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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.

The study reported in this paper applies the commognitive theory as a lens to study teacher learning in lesson study to better understand how and why teachers learn from lesson study. Video recordings were made from reflection meetings in three lesson study cycles with a group of four Norwegian lower secondary school teachers, one person from the school administration and a participating observer. The research revealed the potential of commognitive conflicts to explain teachers' pedagogical discourse. The analyses identified and described patterns in the teachers' pedagogical discourse when focused on observations of student learning during the reflection meetings. The discourse aligned more with a pedagogical delivery discourse rather than an explorative pedagogical discourse that was the aim of lesson study participation. Three examples illuminate the mismatch in the teachers' discourse with the canonical pedagogical discourse.

The folklorist Vladímir Propp identified a curious phenomenon in his study of 100 Russian fairy tales: despite their tremendous surface variety, they followed a single narrative structure or morphology. This article argues that the same phenomenon applies to SoTL articles: despite the tremendous variety of content and methods that SoTL articles evince, they have come to tell the same kind of story. They tell, over and over, a story of redemption. I identify two problems with the story of redemption, the first having to do with ethos (the character that an author projects to their readers), and the second having to do with plausibility. I propose an array of narrative possibilities to enable SoTL authors to tell other kinds of stories--possibilities based on problematizing rather than easily solving. I argue that these possibilities better realize how some of the foundational thinkers in SoTL wanted the field to evolve. While benefiting all SoTL practitioners, such an expansion of narrative possibilities will make the field a more welcoming place to humanities scholars in particular, many of whom share a skepticism about the possibility of linear progress and perpetual self-improvement.

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.

This classroom-based action research aimed to determine the applicability of implementing Collaborative Learning in online setting to help students develop their interaction with one another and improve their academic performance. Participants of the study consisted of Grade 8 intact pilot section of a public school in an urban community which yielded only 20 valid responses. Student participation during online collaborative learning made use of the first three stages of Siemen's Connectivism taxonomy. Quantitative data were taken from Student Attitude Survey, individual and group learning activity sheets, and achievement test, while qualitative data were taken from focus group discussions. Transcripts of the recorded online collaborative learning were analyzed using content analysis following Garrison's Practical Inquiry Model. Results showed that there is a significant increase in students' scores in the activities done collaboratively than those done individually. However, only 12 out of the 20 students successfully passed the achievement test. Additionally, results of the content analysis of the video recording transcripts show that among the four categories of Garrison's Practical Inquiry Model, students made more extensive use of integration and exploration during online collaborative learning. In terms of students' attitudes toward the intervention, the results indicated a positive response with regard to their experience with online collaborative learning. Analysis of the focus group discussions using interpretative phenomenological analysis revealed similarities and differences in collaborative learning between an online and face-to face learning.

While metadiscourse use has been well-attended in second language (L2) writing research, relatively less effort has been made in documenting changing patterns of metadiscourse use among L2 writers. The present study addressed this gap by probing a diachronic change of interactive metadiscourse in research articles published in "English Teaching" across a span of 40 years. Using the corpus of 931 articles written by Korean L2 writers, we examined whether, and to what extent, interactive metadiscourse use in academic writing had changed over time. Our findings revealed an overall increase in the frequency of interactive resources mainly driven by a significant increase of evidentials. The observed pattern of change in interactives suggests that academic discourse within the applied linguistics community in Korea is becoming more persuasive and reader-oriented over time, consistent with Hyland and Jiang (2018) who reported a dramatic rise in interactive metadiscourse in the global discourse community of applied linguistics.

Goal: The problem of the authenticity of teacher questions has not received sufficient attention from educational researchers interested in the intersection between dialogue and argumentation. In this paper, we adopt a definition of authentic questions as dialogical units that prompt teacher-student interactions that are both productive (i.e., several students participating) and constructive (i.e., students produce arguments of high complexity). Our goal is to analyze whether and how specific types of dialogue prompts can encourage students' engagement in more sophisticated argumentative interactions, as manifested through the construction of high-complexity arguments. Method: We describe the implementation of our analytical approach to a large corpus of classroom interactions from five European countries. The corpus was segmented into dialogical sequences, which were then coded according to the argumentation dialogue goal expressed in the sequence. We also coded students' arguments according to Toulmin's elements and distinguished between low- and high-complexity arguments from a structural point of view. Findings: Our findings show the predominance of the so-called Discovery questions as prompts that are both productive and constructive and Inquiry questions as prompts of argumentative constructive interactions. We discuss the importance of these findings for teacher professional development purposes.

