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20230719T150020230719T1800Europe/Amsterdam[SYMP87] Nexus analysis as a methodological framework for more engaged language studiesHybrid Session (onsite/online)AILA 2023 - 20th Anniversary Congress Lyon Editioncellule.congres@ens-lyon.fr
Social and linguistic practices in lower secondary school: combining different theoretical and methodological perspectives
Oral Presentation[SYMP87] Nexus analysis as a methodological framework for more engaged language studies03:00 PM - 06:00 PM (Europe/Amsterdam) 2023/07/19 13:00:00 UTC - 2024/07/19 16:00:00 UTC
Translanguaging and linguistically and culturally responsive teaching are widely used as pedagogical fundamentals in linguistically diverse schools (e.g., García & Kleyn 2016; Heikkola et al. 2022). Nevertheless, the relationship between language, power and society is often neglected when applying new (language) pedagogical approaches. To understand more deeply social inequalities in the development of literacy, and in education in general, both discourse analytic and sociolinguistic concepts and tools are needed. In this paper, I combine nexus analysis (Scollon & Scollon 2004) and critical sociolinguistic methods (Heller et al. 2018) to investigate students' agency in disciplinary literacy practices at lower secondary school physics lessons. I seek to answer two research questions: 1) how the status and use of different linguistic resources is negotiated at school, and 2) how students' multilingual agency is performed in interaction. The presentation is based on ongoing longitudinal research investigating social and linguistic practices in Finnish basic education context. The data consists of texts written by the students, students' responses to a survey, interviews of students and teachers, ethnographic fieldwork and video-recorded lessons. In analyzing video data, verbal and embodied actions, and the ecology of the space is taken into account (cf. Mondada 2018). By analyzing video data from physics classroom activities, I demonstrate how agency is fundamentally a social phenomenon which is reconstructed and transformed in and through discursive practices (Miller 2014, 4). In the nexus of social action, the focus is on the key discourses on interaction order, discourses in place and historical bodies (Scollon & Scollon 2004, 19). This circumference of discourses also shapes the trajectories of agency. The analysis shows that students' engagement in classroom interaction and literacy learning is challenged by the social and linguistic practices used in the classroom, for example in to which extent non-verbal resources are paid attention to. To carry out more socially just education, students' voices have to be carefully taken into account and classroom practices should be discussed critically. Therefore, the elements of critical research methods are needed to complement the framework of nexus analysis.
References: García, O. & T. Kleyn 2016. Translanguaging Theory in Education. In García, O. & T. Kleyn (eds.) Translanguaging with Multilingual Students: Learning from Classroom Moments. New York: Routledge. Heikkola, L. M., Alisaari, J., Vigren, H. & N. Commins 2022. Requirements Meet Reality: Finnish Teachers' Practices in Linguistically Diverse Classrooms. Journal of Language, Identity & Education. https://doi.org/10.1080/15348458.2021.1991801. Heller, M., Pietikäinen, S. & J. Pujolar 2018. Critical Sociolinguistic Research Methods: Studying Language Issues That Matter. New York: Routledge. Miller, E. R. 2014. The Language of Adult Immigrants: Agency in the Making. Bristol: Multilingual Matters. Mondada, L. 2018. Multiple Temporalities of Language and Body in Interaction: Challenges for Transcribing Multimodality. Research on Language and Social Interaction, 51(1), 85–106. https://doi.org/10.1080/08351813.2018.1413878. Scollon, R. & S. W. Scollon 2004. Nexus analysis: discourse and the emerging internet. London: Routledge.
Presenters Anne Tiermas PhD Student, University Of Helsinki
Combining nexus analysis with linguistic ethnography to explore a superdiverse context
Oral Presentation[SYMP87] Nexus analysis as a methodological framework for more engaged language studies03:00 PM - 06:00 PM (Europe/Amsterdam) 2023/07/19 13:00:00 UTC - 2024/07/19 16:00:00 UTC
Combining nexus analysis with linguistic ethnography to explore a superdiverse context
In the latest decades of sociolinguistics, scholars have emphasized a need for particular attention to the increasing diversity and complexity of society and social life, often adopting the term superdiversity (Vertovec 2007). It has been argued that fundamental questions need to be raised about what theories and methods are suited to address the forms of multilingual communicative behaviour that characterize these contexts (Blommaert 2013).
