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There has been a policy push in K-12 educational settings towards personalized learning in the last decade. Commercial platforms and learning designers have responded, offering learning tools to support teaching and learning through data-driven insights and recommendations. Trending towards the augmentation or replacing human teachers with non-human technology, this paper argues that personalized learning with human teachers is an entirely different process from personalization with digital twins. Drawing on new materialist thinking, it explores the impacts and implications for discourse concerning teacher quality and disadvantages within educational systems. It clarifies the conflation of the terms "personalized learning" and "personalization" to illuminate the power, positionality, and privilege enabled for some, in conflating terms in Australian educational policy.

This paper argues that the dominant modes of academic address, the conference paper, the journal article, and the monograph, reinforce problematic and exclusionary assumptions concerning what counts as legitimate research, whilst also restricting academic enquiry and impoverishing intellectual life. It makes its case by exploring in some detail the intellectual commitments of one the West's more wayward 20th century thinkers, Georges Bataille. It suggests that Bataille presents not simply a conceptual armoury (and one among many) for critiquing Western logocentrism from within, but offers an example of what a less domesticated, less stylistically narrowed mode of thinking might look like.

Education policymakers have long sought to reduce persistent achievement disparities between students of color and White students with varying levels of success. Understanding the different needs and obstacles faced by students and families of color is important given educating all individuals for our future U.S. society is a priority. Educational policy should reflect the assumption that race matters and continues to impact educational opportunity. This paper argues that race-conscious professional teaching standards could extend the structural boundaries of teacher practice when working with racially, culturally, and linguistically diverse students. Using discourse analysis to analyze the deeper meanings of selected states' teaching standards in different sociopolitical contexts, this paper describes the challenges and opportunities for infusing race-conscious perspectives in teaching standards. Implications for how states' teaching policy language actively creates and builds teaching and learning environments are discussed.

This paper provides a comprehensive analysis of the motivations that key policy documents have put forward as justifications for Sweden's mother-tongue instruction in immigrant and historical minority languages as a multicultural policy that has endured for nearly half a century. The diachronic development of these motivations is analysed in four periods and interpreted with the help of Ruiz's (1984) orientations in language planning. The corpus consists of 26 key policy documents making up the coordinative discourse among policy actors. Based on an innovative mix of qualitative and quantitative methods, the motivations are presented in a three-tiered taxonomy consisting of motivational units, themes and language-planning orientations. The results point to both continuity and change in how mother-tongue instruction has been justified over time. Confirming previous research, the results show that the language-as-resource orientation has played a central role in justifying both the establishment and the maintenance of mother-tongue instruction in Sweden and that language as right complemented this orientation. Furthermore, the study illustrates that the language-as-problem orientation need not always be detrimental to bilingualism and minority-language maintenance. Contrary to some claims in the literature, it is argued that language as extrinsic resource is not necessarily underpinned by neoliberalism, as there are also social liberal and conservative inroads to this orientation. The paper concludes that although the language-as-resource orientation plays an indispensable role in supporting bilingualism in education, not only the language-as-right orientation but also the language-as-problem orientation should not be neglected.

The mathematical construct of dimension is one of the fundamental ideas for developing a sound understanding of two-dimensional (2D) and three-dimensional (3D) shapes. Yet, research in mathematics education has rarely explored children's understanding of dimension in primary education. This paper explores how year 5/6 (9 to 11 years old) children construct and negotiate their meanings about dimension while engaging in classroom interactions about 2D and 3D shapes during geometry lessons in a New Zealand (NZ) English-medium multilingual primary classroom. Transcribed data of two key moments selected from six audiovisually recorded geometry lessons are presented. The findings suggest that children may use different discursive constructions--"another world", "different ways to go", and "flat vs fat"--to display their meanings about dimension. The findings also suggest that children and teacher participants may use prosodic features of their languages to interactionally construct the meanings of these discursive constructions. The paper discusses these findings in light of current research literature and offers a few implications for curriculum development and future 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.

