound international tourists' travel experiences. This study investigated student tour guides' English learning by adopting role-play tasks. The communicative tasks were designed to explore how real interactions prepared English as Foreign Language (EFL) learners to become cultural ambassadors who introduce Taiwanese features to the world. Twenty-nine students were recruited from an "English for Tourism Purposes" course to interact with international students who acted as tourists. The student tour guides took turns introducing a topic unique to Taiwan. Data included recorded conversational interactions between the international and local students, comments on tour-guiding performances, and reflective notes. Adopting conversation and thematic analysis, the researcher analyzed the objective learning outcomes by observing how students performed in the tour-guiding tasks and examined the subjective viewpoints from the participants' reflective notes. The results revealed distinctive spoken features for communicative competence and the benefits of gaining a deeper intercultural understanding of how to communicate Taiwanese culture in English and developing various communication skills for interacting with foreigners. Pedagogical implications are discussed in terms of the design of English for Tourism teaching.

Effective citation contributes to the success in master's (MA) thesis writing. The current study investigates cross-disciplinary citation practice in EFL Master's theses. First, the corpus was compiled by collecting 20 Applied Linguistics (AL) and 20 Biology (BIO) MA theses Discussion sections. The forms and rhetorical functions of citations were then identified and quantified. The results show that the writers from the two disciplines have different citation practices. In terms of forms, the AL discipline writers utilized both integral and non-integral forms almost equally. The BIO discipline writers, on the other hand, deployed significantly more non-integral citations. In terms of rhetorical functions, citations were used by both groups to achieve a variety of rhetorical functions. The AL discipline writers utilized citations mostly for Comparison and Application to provide explanation and justification. By contrast, the BIO discipline writers took a more descriptive approach by using more Attribution. Overall, the results suggest that while the AL writers seemed to align their citation forms and functions, the BIO writers adopted a more simplified or descriptive approach when citing. The study offers evidence in the need to guide EFL writers of different disciplines to becoming more strategic in their citation practice.

This study emerged as a result of insufficient knowledge and descriptions of the behavioural profiles of the near-synonym English verbs, "increase" and "rise," by non-corpus-based traditional reference sources used by students. We explored the behavioural characteristics of this group of near-synonym verbs using the British National Corpus (BNC) of 100 million words as our corpus. Using the "Sketch Engine" Tool, we examined their frequency, subject and object noun collocations, adverb collocations, and syntactic behavioural profiles. The results demonstrate that both words collocate with subject and object nouns. However, on their top ten subject collocation lists, "increase" only collocates with abstract nouns related to finance and economy, whereas "rise" collocates with three different kinds of abstract nouns related to finance/economy, the human entity, and the natural environment, and one concrete noun related to natural environment. In addition, they only have two collocates in common on their top subject noun collocates list. In terms of object noun collocations, "increase" only collocates with abstract nouns connected to finance/economy and the natural environment, but "rise" collocates with abstract and concrete nouns on their top list. They also only have three adverb collocations in common on the top list. "Rise" has 17 distinct syntactic patterns, whereas "increase" has 15 different syntactic patterns. In teaching near-synonyms, we propose using corpus-based reference resources.

Instructor discourse, defined as verbal interactions with students in the classroom, can play an important role in student learning. Instructors who use dialogic discourse invite students to develop their own ideas, and both students and the instructor share ideas in back-and-forth exchanges. This type of discourse is well-suited to facilitate deep learning for students but is rare in undergraduate biology classrooms. Understanding the reasoning that underlies the use of dialogic discourse can inform teaching professional development for instructors who are learning to use discourse to support student learning. Through classroom video recordings to identify dialogic discourse and stimulated recall interviews to elicit instructor reasoning, we investigated why undergraduate biology instructors used dialogic discourse in active-learning lessons. Using inductive and deductive qualitative analysis of interview transcripts, we identified and characterized seven reasons that instructors used dialogic discourse, including three aligned with a theoretical framework of student cognitive engagement and four that emerged from our data set. In addition to aiming to prompt generative cognitive engagement in 34% of instances of dialogic discourse, instructors used dialogic discourse to prompt activity, supply information, provide feedback, decipher student thinking, leverage student thinking, and cue students to make connections. Reasoning varied across different types of dialogic discourse. These findings provide valuable insights that can inform research, teaching professional development, and individual instructors' reflections.