This presentation draws on my ongoing dissertation project, which aims to understand and make visible linguistic practices in a Swedish lower secondary school marked by superdiversity, and explore how norms related to multilingualism are expressed and negotiated in these practices. In this presentation, the principal focus is on how the project fuses together nexus analysis and linguistic ethnography, the former seen as an analytical framework, and the latter as a method for constructing rich sociolinguistic data.
The data-set is constructed through a linguistic ethnography on a school marked by superdiversity, as well as by low socio-economic status. The majority of the students have languages associated with migration in their repertoire, among them the project's 13 focal students. The data-set consists of field notes and photographs, recordings of student interaction, ethnographic interviews and policy documents.
This diverse ethnographic data set makes for a challenging task in achieving analytical structure. The framework of nexus analysis (Scollon & Scollon 2004) is a good match since it provides a systematic and structured approach to managing multi-faceted data (Hult 2015).
At the same time, the nexus approach gives prominent space to detailed analyses. This constitutes another strong argument for the pairing of nexus analysis and linguistic ethnography, as one of the strong points of the ethnographic approach is the uniquely local insights afforded by close study. This attention to the local is for example manifested through the strong emphasis in the model on social action, which encourages attention to what is accomplished in the interaction (and how) rather than what linguistic resources are used and why. This generates a specifically local understanding of multilingual language use, eschewing irrelevant labels and generalizations.
In the presentation, this advantage will be shown in relation to sociolinguistic issues emerging in the analysis, for example how students, teachers and other social actors position each other in relation to different languages and linguistic varieties. The argument will be made that the particular combination of linguistic ethnography and nexus analysis is well suited for analysis of sociolinguistic issues in contexts characterized by superdiversity.
References
Blommaert, J. (2013). Ethnography, superdiversity and linguistic landscapes: chronicles of complexity: Bristol : Multilingual Matters. Hult, F. M. (2015). Making Policy Connections across Scales Using Nexus Analysis. In F. M. Hult & D. C. Johnson (Eds.), Research Methods in Language Policy and Planning (pp. 217-231). Chichester: Wiley Blackwell. Scollon, R., & Scollon, S. W. (2004). Nexus Analysis. Discourse and the emerging internet. London: Routledge. Vertovec, S. (2007). Super-diversity and its implications. Ethnic and racial studies, 30(6), 1024-1054.
Nexus analysis as a change-oriented methodology – towards cross-curricular teaching approaches to writing in language classrooms
Oral Presentation[SYMP87] Nexus analysis as a methodological framework for more engaged language studies03:00 PM - 06:00 PM (Europe/Amsterdam) 2023/07/19 13:00:00 UTC - 2024/07/19 16:00:00 UTC
Operationalising plurilingual teaching approaches is a common interest and goal of educational linguists (Dooly and Vallejo, 2020). It requires close collaboration with language teachers and is likely to call for a change in their current teaching practices, given the still prevailing monolingual habitus (Gogolin et al., 2019). Nexus analysis (Scollon and Scollon, 2004) presents itself as a particularly apt methodology to instigate that change. This project's aim is to explore ways in which language teachers can develop a common teaching approach to writing in their language classrooms. Given that the context are two secondary schools in Berlin, Germany, those languages are German as the language of schooling as well as English, French and Spanish as foreign languages. Prior to developing a common teaching approach, it was necessary to gain a deeper understanding of the teachers' current approaches to writing through classroom observations, interviews and regular informal conversations. In nexus analytical terms, the researcher engaged and navigated the nexus of practice, i.e., teachers' language classrooms and their teaching methods, before changing it. The project resulted in two different approaches to teaching writing in a cross-curricular manner: the Gymnasium, an academically oriented school, developed in a genre-based (Ivanic, 2004) direction while the approach of the Integrierte Sekundarschule, a comprehensive school, was more