Drawing from six-months of action research with spectacle theatre-makers in Chicago, this study explores multimodal, expeditionary practice of teaching artists who apprenticed girls through Redmoon Theatre's Dramagirls program. Concepts of new literacy design and aesthetic experience illustrate teaching in socio-semiotic and material worldcraft, set in motion via intermedial, expeditionary platforms: Imaging, Games, and Dramatizing with Objects. Ethnographic, arts-based analysis of discourse scenarios reveal an emerging aesthetic playground, where teaching artists afford girls imaginative schema to construct socio-semiotic material, felt realities and cultural affinities for a girls' utopia. As this hybrid form of theatre is seldom explored as an aesthetic literacy context, Dramagirls' worldcraft offers pedagogical models for significant youth designs and inquiries.

The prevalence of systems thinking pedagogy is growing in classrooms because of its inclusion in the Next Generation Science Standards and its potential as a tool for addressing complex, global problems. While most of the research on systems thinking targets the ways students develop system thinking skills, this qualitative study explores teachers' construction of systems thinking as a pedagogy in a professional development context. With this paradigm-shifting pedagogy, teacher learning in professional development is a critical piece of understanding how the practice is taken up. Using social constructionism, discourse analysis, and systems theory, we conducted a holistic case study to analyze how teachers privileged language and ways of knowing during a professional development institute on systems thinking. We found that the teachers considered systems thinking as a catalyst for shifting their thinking, curriculum, and classroom dynamics; imperative to this shift was the implementation of systems mapping as the central activity of the pedagogy. Their model of systems thinking pedagogy respected both teachers and students as capable academics; additionally, it privileged a professional development culture of "becoming" in which the power of the collective was a point of leverage for teachers to disrupt what can be perceived as low expectations for their students and themselves as professionals.

The discussion on the development of mathematical discourse plays a key role in the determination of the in-classroom interactions in mathematics learning and instruction. The present study aims to present a theoretical framework for the nature of mathematical discourse that addresses the teacher and student interaction in the classroom. Previous studies attempted to discuss the theoretical structure in mathematical discourse with the embedded theory approach. The findings revealed the core of mathematical discourse that reflected the structure of mathematical discourse based on open, axial and selective codes determined based on the embedded theory approach. The external structure of this core reflects the types of in-classroom interaction, while the internal structure reflects the development of the mathematical discourse. The external structure included four types of interaction: teacher, teacher-class, teacher-student, and student-student. The internal structure includes mathematical discourse movements associated with three stages: motivation, explanation of mathematical ideas, and achievement of mathematical ideas. The external structure of mathematical discourse core revealed the general state of in-classroom interaction core, and the internal structure revealed the specific mathematical discourse based on the mathematical content. It could be suggested that the discourse movements in the mathematical discourse core determined in the present study would provide guidelines for mathematical communications. The study also includes recommendations for future studies on the employment of this general and specific theoretical mathematical discourse framework.

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.

This study draws on the strengths of both corpus linguistics and critical discourse analysis approaches to investigate the issues of power and ideology of teachers evident in their language use in the discussions on Ajarn.com. Data collection involved constructing a corpus from the discussions on the website, with the discussion threads dated from 2012 to 2022, in the "Thai students" tag. Altogether, the corpus, named Discussion corpus, covered over 80 articles with more than 160,000 words. Utilising Wmatrix software to generate semantic tags of the words in the corpus, an analysis of thematic categorisations revealed that issues related to education were central to the teachers' discussions. In addition, an analysis of verb collocates of "students" using AntConc software confirmed that teachers expressed their dominance over the students in different ways. Interestingly, it was also found that teachers felt that they could become powerless in a specific context in a bureaucratic system. Overall, this study, acknowledging that power is a fundamental part of social relations, suggests that teachers should exercise their power in a healthy way that benefits students' learning.

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.

In this article, I share two critical incidents from the vocabulary lessons in an instructional cycle on immigration with third-grade bilingual students. In sharing these critical incidents, I seek to raise awareness of how colonial legacies of cultural and linguistic domination permeate translanguaging pedagogy. I use critical reflection, classroom discourse analysis, and positioning theory to unpack the assumptions that guided my approach to translanguaging pedagogy in these lessons. In addition, I investigate the relationship between vocabulary learning and identity development by examining how the students and myself, as their teacher, positioned ourselves and the other participants in relation to the target words and how the interactions during these lessons expanded or constrained opportunities for identity development. The findings of this study show that the language fluidity in these lessons gave students the confidence to share experiences, raise questions, and contribute their perspectives. However, the vocabulary instruction activities overlooked the complexity of the concepts taught and missed significant opportunities for enhancing students' identity development. Moreover, these missed opportunities were related to my own colonial understandings of identity. These results suggest implications for teacher professional development and vocabulary instruction from a translanguaging perspective.