Amidst ongoing global debate about reproductive rights, questions have emerged about the role of language in reinforcing stigma around termination. Amongst some 'pro-choice' groups, the use of "pro-life" is discouraged, and "anti-abortion" is recommended. In UK official documents, "termination of pregnancy" is generally used, and "abortion" is avoided. Lack of empirical research focused on lexis means it is difficult to draw conclusions about the role language plays in this polarized debate, however. This paper, therefore, explores whether the stigma associated with "abortion" may reflect negative semantic prosody. Synthesizing quantitative corpus linguistic methods and qualitative discourse analysis, it presents findings that indicate that "abortion" has unfavourable semantic prosody in a corpus of contemporary internet English. These findings are considered in relation to discursive salience, offering a theoretical framework and operationalization of this theory. Through this lens, the paper considers whether the discursive salience of extreme anti-abortion discourses may strengthen the negative semantic prosody of "abortion." It, therefore, combines a contribution to theory around semantic prosody with a caution to those using "abortion" whilst unaware of its possibly unfavourable semantic prosody.

Purpose: This study aims to explore the range of sustainability-related discourses by the stakeholders within a particular Finnish Higher Education Institution (HEI); interaction between the discourses and the context of the HEI; and the extent to which different understandings of sustainability cause challenges for the implementation of the university strategy for sustainability. Specifically, the paper explores how the employees within the HEI make sense of sustainability in their teaching, research and daily life and the extent to which sustainability-related discourses are aligned with the university strategy. Design/methodology/approach: This research draws upon collected qualitative and quantitative data. It focuses on individual discourses by executives, teaching and research staff within an HEI regarding their understandings of sustainability and the Sustainable Development Goals (SDGs). Findings: This paper illustrates the key challenges of sustainability and SDG implementation that may emerge in HEIs due to varied understandings. The results indicate a need for efficient HEI strategic vision communication and consideration of the stakeholders' multiplicity of sustainability values. Originality/value: This paper sheds light on the challenges involved in seeking to enhance sustainable development in an academic setting with multiple disciplines and categories of staff guided by academic freedom. The analysis thus advances the understanding of academic sustainability-related discourses and framings as well as mechanisms through which the implementation of sustainability-related efforts can be enhanced in such a context.

While the use of video recording as a method of data collection has helped researchers to resolve the challenge of capturing classroom interactions between teachers and students, it can be challenging for the researchers and teachers to make sense of the rich data collected. This paper describes an approach of analysing and visualising a language lesson with lesson microgenre and network graphs to provide an overview map of the lesson enactment. Studying the language lesson from a lesson microgenre perspective can provide both the co-text and context of the lesson when specific segments of the lesson are identified for interpretation and reflection by the teacher. The lesson map is visualised using network graphs to show the progression, connections, and patterns of the lesson microgenres. The paper describes the application of the approach in a study of the English lessons conducted by two teachers in a Singapore primary school and discuss the implications of the approach on teacher training.

While public consultation is a signature process of democratic policy formulation, many governments manoeuvre to refract citizen's opinions or conduct it perfunctorily. Using the case of a medium of instruction policy in Hong Kong, this article unveils the strategies that the state and citizens employ to put their opinion through to the final policy text, during a public consultation process. Recent literature has identified the mechanisms through which individual actors or organisations contribute to broad policy agenda-setting or policy programme development. However, yet to be investigated is how they -- sometimes with conflicting interests -- collectively negotiate a policy with the state via public consultations. This paper investigates this very phenomenon, building on previous work conducted in the public policy field, analysing 51 government-generated documents through both thematic content analysis and critical discourse analysis. The paper uncovers four strategies adopted by administrations ("non-commitment," "case closure," "disengagement for irrelevance," and "placation") to evade citizens' equity-oriented demands and stakeholders' three counter strategies ("mobilising" other stakeholders into a coalition, "reopening the case" pointing out a new problem, and "appealing" by affirming relevance). The state's discrete refusals and stakeholders' conjoint reengagement tactics draw our attention to the complexity and subtlety involved in negotiation via public consultations.

