Dialect,power and politics: standard English and adolescent identities

This paper examines the official requirement for the promotion of standard English using Bourdieu's concepts of the production and reproduction of legitimate language. It explores the political drive behind the demand for this standard dialect in England and, through a survey on the views of fifty‐two 14 and 15 year olds, analyses the impact that this is having on adolescent identities in an inner‐city London school. The students perceive non‐standard English as a vehicle through which they can express their ‘true’ selves and construct a collective teenage identity. They use language to construct a division between themselves as teenagers and the adult ‘others’. Although the students do not necessarily want to use non‐standard English in the classroom, or with their teachers, educators need to consider how to afford pupils access to the ‘official language’, which grants privilege and power, without devaluing the identities which they may associate with other dialect forms. The final part of the paper explores the value of Cummin's concept of ‘transformative pedagogy’ (2002) in relation to the study of dialect with adolescents.     

Block Talk: Spatial Language During Block Play

Spatial skills are a central component of intellect and show marked individual differences. There is evidence that variations in the spatial language young children hear, which directs their attention to important aspects of the spatial environment, may be one of the mechanisms that contributes to these differences. To investigate how play affects variations in language, parents and children were assigned to 1 of 3 conditions: free play with blocks, guided play, or play with preassembled structures (Study 1). Parents in the guided play condition produced significantly higher proportions of spatial talk than parents in the other two conditions, and children in the guided play condition produced significantly more spatial talk than those in the free play condition. Study 2 established baselines of spatial language during activities not involving spatial materials. Proportions of spatial words were lower than those in any of the conditions of Experiment 1. In sum, interaction with blocks naturally elicits elevated levels of spatial language, especially in the context of guided play, suggesting simple‐to‐execute educational interventions.     

灯塔

那是个风雨大作的夜晚,指挥官从驾驶室出来走到船长面前说道:“船长,船长,我们的海航线上有灯光,而且它们一动也不动.” “它们一动也不动是什么意思?叫人把它们移开.告诉他们立即让灯光向右偏些.”     

小学语文教科书中的爱国主义语篇的概念意义构建研究

人教版语文第一册中有四篇课文是以传递爱国主义价值观为宗旨的。选取其中《我多想去看看》作为研究对象,运用符际互补理论框架,研究如何通过文字和图像符号系统的相互作用和相互配合,形成连贯的语篇,分析结果表明,文字图像之间的符际关系着重在"国旗"、"地点"、"升旗仪式"以及"观礼"等方面;在小学语文教材中可以通过文字和图像符号系统的互补形成连贯的多模态语篇并传导主流价值观。     

Factors impacting the rapid transition of anatomy curricula to an online environment in response to Covid-19

Due to the Covid-19 pandemic, many academic institutions had to rapidly transition education to a remote online environment. While a hurdle for most educators, this transition posed an even greater challenge for anatomy educators, many of whom were forced to depart from the traditional cadaver-based laboratory to a virtual format. Recent publications have discussed the rapid transition to online formats necessitated by Covid-19 and the accompanying difficulties, but none have identified specific factors that influenced the difficulty of this transition. Anatomy educators were surveyed to examine how this transition was accomplished and perceived. Of the 165 educators who responded, the majority utilized cadaver-based laboratory instruction. Educators felt that transitioning the laboratory portion of their courses was significantly more difficult and required more time than converting lecture materials. Factors that impacted the difficulty of the transition included a number of pedagogical aspects of the pre-Covid-19 curricula, including the delivery format of prior content, availability of pre-existing electronic materials, and the laboratory technique previously used. Additionally, the length of time an educator had been teaching prior to Covid-19 impacted their perception of difficulty, with newer and more senior educators finding this much more challenging than mid-tenure educators. Ease of transition may be related to previous exposure to curricular reform, experience with multiple anatomy pedagogies, and educator adaptability. While not surprising that converting a cadaver-based laboratory to an online format was challenging, knowledge of the alignment of this difficulty with prior educator pedagogy can help guide future innovations to anatomy education.     

Reporting Quality of Single-Case Research Published in Learning Disabilities Journals

Single-case research designs are useful for learning disability researchers interested in refining novel interventions (e.g., new mathematics intervention) before scaling, small n populations (e.g., students with comorbid learning and emotional and behavioral disabilities), and testing unique conditions (e.g., remote locales). Much attention has been devoted to developing research quality standards, which is essential for replication and implementation fidelity; however, little is known about the reporting quality of single-case design studies. To gain insight into the quality of learning disability single-case research design study reporting, we analyzed 72 articles published between 2010 and 2021 in six learning disability-focused journals using the Single-Case Reporting Guideline In BEhavioral interventions (SCRIBE) standards. Findings suggest that reporting quality has remained stagnant, and none of the studies reviewed met all of the reporting standards. Alignment with standards ranged from 33% to 77%. Implications for researchers and practitioners are discussed.