The current study explored the vocabulary use and examined the rhetorical move structure of World Health Organization Emergencies Press Conferences on the Coronavirus Disease. Vocabulary use was described using a corpus of 140 press conferences containing 1,139,248 running words that was analysed based on three indicator variables: vocabulary level, lexical coverage, and lexical profiling. The move structure was analysed based on 70 press conferences randomly selected from the corpus to identify shared moves and steps throughout the selected press conferences. The vocabulary level and lexical coverage analysis identified that 95 per cent of the vocabulary used in the corpus came from the first 3,000 high-frequency words based on the frequency rates of the British National Corpus (BNC) and the Corpus of Contemporary American English (COCA). Harmoniously, non-medical terms were extensively used across the press conferences covering 93.56 per cent of the corpus. Therefore, L2 users of English would understand most of the language used in the press conferences. According to the corpus-based move analysis, the frequency findings revealed 11 moves and their respective 32 steps. The study also established the move sequence prototypes for each stage comprising an opening stage, opening remarks, stage engagement, and closure. These results could be implemented for assisting learners in public speaking or English for business courses.

This article traces the intellectual roots and developments of the notion of competence in second language (L2) teaching and research. Since L2 teaching and research invariably concern competence of some sort (linguistic, communicative, interactional, or otherwise), there have been countless attempts to define competence from diverse theoretical perspectives, resulting in a plethora of definitions as well as debates, confusions, and tensions. As global mobility and technological advancements prompt us to question traditional assumptions in our field, it is high time to take stock of how the notion of competence has been dealt with in L2 teaching and research. With a particular focus on interactional discourse, this short article offers a glimpse into the conceptual diversity regarding competence and facilitate further exploration of how it may be researched and fostered in view of modern-day complexities. The article concludes with a discussion of pedagogical implications and controversies.

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.

Hollywood blockbuster films have long attracted not only mass audiences but also scholarly attention. In line with contemporary applied linguistics interests in telecinematic discourse, the present study draws upon concepts and techniques in corpus linguistics to describe the language of American mainstream film scripts. The concept of lexical bundles was employed to identify linguistic patterns characteristic of scripts of American mainstream films produced by entertainment conglomerates, which are popular in the U.S. Results show that American mainstream film scripts are characterized mainly by spoken formulaic expressions. However, descriptive expressions, such as place-referential and action-related lexical bundles, also predominantly make up the given register. Further qualitative analysis reveals that these common multi-word expressions have functional contributions to film scripts in terms of creation of conflicts in plots, characterization, and building engagement with audiences.

School algebra serves as the language of mathematics and a foundational subject for learning advanced mathematics courses. This makes developing learners' proficiency in algebra the most desirable instructional goal of school mathematics. Despite having such importance emphasis, however, studies indicate that the vast majority of learners are characterised by inadequate mathematics proficiency levels in general and in the algebra syllabus topics in particular. Consequently, this quasi-experimental study attempted to investigate the efficacy of using discourse-based instruction as an instructional approach to developing proficiency in algebra unit topics. One hundred and six (N = 106) Grade 11 learners participated in the study and were randomly grouped into an experimental group (n = 52) and a control group (n = 54). Using a test instrument that consisted of 24 Rasch-validated items, both pre-test and post-test data were collected from both groups under similar conditions. The Mann-Whitney U statistical analysis of the pre-test data revealed no significant difference between the control and experimental groups. The Mann-Whitney U analysis performed on the post-test data demonstrated that the experimental group scored significantly higher in the post-test scores when compared to the control group after the intervention. The study findings provided evidence of the efficacy of discourse-based instruction over teacher-centred instruction for developing learners' algebra proficiency.

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.