As online education continues to proliferate that there is a need to understand how institutions can better support faculty in the transition to online education. Building on work that has suggested the importance of learning spaces for faculty to engage in discussion and reflection on their move to online education, this paper employs Bakhtin's notion of "ideological becoming" to provide a theoretically grounded understanding of how the design of such spaces can better facilitate this move. The paper reveals how learning spaces designed to develop critical awareness empower faculty to navigate discourses of online education, enabling them to build on their existing knowledge and skills as educators. The findings reveal how engaging faculty in critical dialogue can enable a cumulative shift in thinking from discussions dominated by authoritative discourses of online education that create an initial confusion between performance and pedagogy to the development of critical awareness that enables them to challenge dominant discourses and reconnect with the self as an experienced educator. The paper provides an important insight into an approach that might enable institutions to better support faculty buy-in and acceptance of online education.

In 2014, the OECD-PISA's Governing Board approved the addition of a set of global competence measures to its Programme of Student Assessment. In our paper, we explore whether and how there are discursive shifts between the two framing papers (2016/2018) and what the outcomes are for policy-shaping. To this end, we employ Network Text Analysis to map shifting semantic configurations. We show that (i) the concept of 'global competence' is radically redefined through the simplification and polarisation of the semantic universe surrounding it, (ii) that the concept 'global' becomes a shifting signifier which enables the establishment of an equivalence between the two studied documents, and that (iii) in this process, concepts such as 'culture' are now erased in the 2018 text. Our findings show the dramatic change of approach between the two documents reinforces a narrative that is familiar to the OECD around knowledge economy proxies.

Reflection on the meaning of the word 'tradition', and related terms such as 'traditional', is conceptually complex but has been subject to limited critical scrutiny within academic discourse. The evidence of this study, drawing on the theory of tradition and a database of all 6947 papers published in "Studies in Higher Education" between 1976 and 2021, is that higher education researchers make extensive use of these words in a routinised and often un-scholarly way. The language of tradition is frequently invoked as an emotive means to both resist and argue for change in higher education often framed as a dualism where the words tradition or traditional are deployed as positives or pejoratives. Despite the intensification of empirical work since the 1970s and 1980s, and the increasingly international authorship of "Studies of Higher Education," use of tradition as a rhetorical device continues to play a significant role in the literature. As the paper illustrates, this has contributed to the creation and perpetuation of myths about students, universities and academic work.

Character education has enjoyed renewed interest both in the United Kingdom and in other parts of the world. However, to date, few studies have examined how character education is enacted 'in situ'. Drawing on data from a study in three English secondary schools, this paper traces how political and scientific discourses on character are mobilised in educational practice. Employing a discourse analytic reading of teachers' and school managers' interview accounts, the paper examines how different semantics of character were drawn upon, negotiated, and assembled with a focus on the construction of the subject. It was found that, depending on the school context, the participants foregrounded an ethical-culturalist or psycho-economic semantics or blended both. While the construction of a strong and self-steering subject was prominent, normative ideas of what it means to be a good person were also highlighted and suggest that local enactments of character education go beyond mere instrumentalist aims of shaping a productive workforce. The paper concludes with some reflections on the opportunities and dangers of an intensified focus on the reflexive capacities of the individual.

Purpose: The purpose of this study is to investigate the differences between labour market requirements in the United Arab Emirates (UAE) in the 21st century and university graduates' level of knowledge, skills and aspects of competence (KSAs) qualification benchmark. Design/methodology/approach: The study used a discourse analysis methodology, which is a qualitative and interpretive method of analysing texts. The content for the analysis was extracted from Scopus, Ebscohost, Proquest, Google Scholar, Web of Science, news, publications, thesis papers, dissertations and other research papers. A narrative approach for analysing the content was adopted. Findings: The findings reveal that new graduates often encounter difficulties in searching for jobs due to a lack of awareness of how to conduct an employment search that best aligns their KSA with the requirements and needs of the labour market. The study concludes that to increase the employability of graduates, higher education institutions should reduce the KSAs gap by collaborating with the private sector and providing students with relevant, industry-based job experience before graduation. Originality/value: This study investigates the gap between graduate KSAs and labour market requirements in the 21st-century UAE. The findings of the study encapsulate the weaknesses and shortcomings of the current educational systems amid the reform agenda in the UAE. It also deliberates upon the state-of-the-art recommendations regarding making the country a knowledge-based economy and society.