Gender stereotyping and perception of gender roles have been a pervasive issue in media discourse. Studies have shown that language plays a crucial role in shaping our perceptions and understanding of gender. Systemic functional linguistics (SFL) is a linguistic framework that analyzes the functional and social aspects of language use. This study aimed to investigate the relationship between SFL and gender stereotyping as well as the impact of SFL on gender stereotyping and perception of gender roles in international media discourse. Additionally, the study investigated whether language proficiency moderated the relationship between SFL and gender stereotyping. The study recruited 287 participants from colleges in Beijing and Shanghai cities of China. Participants were selected based on their language proficiency in English and Mandarin. Data were collected through a self-administered online questionnaire. The results indicated that SFL had a significant positive effect on both gender stereotyping and perception of gender roles in international media discourse. Furthermore, language proficiency was found to moderate the relationship between SFL and gender stereotyping, such that the effect of SFL on gender stereotyping was stronger for individuals with higher language proficiency. However, the mediating effect of perception of gender roles on the relationship between SFL and gender stereotyping was not significant. This study provided insights into the potential impact of SFL on gender stereotyping in international media discourse. It highlights the importance of language proficiency in shaping the perception and understanding of gender in media discourse. The study also provided directions for future research, such as investigating the role of other linguistic frameworks on gender stereotyping and exploring the impact of media literacy on gender perceptions.

Interactional modification is important in SLA research because it involves correcting problematic L2 use. However, not all modifications will lead to pedagogical changes. Participants in conversational interactions are not always oriented to linguistic forms or functions. One way to address this dilemma is to examine the process by which participants come to terms with problematic L2 use in interactional exchanges. "Language moments" refer to cases in which L2 forms and functions are objects of interactive exchanges in L2 interactions. Through conversation analysis, the present study uncovered four different types in which participants in L2 interaction discovered and acted on language moments in terms of the degree of explicitness in recognizing and addressing problematic L2 use. This study used data from ESL classroom interactions that featured native teachers of English and L2 learners in an US context. This descriptive account of interactional processes might complement prior research studies that have focused on effects of interactional modification.

New Public Management (NPM)-inspired higher education (HE) governance has become increasingly topical in recent years. However, while existing research provides an overall understanding of relevant changes, it does not offer a complete analysis of complex governance and falls prey to deterministic and relatively narrow ideological impositions. Scholars are overwhelmingly oriented toward governance models or modes and the ideas of efficiency, effectiveness, and competition in NPM. They either promote these aspects as an approach to organizing HE governance or criticize them in addition to evaluating or comparing their outcomes. Therefore, based on a literature review and drawing on Foucauldian ideas of political rationality, this paper proposes a shift from the ideology-based problem-solving paradigm to a renewed approach. By calling for an increased focus on bottom-up initiatives that stem from below while studying NPM-inspired HE governance, this paper recommends conducting a discourse analysis of technical policy papers together with empirical-analytical studies to identify interpretive political rationalities and histories. Overall, the approach proposed in this paper would limit the deterministic mode of policy analysis and lead to more refined ways of understanding HE governance in certain fields, clarifying problematic situations, and effectively estimating future directions.

Rhetoric plays an important role in helping information technology (IT) professionals communicate their ideas clearly and effectively. By employing rhetorical devices when speaking about technology topics, IT professionals can present logical and convincing arguments, and demonstrate their knowledge and expertise while engaging the audience and making complex technical concepts more accessible for non-experts. This study attempts to understand how IT students construct and develop persuasive arguments by analysing their use of rhetorical strategies in a sample of persuasive presentations delivered in the course "English for IT". Both corpus analysis and manual analysis were used to identify different types of rhetorical strategies students employed to influence their audiences' attitudes. The results show that IT students not only created a logical appeal which might be more natural for them but also employed a wide range of rhetorical strategies and devices to establish disciplinary credibility and create a more personal connection with their audience, thus maintaining an appropriate balance of logos, ethos and pathos. The study further recommends systematic and careful rhetorical analysis of ESP (English for specific purposes) students' spoken language across disciplines and the consequent adaption of learning materials and teaching methods to improve ESP students' rhetoric skills.