A correlation between media, gender identity and society is central in this information era. Gender and sexuality has seen a paradigm shift in recent decades, making female representation a subject of several cultural studies. International media contributed to shaping women's identity and impacting social construction. The aim of this study was to analyse the role played by international media organisations like Netflix through the lens of Systematic Functional Linguistics (SFL). In order to offer an in-depth analysis of the female identity, the study opted for a qualitative research method using discourse analysis and a systematic literature review to achieve the research objectives. The findings of the study demonstrated that Netflix, as an international media organisation, has been using a biased representation of female characters where the major focus has been led on the overt masculinity of white female characters. The study used contextuality to study two recently released Netflix original series "Sex Education" and "Ginny and Georgia." Further, to achieve the second objective of the study, semantics analysis was conducted to review the studies published by previous scholars. The findings of the study further demonstrated the stereotypical representation of the female protagonists portrayed by Netflix and other international media organisations. Additionally, the study offered a further analysis of Systematic Functional Linguistics to study the language used for shaping female identity on a global level.

Discourse theory has always played a significant role in Michel Foucault's larger theoretical framework. His discourse theories integrate language, power, and knowledge as to achieve the 'truth,' though there is a debate whether they are inherently linked. This paper explores the longitudinal evolution of Foucault's discourse theory from the external and internal aspects. It examined the evolution of Foucault's discourse theory through different stages, closely focusing on the efforts that he gradually made to perfect his discourse theory. Adopting a qualitative research design, the study established how language, power, and knowledge constituted three fulcrums of Foucault's discourse theory as it evolved. The findings indicate that Foucault introduced a novel concept into discourse theory when he established the internal relationship between language, power and knowledge and with insanity and sexuality as external aspects. His theories of madness (insanity) and sexuality did not so intellectually trigger the masses, but he succeeded in linking insanity and sexuality with language, power and knowledge, which are the center of Foucault's discourse theory. This evolution of the discourse theory is the evidence of the transformation and development of discourse production, power production, and knowledge production, which helped Foucault to establish his discourse theory. The study implies that knowledge is the link between Foucault's discourse analysis and power analysis and that Foucault's discourse theory is the representation of his core discourse thoughts placed among discourse, knowledge, and power.

The Gorontalo language has coexisted with the Indonesian language for years, resulting in significant cohesion between two languages. Code-mixing is said to be a byproduct of such cohesion. The present study aimed to examine this linguistic phenomenon to what extent the Gorontalo language speakers code-mix between their native language (the Gorontalonese) with Arabic and Indonesian in their speech during organizing a marriage proposal or an engagement event. The study adopted a qualitative descriptive research design where the data was collected through observation, interviews, audio-video recording, and photo documentation. The result revealed that Indonesian, the Gorontalonese and Arabic are three languages mixed in the marriage proposal dialogue used in Gorontalo. The forms of all code-mixing involved the basic form, complex form, as well as phrases form. In this study, the causes of code-mixing are the language factors and the speakers, which ultimately result in language variation in all dimensions of communication terms. The study shed light on linguistic strategies and code-mixing patterns in a multilingual context.

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.

The dominant analytical and programmatic frameworks used when writing about conflict-affected contexts such as Libya in Global Northern academia belong to the interdisciplinary field of peace and conflict studies (PACS). Within this, education is increasingly gaining attention as a tool for building peace and developing social justice. This article is a cautious conceptual exploration of how pragmatism might be a timely intervention in the fields of PACS and peacebuilding education. In particular, the article takes a deeper look at the American philosopher John Dewey's pragmatist approach to politics and education, and his conceptualisations of a context-specific 'public', teachers and enquiry for peaceful and democratic living. Throughout, I argue that a pragmatist philosophy is a worthwhile pedagogical project in a challenging context such as Libya, as it is an internal and ground-up discourse, compared to the often externally initiated and top-down discourses of peacebuilding. I speak as an adjacent and connected critic, because I am both a Libyan and a German researching a problem in my country to which I hope to find possible solutions by engaging with discourses and practices in an academic institution in the Global North.

The aim of this study is to analyze spoken linguistic features of three-minute startup pitches. Linguistic features analyzed included discourse markers, dysfluency, modality, numeral phrases, pronouns, reduced forms, repetitions, rhetorical questions, vague expressions, and vocatives. The corpus is comprised of 92 startup pitches delivered in real time at a pitching competition as part of an international technology conference. The pitches were transcribed, and linguistic features were identified with the aid of concordance software. Results from the analysis of linguistic features show that startup pitches contain aspects typically found in spoken genres, reflecting orthographic transcription, real time, shared context, interactivity and style.