The omnipresence of multiple crisis diagnoses in contemporary public discourse deeply affects religious education (RE). At first sight, this does not seem to be surprising, insofar as it corresponds to the pedagogical ambition to meaningfully respond to challenges in the lifeworld of learners. Yet, what happens when current phenomena are framed as crisis? Prior to asking the question how RE responds to a particular crisis, one might consider the way in which the perception of reality as crisis emerges and works. Against this background, the paper investigates the use of 'crisis' in RE discourse since 1975. We consider developments up to 2019 using an evenly distributed, diachronic random sample of 485 papers from English RE journals, and then compare this with a synchronic corpus of 31 papers around the emergence of the Covid pandemic. With reference to critical political theory, crises are interpreted as part of normative orders that structure the perception of the respective present. Methodologically, we follow the approach of a corpus-assisted critical discourse analysis. Results show how RE discourse frames its perception of the present by means of diagnosing crises. A critical examination of corresponding attributions and implications opens spaces for alternative ways of thinking and acting.

Power relations and change have become two of the most important foci of intercultural communication education and research. This paper contributes to these two elements by problematising and operating an analytical framework from outside the "West," the Chinese notion of Zhongyong (the "Golden Mean"). Based on a dialogical analysis of focus groups collected during an art course, the paper shows that Zhongyong can expand and complexify our understanding of interculturality, looking into how e.g. the students balance otherness with otherness (or not), as well as make use of reflectivity and criticality (or not) to implement potential change when cooperating.

This paper explores linguistic life-histories from five participants in a larger interview study with U.S.-based adults. These five interviewees were middle-class White women from monolingual English-speaking families who pursued multilingual learning trajectories in young adulthood. Having previously attained proficiency in one language through academic study, all five recounted similar pivotal decisions to deprioritize that language, and instead invest in another language that they now saw as more socially relevant. Through discursive analysis of the emotionality and (lack of) agency in their narratives of linguistic decision-making, the paper demonstrates how all five women, in dialogue with the interviewer, co-constructed ideologies of linguistic solidarity across lines of social difference. Drawing on Bakhtinian theory to analyze identity development as ideological becoming, the research explores elite contestation of dominant language ideologies within interview dialogues.

As newspapers follow editorial work, the author's identity remains in the background. Hence, newspapers' discursive features should be studied from textual perspectives to understand the social dimension of the messages produced in such texts. What is more, pragmatically, the text as a whole and its separate language units with their structural elements require careful attention. Thus, this paper aims to analyze onomastic metaphors as one of the structural-stylistic types functioning in the language of newspapers. We analyzed the Moskovskij Komsomolets, Arguments and Facts, Komsomolskaya Pravda, Rossiyskaya Gazeta, and Izvestia during our analysis, with specific attention paid to the proper names as the binding elements with their substantial and semantic functions. Our results suggest that certain metaphorical language uses appear repetitively in the texts.

