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L2 Discourse Marker Use in Interaction: The Case of "Pues" in Spanish
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Sydney Dickerson; Lori Czerwionka – Foreign Language Annals, 2024
While discourse markers (DMs) are crucial for coherence and interactional competence, previous research suggests that learners' usage of DMs differs from L1 speakers. Prior research has taken either a discourse-functional or interactional approach, yet combining these two methods may provide greater understanding of the unique learner…
Descriptors: Spanish, Second Language Learning, Second Language Instruction, Native Speakers
When a Monolingual Science Teacher and Multilingual Girls Engage in Science Sensemaking through Translanguaging: A Pedagogical Practice, Disciplinary Tool, and Dignity-Affirming Stance
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Shakhnoza Kayumova; Akira Harper; Rachel Moniz-Stronach – Journal of Research in Science Teaching, 2025
Multilingual youth, from nondominant communities, are often denied critical opportunities for engagement in robust sensemaking due to deficit-based perspectives and linguistic hierarchies. To advance equity, it is important to recognize all youth as epistemic agents and facilitate opportunities to take on intellectual positions. Drawing on…
Descriptors: Monolingualism, Science Instruction, Multilingualism, Equal Education