This paper identifies and considers issues of perspective taking and communicative agency in applying Jürgen Habermas's discourse theory to policymaking in educational settings. The central question is whether Habermas provides an epistemic framework that supports reciprocal and sincere expressions of the views and interests of individuals in a heterogeneous society. Examining this question leads to a discussion of "practical discourse" in light of a willingness of participants to reach mutual understanding and agreement, and the centrality of perspective taking and communicative agency in such discourses. Also examined is a conceptualization of "application discourses," the implications of such discourses for perspective taking and communicative agency, and the role these discourses might play in further assuring the overall inclusivity and context sensitivity of applying education policies in specific circumstances. The paper then gives a brief re-analysis of an empirical study that used Habermas's concept of the "ideal speech situation" as a normative framework for interpreting data. The re-analysis means to illustrate the practical value of practical discourse for guiding and assessing educational policymaking. The paper ends with a short justification of the necessity of attending to perspective taking and communicative agency when viewing education as a basic human right.

This paper uses a selected case study to show how the theoretical topos of formal stage theory of Herbartian provenance, which originated in the German-speaking world, underwent an adaptation and semantic shift in U.S. discourse around 1900. The findings presented here relate to the interpretation of the human cognitive process and the subsequent understanding of the formal stages by the U.S. educators Charles and Frank McMurry, which was shaped by the scientific-theoretical location within the natural science paradigm. In doing so, the McMurry brothers emphasized the parallel between the steps of the scientific approach and the formal steps of instruction, thus making instruction a (natural) science-based instruction. On the one hand, this interpretation can be explained by the possibility of communicative connectivity in discourse and thus the generation of communicative resonance. On the other hand, it was apparently a functional strategy to justify the scientific nature of pedagogy and thus provided a convincing argument for its position, while at the same time drawing on an internal logic of U.S. educational thought. First, the thematic framework is set, and the relevant persons are introduced. Subsequently, the theoretical location or perspective on which the present article is based will be explicated. Then, based on a text-hermeneutic analysis, the respective understandings of the formal stage theory are elaborated to subsequently carry out a comparison of the understandings in a comparative-constructive procedure. Based on this, the justification contexts for the adaptations and adaptations are extrapolated against the background of the theoretical perspective.

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.

Language MOOC research has evolved over the last three years to a more mature stage in which researchers have gained a deeper comprehension of the theories that enable effective language learning in this format. The application of these theoretical advances should be reflected in the instructional design of the courses. This study is based on this premise and monitors the quality of the design of communication and discussion forums considering the different levels of engagement in a LMOOC, the accessibility, ease of navigation, assessment of learning processes, and support to participants in in the development of self-determination strategies. This is done by analysing the content of the forums and applying two instruments created upon the research needs. The results show the relevance of the instructional design of the forums in LMOOCs, and subsequently a suitable analytical framework is put forward, which can be easily replicated due to its simplicity and concreteness. This is the main contribution of this paper, since the elaboration of common analytical frameworks in LMOOC research strengthens the field and reinforces the significance of instructional design in successful language learning in these online courses.

This study explores high school students' and their mathematics teachers' mathematical discourses on the equal sign and variables in the classroom context. The participants in this case study were ninth graders and their mathematics teachers. The data were analyzed in terms of participants' routines, specifically ritual and explorative routines in the classroom context, through a commognitive perspective. Results indicate that teacher discourse governed process-based routines that have roots in elementary grades. Students focused more on operational approaches instead of algebraic reasoning while solving equations, and this finding conveys challenges in constructing variables.

The textbook "Sahabatku Indonesia" published by the Ministry of Education and Culture of the Republic of Indonesia in 2019 has an important position for foreign students who are studying Indonesian. This book consists of 7 series. The book contains information about practical communication rules and exercises in Indonesian. In the communication training material various discourse units are presented which contain information on Indonesian culture. One aspect of culture that is taught is the moral aspect that accompanies language activities. This study aims to describe the representation and implementation of moral values introduced to foreign students in textbooks. These moral values come from moral values that are unique to the Indonesian nation and also universal morals. This research was conducted using a qualitative descriptive approach. The data source for this research is the 7 book series "My Indonesian Friends". The data is in the form of written verbal units containing moral values and sometimes illustrations are added to accompany the communication exercises. Data were analyzed using content analysis and supported by Appraisal Theory (AT) to see aspects of moral values. This finding illustrated that on "Sahabatku Indonesia" textbook emphasizes inculcating moral values of learners in maintaining harmony and social interactions harmony in their living environment. The moral values contained in the text are as many as 13 moral themes. The implementation in the book can be found in the form of narrative text and picture illustrations. Understanding those moral values made a meaningful contribution to curriculum developers and textbook writers as a basis for consideration in determining their policies.