There is a growing interest in exploring the structure of student academic writing across different disciplinary backgrounds, including the Science, Technology, Engineering, and Mathematics (STEM) field. However, despite the availability of relevant literature on STEM student writing, research on the structure of STEM students' research introductions, particularly within the secondary education context, remains essentially scant. Consequently, STEM student research writers should be redirected towards a genre-based academic writing practice to meet the rhetorical demands of their discourse community. Drawing on this research gap, this qualitative genre analytic study was conducted to explore the structure of STEM students' research introductions, with an emphasis on the macrostructures and the move/step occurrences. Ten research introductions submitted as preliminary examination papers by the Grade 11 STEM students in an online research writing course at a private Philippine university were collected and further screened via Turnitin, ensuring their authenticity. Following Biber et al.'s (2007) top-down corpus-based discourse analytic framework, moves and steps in the research introductions were carefully analyzed, with Swales' (1990, 2004) Creating A Research Space (CARS) model as basis for move/step identification. The findings indicated variations in the move structure of students' research introductions, with the majority deviating from Swales' (1990, 2004) model. While the students employed all three moves by Swales (1990, 2004), they hardly established a niche in writing a research introduction. The study highlights important implications for pedagogy, curriculum, and teacher professional development in the context of STEM research writing.

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The Western-style internationalisation of Russian universities, which guided the evolution of the country's higher education sector for over three decades, has been challenged by Western sanctions following the 2022 Russian 'Special military operation in Ukraine'. The authors show through the prism of constructivist theory how the norm on the internationalisation of higher education characterised by the strive for Westernised world-class universities was adopted and then came to unravel in Russia. A qualitative case study based on 42 expert interviews and an analysis of political discourse and legal documents reveals how the key features of the internationalisation of Russian universities are being challenged. The authors contribute to the expert literature the notion of 'norm reversal', defined as the process whereby an institutionalised and internalised international norm is 'cancelled' in a specific country. The paper shows that the reversal in Russian higher education, which was initially 'circumstantial' is becoming 'intentional', with legal documents being drawn up to accelerate and claim ownership of it.

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.

This study investigated novice mathematics teachers participating in an online teacher education course focused on covariational reasoning and understanding the behavior of functions. The analysis centered on documenting the emergence of participants' sociomathematical norms for engaging in online asynchronous discussions. In this paper, we characterized participants' initial mathematical discourse and documented two emergent sociomathematical norms, namely "explaining why" and "emergent shape discourse." When participants "explained why," they used specific quantities or symbolic representations of functions to justify why function graphs have particular visual features. When participants engaged in "emergent shape discourse," they coordinated change between covarying quantities to justify why function graphs behave in certain ways. This study provides evidence that online settings can provide context for mathematics teachers engaging in legitimate collaborative mathematical activity and that activity can be enhanced by participation in discourse featuring specific sociomathematical norms. We discuss conjectures regarding the potential of reflective discussion activities paired with the Notice and Wonder Framework to support the emergence of generative sociomathematical norms. We also discuss potential relationships between characteristics of participants' mathematical discourse and their membership with the core and periphery of a social network.

A recent surge in textbooks studies has revealed a closer link with neoliberalism and the way they construct neoliberal subjects. This paper uses Foucauldian governmentality as the conceptual lens to analyze the neoliberal discourses in EFL textbooks used in English Access Microscholarship (EAM)--one of the US-aided global ELT programs in Pakistan. English language learners' views on course outcomes and textbooks were also examined. The study shows that among others, English as a neoliberal life skill, celebrity culture, consumerism, entrepreneurship, and individual and corporate social responsibility dominate textbooks. It is thus found that textbooks play an important role in neoliberalizing learners. Moreover, English language learners perceive English as a key to economic success. They also value consumerism, branding, and personal responsibility. In light of the study findings, we suggest a decolonial option, reflective activism, and post-method pedagogy as possible alternatives at the micro-, meso-, and macro-levels to resist the discourses of neoliberalism and colonial power patterns entrenched in a postcolonial society like Pakistan.

This study examines the challenges of humanism and education in the 21st century as addressed by the German philosopher Peter Sloterdijk in his Elmau Speech (1999). In this lecture, titled "Rules for the Human Zoo", Sloterdijk argues that the traditional notion of humanism, specifically "humanism as a literary society," has reached its conclusion, necessitating the development of a new humanism appropriate for the contemporary era. However, the new concept of humanism emerging from what Sloterdijk terms the "anthropotechnic turn" appears to align with the discourses surrounding human enhancement that have emerged in the 21st century, thereby influencing the realm of education. The first half of this article reports on the significant concerns and criticisms expressed by the media at that time regarding this new humanism, which seems to be associated with eugenicist ideas. Taking a step further, this study critically examines the nature of the challenges around education implied by Sloterdijk, specifically the conflict between "friend of humans and friend of Übermensch", and explores the potential roles and responsibilities of education in the latter part of the paper.