skills-based. These two differing approaches emerged thanks to the nexus analytical focus on social action and entering a zone of identification. As an ethnographic discourse analysis, nexus analysis requires the researcher to enter a zone of identification, i.e., to become a legitimate part of the nexus of practice under scrutiny. Once accepted, the researcher engages and navigates the context with an ethnographic stance (Copland and Creese, 2015) which creates space for identifying, documenting and tracking the discourses circulating in the nexus. In combination with using social action as the unit of analysis, that space makes it possible to discern which discourses facilitate or hinder meaningful change. In the case of the study at hand, the change involved various language teachers negotiating a customised, cross-curricular teaching approach among each other and the researcher. Even though this study also uses nexus analysis as an analytical framework, the proposed presentation will focus on its methodological aspects and argue that nexus analysis is particularly effective in instigating meaningful change because it requires an understanding of the local and active collaboration with individuals engaging in the social actions of interest. COPLAND, F. & CREESE, A. 2015. Linguistic Ethnography : Collecting, Analysing and Presenting Data, SAGE Publications, Limited. DOOLY, M. & VALLEJO, C. 2020. Bringing plurilingualism into teaching practice: a quixotic quest? International Journal of Bilingual Education and Bilingualism, 23, 81-97. GOGOLIN, I., MCMONAGLE, S. & SALEM, T. 2019. Germany: Systemic, Sociocultural and Linguistic Perspectives on Educational Inequality. The Palgrave Handbook of Race and Ethnic Inequalities in Education. IVANIC, R. 2004. Discourses of Writing and Learning to Write. Language and Education, 18, 220-245. SCOLLON, R. & SCOLLON, S. W. 2004. Nexus Analysis: Discourse and the Emerging Internet, London and New York, Routledge.
Discourses of postdigital learning: tracking literacies in action
Oral Presentation[SYMP87] Nexus analysis as a methodological framework for more engaged language studies03:00 PM - 06:00 PM (Europe/Amsterdam) 2023/07/19 13:00:00 UTC - 2024/07/19 16:00:00 UTC
Due to the Covid-19 global crisis, educational institutions have been moving online at an unprecedented scale. However, there is little research which documents these recent impacts on classroom practices. By the same token, the increasing influence of global digital platform providers in education also remains largely unquestioned. In line with recent postdigital scholarship, the platformization of education warrants scrutiny (Jandrić et al., 2018). Digital media can no longer be considered as new and separate from the practices of everyday life; instead, hardware, software and algorithmic processes are essential parts of our socio-material realities (e.g. Jones, 2020; 2021). As part of a broader project on Platform Pedagogies, I explore how the widespread integration of globally-owned platforms into local settings belies the ways in which situated educational practices are increasingly being shaped/facilitated across borders, by human as well as non-human actors (e.g. Williamson et al., 2019). Against this backdrop, this paper discusses the analysis of on-the-ground literacy practices and focuses on the classroom as a "site of engagement" (Wohlwend, 2021, p. 10) that is constituted by discourses, local practices, materials, technologies, bodies, actions. Recent scholarship in literacy education has highlighted the urge for developing theories and methods that examine these human-machine entanglements, pay attention to multimodality and scrutinize digital platforms (e.g. Wohlwend, 2021). In discussing video-recorded data from a pilot study in a secondary school, I argue that nexus analysis constitutes a useful methodological approach to examine these human-machine entanglements – it is embodied and spatialized literacies that converge in hybrid classroom settings. The micro-analysis of learners' actions on screens thus requires not only different transcription and coding methods, but also enables to unpack deep-seated discourses that are engrained in human-machine interactions (cf. Scollon, 2001). In examining learners' mediated actions and learning about their understandings of digital education platforms, nexus analysis helps to make visible what is usually left invisible (cf. Bezemer & Kress, 2016). Nexus analysis provides tools to better understand the ways in which young people engage in meaning-making practices and to deconstruct how educational technology providers shape key literacies in education.