From a young age, children's math achievement is influenced by individual factors, such as math anxiety. While math anxiety has been linked to math avoidance, few studies have explored this link in young children, particularly in the context of play. Because play-based instruction is commonly used for math in early childhood classrooms, understanding the impact of math anxiety on children's engagement in math-related play may have important implications for children's early math learning. The current study examined the role of children's math anxiety in their persistence and exploration during a math toy play task. We observed wide variability in children's play behaviors, finding that children's actions during play did not relate to their math anxiety, but their talk related to math while playing with the toy did. There are also age and gender differences in math anxiety, school experience, and reasoning about the toy play task. These results suggest that math anxiety may influence certain aspects of children's engagement in math-related play, and that more research is needed to consider links between math anxiety and math avoidance in young children.

Character is a fundamental literary element and it is defined as the act of describing characters in literature, particularly their physical attributes as well as personal traits. In multimodal texts, the visual and textual sign systems are interlaced together to exemplify meaningful characters. In this study, two picture books were examined to determine how semiotic meaning-making systems work together to develop the literary element 'character' based on an adaptation of Painter et al.'s (2013) multimodal discourse analysis framework. The findings showed a lack of detailed characterisation elements in the textual meaning-making systems for character attribution and affiliation between characters, but the visual depiction of characters in both the picture books addressed this shortcoming effectively. The textual mode helped to confirm the identity of characters especially when the visual manifestation is metonymic or incomplete. In short, knowledge of visual meaning making systems is necessary as it will enable young readers to attain a deeper understanding of the literary element 'character' and fully comprehend multimodal texts.

This study aims to investigate the types and functions of expressions of fear realized in the form of sentences. With a special context in horror movies, the researcher attempted to reveal the types and functions of fear expressions such as directive, commissive, expressive, assertive, and declarative. This research focuses on the subtitles of the Stranger Things season 1 series with 8 episodes, one of the best-selling serial films on the Netflix application. As research aids, the researcher used the Aegisub application and live transcript to ensure the accuracy of speech data. Findings suggest the dominance of the use of directive speech acts as a form of expression of fear. Then, commanding speech is the function of most utterances found as an expression of fear. This study concludes that expressions of fear realized in sentences do not only exist in expressive speech acts but also in other speech acts such as directive, assertive and commissive.

This article reports on meta-synthesis research that examined contemporary scholarship on global citizenship for the purpose of identifying a possible alignment with Daisaku Ikeda's views on global citizenship. Thirty relatively contemporary scholarly articles on the subject matter were examined using a qualitative meta-synthesis methodology. Ikeda's speech entitled 'Thoughts on education for global citizenship', delivered over 25 years ago at Columbia University's Teachers College, USA, contains his most frequently cited ideas on the salient conditions required for global citizenship. As Ikeda is a thoughtful and prolific author on the subject of global citizenship, there is merit in exploring the alignment of his ideas about this concept with those articulated in contemporary scholarship. Conducting a meta-synthesis through the lens of Ikeda's essential elements of global citizenship has helped to identify potentially useful contributions to the global citizenship discourse. This article highlights salient common themes of global citizenship uncovered through the meta-synthesis research, as well as providing an alternative definition of global citizenship gleaned from the findings.

Teachers' responses to student contributions in science classroom influence the resulting classroom interaction. To establish a heightened interaction, teachers need to use specific discursive moves. Using the notion of noticing as a lens, in this qualitative case study, I report on how the notion of noticing and responding with a suitable discursive move is important for science teachers to drive interaction. I use data from two South African science teachers' lessons and video-stimulated recall interviews (VSRI) to show instances where they employed specific discursive moves as a result of noticing and the interaction unfolded in a dialogic manner and instances where they 'failed' to notice a pertinent feature of a student's contribution and the interaction did not move beyond the initiation-response-evaluation (IRE) triad. I discuss the significance of teacher noticing in science classrooms as it influences how the interaction unfolds. I also offer implications for pre-service science teacher education.