Social institutions function not only by reproducing specific practices but also by reproducing discourses endowing such practices with meaning. The latter in turn is related to the development of the identities or subjectivities of those who live and thrive within such institutions. Meaning and subjectivity are therefore significant sociological categories involved in the functioning of complex social phenomena such as that of mathematical instruction. The present paper provides a discursive analysis centered on these categories of the influential OECD's PISA mathematics frameworks. As we shall see, meaning as articulated by the OECD primarily stresses the utilitarian value of mathematics to individuals and to society at large. Furthermore, molding students' subjectivities towards endorsing such articulation of meaning is emphasized as an educational objective, either explicitly or implicitly, as connected to the OECD's definition of mathematical literacy. Therefore, the OECD's discourses do not only serve to reproduce the type of mathematical instruction implied in the organization's services concerning education, but also concomitantly provide a potentially most effective educational technology through which the demand of these very services may be reproduced.

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.

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.

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.

Prior research in Applied Linguistics has explored how teachers mobilise diverse resources in order to make connections between the students' out-of-school knowledge and experiences and the abstract content knowledge. Nevertheless, how teachers can transcend the boundaries of disciplinary knowledge by incorporating relevant content knowledge from other academic subjects to facilitate students' learning of new content knowledge is a topic that is under-researched in the field. Adopting translanguaging as an analytical perspective, this study examines how the creation of a translanguaging space can afford opportunities for an English-Medium-Instruction (EMI) teacher to connect content-related knowledge for supporting students' learning of new historical knowledge in EMI Western History classrooms. The data is based on a larger linguistic ethnographic project in a Hong Kong EMI secondary Western History classroom. Multimodal Conversation Analysis is used to analyse the classroom interaction data. The classroom interaction data is triangulated with the video-stimulated-recall-interviews that are analysed with Interpretative Phenomenological Analysis. This paper argues that a translanguaging classroom space can be ­created for activating students' prior learnt subject knowledge for ­supporting students' learning of new academic knowledge. Such a translanguaging space provides opportunities for classroom participants to not only engage in fluid language practices, but also encourages the teacher and students to bring in multiple epistemologies that help students understand new academic knowledge in a new classroom interactional context.

Although often seen as places of culture, cultivation and creativity, language courses borrow the language of creativity for test-centered practices. Research in sociolinguistics and linguistic anthropology has long recognized language courses as sites for the legitimation of neoliberal ideals that emphasize language as global, individual, and economic, human capital for the global market. Yet research in education often focuses on language education as building student identities, ignoring how it prepares students for participation in an affluent 'creative class.' This paper aims to bring a more critical lens on discourses of creativity in the classroom. It explores how neoliberal ideology is realized in teacher development literature on creative management, and it investigates how this commercial creativity affects the language curriculum and assessment in a New England High School, ending with a call to a more critical, communal creativity.

Critical discourse analysis (CDA) is known for its capacity to reveal ideology reproduced through discourse, but when applied to educational research, its focus on mere language constrains its utility for understanding and improving social reality. In this paper, through the example of a textbook study, we explore how CDA can be strengthened by critical realism. As a theory of ontology and epistemology, critical realism seeks to explain how causal mechanisms in society constrain and enable the emergence of human agency. As a practical framework, it can offer a research design for the textbook study, featured by a stratified ontology, a dialectic epistemology and a methodological requirement for self-reflexivity. Such a design can overcome the limitations of positivism and interpretivism. It can enable CDA to demonstrate both criticalness and a higher level of explanatory power, with the potential to identify real (rather than Utopian) possibilities for human emancipation.