References Bezemer, J. & Kress, G. (2016). Multimodality, learning and communication: A social semiotic frame. Routledge.
Jones, R. H. (2020). The rise of the pragmatic web: Implications for rethinking meaning and interaction. In C. Tagg, & M. Evans (Eds.), Message and medium: English language practices across old and new media (pp. 17-37). De Gruyter.
Jones, R. H. (2021). The text is reading you: teaching language in the age of the algorithm. Linguistics and Education, 62 (2021), https://doi.org/10.1016/j.linged.2019.100750 Scollon, R. (2001). Mediated discourse analysis: The nexus of practice. Routledge.
Williamson, B., Bergviken Rensfeldt, A., Player-Koro, C., & Selwyn, N. (2019). Education recoded: policy mobilities in the international 'learning to code' agenda. Journal of Education Policy, 34(5), 705-7. https://doi.org/10.1080/02680939.2018.1476735
Wohlewend, K. (2021). Literacies that move and matter. Nexus analysis for contemporary childhoods. Routledge.
A nexus analysis-based comparative case study of instructed adult beginning Ln development
Oral Presentation[SYMP87] Nexus analysis as a methodological framework for more engaged language studies03:00 PM - 06:00 PM (Europe/Amsterdam) 2023/07/19 13:00:00 UTC - 2024/07/19 16:00:00 UTC
Since its inception over half a century ago, second language acquisition research has logically been focused on the factors, learners, and pedagogies that both foster and inhibit second language learning and teaching. For the past two decades, however, the metaphorical implications of focusing on "acquisition" have been questioned as representing too limited a view of the complexities involved in learning and using an additional language (e.g., Firth & Wagner, 1997). More recently, the Douglas Fir Group (2016) attempted to account for the many variables, from the macro to the meso and down to the micro level, that affect additional language teaching and learning. In his analysis of the Douglas Fir Group framework, Hult (2019) praises the robust and holistic effort to identify the many contexts influencing language use, yet he also calls for greater clarification of the connections between these contexts in order to better understand the dynamic social (inter)action of language use. To address this shortcoming, he proposes nexus analysis (Scollon & Scollon, 2004) as an appropriate model for capturing the multidimensionality and dynamism of language use. This presentation responds to this proposal by reporting on a case study contextualized within a nexus analytical approach of four university learners of beginning German in the United States – two domestic and two international students - during their first two semesters of study. In order to better investigate this increasingly diverse student population - the number of international students enrolled in post-secondary institutions in the United States has increased 72% over the past ten years - as well as the dynamism and multidimensionality of language learning, this comparative case study examines the nexus of the three discourses that mediate the social action of this language learning experience: the life histories and experiences of the social actors involved (historical bodies); the relationships of those social actors (interaction order); and the wider circulating discourses present in U.S. and international higher education (discourses in place). Primary data sources are structured interviews with the participants centered around their own language learning development as manifested in monthly writing assignments. Participant observation and field notes provide additional data. Results highlight the benefits of approaching additional language learning as social action in that it brings to the fore multiple variables that traditionally have not been considered as factors in Ln research: personal experiences; macro-level ideological factors; social contextual factors. Adhering to the final stage of nexus analysis, the presentation closes with implications of this analysis for beginning language instruction for today's internationalized university.
Firth, A., & Wagner, J. (1997). On Discourse, Communication, and (Some) Fundamental Concepts in SLA Research. Modern Language Journal, 81(3), 285–300. Hult, F. M. (2019). Toward a unified theory of language development: The transdisciplinary nexus of cognitive and sociocultural perspectives on social activity. The Modern Language Journal, 103(S1), 136–14. Scollon, R., & Scollon, S. W. (2004). Nexus analysis: Discourse and the emerging Internet. Routledge. The Douglas Fir Group. (2016). A Transdisciplinary Framework for SLA in a Multilingual World. The Modern Language Journal, 100(Supplement), 19–47.
Presenters Hiram Maxim Professor Of German And Linguistics, Emory University
Anne Tiermas
Justyna Legutko
Hiram Maxim