Team-teaching creates an opportunity for teacher collaborative learning. Teachers of English as Foreign Language (EFL) working in individual teaching contexts need to make a transition to team-teaching to successfully fulfill their roles as team teachers. However, teacher transition from individual to team-teaching is underexplored and there is an incomplete understanding of what happens when teachers make a transition. Thus, this qualitative case study provides empirical evidence on what happens during a transition (i.e., the two teachers worked together in pairs to successfully involve in planning, teaching, and assessing learners). The teachers' initial involvement in team teaching poses challenges. After some sessions the challenges were replaced with positive features such as 'increased classroom interaction', 'mutual support', 'needs-responsive instruction', 'increased L2 use', and 'teacher collaboration and learning'. Shedding some light on the issue of teacher transition, the study supports the notion of situated learning in a community of practice.

Authors should attract readers to read their articles from the very beginning of the article; this is important because readers will stop reading an article if they are not sure that they will obtain new, interesting and important information from the article. This study aims to investigate the rhetorical moves found in a research article abstract (henceforth RAA) published in high-impact international journals and how authors employ a research gap strategy (henceforth RGS) in their article abstracts. One hundred abstracts were chosen from ten highimpact international journals in language-related fields (henceforth LRF) for this study. The results showed that the RAAs have at least 4 moves (Moves 2, 3, 4, and 5) while only 55 or 55% of them have an RGS in the abstracts. The most frequent RGS used by the authors was Strategy 2 and the least employed strategies were Strategy 1 and Strategy 4. This implies that, although publishing in high-impact international journals, authors in LRF tend not to use Strategy 1 (nonexistence or absence of research on a particular topic or aspect) and Strategy 4 (contrasting or conflicting previous research findings) in their RAAs but they may address these strategies in their article introductions.

Discourse markers (DMs) as linguistic devices have a significant role in the coherence of conversation--a speakers' fluency. With the growing use of English worldwide, it is of great importance to focus on DMs as an essential part of communication which provides discourse coherence. This study was conducted to develop a description of spoken English with a special focus on DMs to investigate their functions and frequencies in Iranian non-native discourse and was conducted across 30 EFL teachers and 30 EFL learners. Spoken samples were gathered from the participants in the context of the classroom. Fung and Carter's (2007) framework was adopted for the analysis of DMs. The results showed no significant gender difference in terms of frequency of using DMs with different functions between learners and also teachers. In investigating the effect of proficiency level on using the markers among learners, advanced learners were found to use more interpersonal DMs than intermediates. At this intermediate level, male learners used fewer interpersonal DMs than female learners, but, at the advanced level, males used more DMs than females. Implications for teachers and researchers are mentioned.

This study examined written/formal register based on happilyever-after women's fiction conventional blurbs. In particular, the 80 blurbs were equally divided into two types: the classic and mass-marketed. Biber et al. (2021) was used as the framework to extract features to respond to the two research questions: What were the top written/formal features among the classic and mass-marketed happily-ever-after women's novel blurbs? And, which blurb type displayed more resemblance to written/formal register? The functional framework comprised three main groups of features: The passives, adjectivals and adverbials. Results revealed that the first two showed a strong tendency towards written/formal register while the last seemed to show the opposite but was taken here to be in-between features, corresponding to fiction language. The top written/formal features based on the two types of blurbs were the passives (both the full and reduced forms) (26%), full relative clauses (23%), full adverbial clauses (20%) and attributives (13%). The blurb type that seemed inclined towards written/formal nature more was the classic, as substantiated by five salient features: the passives, attributives, -en adjectivals, -ing adverbials and -en adverbials. It is believed that discourse analysts and ESL/EFL teachers can pay more attention to these useful syntactic features, particularly the full and reduced forms, as ways to compress information in formal writing.

This study is a qualitative study conducted to examine the effect of socioscientific issues (SSI) on discourse patterns used in the classroom. The research was conducted with four elementary science teachers working in a public school. The research was designed as case studies of these four teachers and data resources were video recordings of these teachers' routine and SSI based lessons. The data was analyzed through discourse analysis. The discourse patterns used by teachers were examined in terms of adjacent the utterance, triadic, and chain discourse patterns. The results indicated that the discourse patterns used by the teachers in their routine lessons changed dramatically in the context of SSI and the chain discourse pattern came to the fore in the courses processed in the context of the SSI.