Wales is often compared favourably to other countries because of its commitment to the UN Convention on the Rights of the Child and lower levels of school exclusions. Systematic analysis of policy documents reveals the dominance of a rights-based discourse in approaching the challenge of school exclusions, which are explained in terms of socio-economic circumstances rather than individual pathologies. However, the analysis also reveals silences and tensions within the discourse which suggest that a rights-based approach may not provide a useful framework for reducing school exclusions. There are challenges in balancing competing rights and in reconciling children as rights-holders with the rules and regimes of schools. There is also a significant mismatch between the causes of exclusions and the proposed remedies. The paper concludes by arguing that until these incongruities are addressed, it is hard to see how policy relating to school exclusion can be effective.

Teachers of English as an Additional Language learners in high schools have long navigated the seemingly intransigent deficit thinking about their learners' capacity to engage fully with the intended or required curriculum. These learners are frequently constructed as the problem, as if the curriculum exists in a vacuum. This gives rise to the need to explore how deficit thinking about students, as core actors in the web of curriculum relations, may be challenged through the curriculum work of specialist English language teachers. In this paper, I use critical discourse analysis to explore how the pervasive deficit discourse can be differently construed through language use in two dimensions: power (social hierarchy or low-high) and solidarity (social distance, close-far). Three teachers were interviewed, and their lessons were observed to explore how social relations with diverse learners are rendered in the teachers' language. Findings show that by adopting a more nuanced stance towards their learners, many of whom are refugee-background and have interrupted schooling, the teachers speak back to deficit views, offering alternative ways of positioning diverse learners in relation to required curriculum. Images of curriculum as transmission are disrupted, presenting it rather as complex entanglement with social relations.

This paper addresses the intersection of testing and policy, situating test-driven impact and validation within the context of policy-led educational reform in Korea. I will briefly review the existing validation models. Then, arguing for an expansion of the conventional conceptualization of consequential validity research, I use Fairclough's dialectic-relational approach in critical discourse analysis (CDA), positioned in critical and poststructuralist research tradition, to evaluate social realities, such as intended and actual impact of policy-led testing, I take, as an example, the context of the development of the National English Ability Test (NEAT) in Korea, which had been used as a means of implementing government policies. Combining Messick's validity framework for consequential evidence, Bachman and Palmer's argument-based approach to validation (assessment use argument, AUA), and Fairclough's dialectic-relational approach, I will illustrate how the impact of policy-led testing is performed and interpreted as a sociopolitical and discursive phenomenon, constituted and enacted in and through "discourse." By revisiting the previous Faircloughian research works on NEAT's impact, I postulate that the discourses arguing for and against social impact acquire their meanings from dialectical standpoints.

The last 25 years have seen a dramatic shift in tuition fee policy in England. This paper uses Critical Discourse Analysis to understand the motivations behind policy setting, comparing the pivotal reviews undertaken by Dearing, Browne and Augar. It concludes that four themes may have influenced tuition fee policy making: national politics and political narrative; the marketisation and neoliberalisation of HE; the link between the costs and benefits of education; and the pressures of the economic environment.

Background: Age is a key factor when dealing with language and speech disorders, as it entails a progressive loss of neuroplasticity even in healthy individuals. Apart from this, ageing also affects our word-retrieval abilities, and thus, our discursive skills, particularly in people suffering from neurodegenerative diseases. Therefore, descriptions and/or measures of communicative performance always need to be interpreted through the lens of variation across the lifespan. Aim: This paper's main objective is to create a general tutorial for researchers willing to start delving into discourse analysis, both in healthy and pathological ageing. Methods: An eight-step tutorial on discourse analysis in the elderly is presented. Each of these steps starts with general recommendations and progresses to more specific topics that may be relevant when conducting this type of research. All of the steps have been extrapolated from an extensive literature review on discourse analysis. Main Contributions: This work presents an easy-to-follow, step-by-step tutorial on discourse analysis in the elderly. It is aimed at clinical researchers who are taking their first steps in discourse analysis. It may also be useful for those who are already familiar with the methodology but may be interested in reading a general overview on the topic. Moreover, it offers new insights into the following topics: types of research questions, advantages and disadvantages of the different research methodologies and ethical considerations for data production in clinical linguistics. Conclusions: Discourse analysis in the elderly is a highly complex issue that may require researching from different approaches and disciplines. This implies following a well-planned and thorough process, which we have detailed through the following eight steps: (i) reviewing literature; (ii) formulating the research question; (iii) designing the study; (iv) producing data; (v) selecting technological tools for data treatment; (vi) transcribing the corpus; (vii) annotating the corpus and (viii) analysing and interpreting the results.

Novel forms of social media created 'by-and-for' women offer potentially new ways of communicating and constructing sex education. In this paper, we consider how Instagram is being used by sex educators to deploy discourses of resistance and erotics to educate about sex. Our method consisted of a combined critical discourse (CDA) and content analysis of Instagram posts (n = 200) from a small sample of influential feminist/queer sex education accounts that use informative text and illustration-based posts. Framed by Carmody's concept of ethical erotics, we identify four discursive categories in such Instagram content: pleasure positivity; communication and dynamic consent; sex as an experience not a performance; and challenging heteronormative constructions of sex. We argue that the affordances of Instagram provide a platform for the promotion of sex education that centres pleasure and ethical erotics to rectify limited and harmful heteronormative representations of sexuality.

Background: With a growing new materialism paradigm and research on multimodality, there is an increasing attention on the role of material objects in science teaching and learning. However, there is currently no available framework, coding scheme, or method of inquiry to specifically analyze the use of material objects in science meaning-making. Purpose: This paper presents and discusses two analytical frameworks developed to examine teachers' and students' interaction with material objects during classroom discourse. Design and methods: The first analytical framework was theoretically informed by multimodal interaction analysis (MIA), focusing on humans' situated interaction using embodied and disembodied modes located in the material world. The second framework was informed by social semiotics multimodal analysis (SSMA), focusing on material interaction as a semiotic mode with unique affordances for sign-makers to make meaning alongside other semiotic modes (e.g. speech, gesture). Sample: Both frameworks are used to analyze two vignettes of classroom discourse generated from video data to illustrate their applications, coding procedures, and interpretative potential. Results: The MIA-informed framework highlighted the dynamic and reciprocal relations between students' experiences and the transformation of materials, while the SSMA-informed framework highlighted the subtle meanings constructed with the unique affordances of the material mode. Conclusion: The affordances and limitations of the two frameworks are discussed, along with their compatibility and complementary relations. This work contributes to the emerging field of materiality in science education research and provides a foundation for future studies on the analysis of material interaction in science meaning-making.

This research explores the experiences of Beth, a university student in the UK, as she comes to be labelled as 'dyslexic', and as she has her diagnosis taken away. Through use of Interpretative Phenomenological Analysis (IPA) and discourse analysis, the research seeks to understand how Beth made sense of these experiences, and to explore the discursive 'life' of dyslexia within this sense-making. The discussion in this paper proceeds chronologically through Beth's story, from 'struggle', to 'legitimation' to 'derogation', and concludes with a call to recognise the role of diagnosis in the field of special educational needs (SEN) from a social constructionist and relational perspective.

This paper investigates readers' recognition of unsourced evidentials in texts in association with critical reading. To this end, we involved four Iranian postgraduate students at an Australian university in a collective case study where each student read four Persian texts and participated in in-depth interviews and focus group discussions. Data analysis employed critical discourse analysis and discursive power relations to examine participants' positionalities and subjectivities. Our findings in general confirm the students' recognition of unsourced evidential in texts as an indication of critical reading. More specifically, it was revealed that linguistic sources (e.g. Persian indefinite suffix '-i'), as well as socio-cultural factors such as normalization embedded within the Persian oral narrative and discourse, play significantly in identifying unsourced evidentials. Pedagogical implications for critical reflection on texts containing instances of unsourced evidentials are suggested.