This study aims to understand teachers' Personal Practical Knowledge to provide future teacher educators with essential points for improving teacher training programs. The study was conducted with six teachers in the primary education context, using narrative inquiry as a qualitative approach. The semi-structured interview with teachers indicated that they had a rich knowledge of factors affecting the success of the teaching profession. As such, data analysis of teachers' transcripts using open, axial, and selective coding resulted in five main themes crucial for future teacher educators to consider for developing effective teacher training programs: (1) Entwined and complicated aspects of teaching, (2) Effective communication is key, (3) Ineffectiveness of theoretical versus practical courses, (4) Being ignored by society, and (5) Losing the dream of being perfect. The paper concludes with implications for the theory and practice in the teacher education field.

In this study, the effect of Online Learning and Digital Conversation-Based Activities method on students' achievement, attitudes and perceptions of cultural values in language and literature courses was examined. The study group consisted of 2 branches studying in the 3rd grade of a high school in Astana province in the 2022 academic year. 64 high school third grade students participated in the study. In the study in which quasi-experimental research model was used, post-test control group design was used. In this context, Online Learning And Digital Conversation-Based Activities in the experimental group and traditional teaching activities in the control group were applied for 6 weeks. As a result, when the two classes were considered independently of each other, it was found that the students in the group applying the Online Learning And Digital Conversation-Based Activities program achieved higher academic achievement, attitude towards the course and cultural value perception gains compared to their peers in the control group.

Background: Within the multilingual context of KwaZulu Natal (KZN), learners in Grades 1-3 are taught in their native language which is isiZulu. From Grade 4, English or Afrikaans becomes the medium of instruction. Yet, many parents prefer that their children be taught in English. It is the assumption that young learners' self-concept and identity affect English language learning and academic achievement. Aim: The study analysed the interplay between self-concept, and identity in Grade 1's literacy practices. Setting: The study was conducted in a Grade 1 class in KZN, South Africa. Methods: The study drew on Critical Multimodal Discourse Analysis (CMDA) to collect, analyse and interpret data. Four participants were purposefully chosen to participate in the study. Data were generated from children's drawings and online interviews. Results: The findings showed how learners' self-concept and identity were influenced by their family contexts, and feelings experienced in homes. This study suggests that primary caregivers and teachers create spaces for literacy practice to increase learners' self-concept and identity as speakers and writers of English. Using alternative communication strategies allow learners to (1) think more deeply about what they value, (2) gain an understanding of who they are in relation to their family members and (3) reveal what their cultural preferences are. Conclusion: The study argues that besides peripheral factors, including family, teachers, and the community, children's self-concept and identity are influenced by their experiences within their social sphere, including school. The study recommends further research to explore teachers influence on young children's self-concept as English Second Language speakers. Contribution: The study's contribution towards knowledge is captured through CMDA to discover and understand learners' self-concept and identity as English language speakers and writers.

Sixty-one junior high school students in Japan participated twice in an online English group conversation lesson. At the first half of a session, each student gave an individual presentation to a Filipino instructor and the other group members. At the second half of the session, they conducted discussions, where the instructor, as the facilitator, asked each student relevant questions. The present study first determined if there would be a change in the maximum number of words spoken in discussions between the first and second online English conversation lessons. As the result of a statistical analysis for the discussions, there was a significant difference between the maximum number of words spoken during the two discussions. Since a significant change was admitted, a further discussion was conducted to clarify the reasons for the change. The factors of the increase in words spoken were discussed in terms of willingness to communicate, having things to communicate, anxiety, confidence, and instructors' intervention. All of them were thought to affect the increase. The findings suggest that (1) it is important to set some activities for students to strengthen their own opinions about topics in advance and (2) it is effective not to end with a single practice but to provide at least two opportunities for the output and interaction with others.

Although studying the actual use of L2 materials has gained momentum over the past few years, little is known about its synergy with teachers' beliefs. This study addressed this gap by exploring teachers' stated and enacted beliefs about (effective) materials use in L2 classroom discourse. To this effect, naturally-occurring interactions within 10 Iranian EFL classes were videotaped for three consecutive sessions. Then, the teachers were interviewed where they reflected on their transformations of textbooks. The data were analysed through document analysis of the textbooks, discourse analysis of the classroom interactions, and content analysis of the interviews. The findings showed that sheer convergence between what teachers think about materials (use) and what they actually do in the classrooms cannot guarantee the attainment of the intended and emergent goals of the lessons and/or activities. In-depth analyses indicated that there exist complex interrelationships between teachers' stated and enacted beliefs. Teachers' levels of understanding of their talk were found to mediate this interplay in classroom discourse. The findings can inform teaching process and teacher education programs by raising teachers' awareness about their actual use of materials and students' engagement in L2 classroom discourse.