The issue of translatability is pressing in international evaluation, in global transfer of evaluative instruments, in comparative performance management, and in culturally responsive evaluation. Terms that are never fully understood, digested, or accepted may continue to influence issues, problems, and social interactions in and around and after…

Based on an analysis of the video recording and transcript of one lesson chosen by preschool teachers in Luxembourg as an example of translanguaging pedagogy, this article shows the teachers' limited understandings of translanguaging. As a result of a new 2017 multilingual education policy for early childhood, the first author designed a…

Recent years have seen a surge of interest in "increments" among students of conversational interaction. This article first outlines "incrementing" as an analytical problem (i.e., as turn constructional unit [TCU] extensions) by tracing its origins back to Sacks, Schegloff, and Jefferson's (1974) famous turn-taking article. Then, the article…

In this article I posit translation as philosophical operation that disrupts commonsense meaning and understanding. By defamiliarising language, translation can arrest thinking about a text in a way that assumes the language is understood. In recent work I have grappled with the phrase "ways of knowing", which, for linguistic and conceptual…

How teachers and students work together through discourse to construct their understanding of the context they live and work in will influence, in many different ways, the interaction within their classrooms. This article will describe a qualitative discourse analysis--involving three different groups of teachers--which focused on the way in which…

This paper explores the issue of unconscious manipulation in translation. The translator engages in creating new text subject to the principles of totality and part-whole relations. The closer the parts and relations to those of the source text (ST), the more related this new whole will be to the former one. In attempting to preserve ST semantic…

The language of argumentation, taught increasingly often at the advanced level of French second-language learning, is discussed. Rationale for its teaching, basic concepts within the emerging discipline, and its relationship to traditional language teaching are examined. (MSE)

Issues in computerized analysis of language usage are discussed, focusing on the problems encountered as computers, linguistics, and language teaching converge. The tools of automated language and error analysis are outlined and specific problems are illustrated in several types of classroom exercise. (MSE)

Psycholinguistics, discourse patterns, and English as a second language were addressed in creating a theoretical framework for examining language in relationships. The Language Relationship Questionnaire was designed to provide an inventory language and its roles in relationships. (Contains 1 figure.)

The Linguistic Human Rights (LHRs) paradigm is motivated by the desire to combat linguistic discrimination, where speakers of discriminated languages find themselves unable to use their preferred language in society at large. However, in an increasingly globalised world where speakers may feel the need or the desire to travel across state…

A variety of exercises based on manipulation of a single text are described. The activities involve replacing words or phrases in the text with synonyms or opposites, transposing gender, changing tenses, filling in blanks, and answering multiple-choice questions about linguistic forms. Three brief sample texts are offered. (MSE)

It is argued that the negotiation of common ground is an important but neglected area of pragmatics and language learning. Samples of first and second language learners' conversations are analyzed to demonstrate the critical role of common ground in language learning, i.e., that (1) the interactions necessary for language learning are dependent on…

Cultural difference is an important topic of discussion in second language education. Yet cultural difference is often conceptualized as fixed, objective, and apolitical based on an essentialist and normative understanding of culture. This article challenges such conceptualizations by examining and politicizing multiple and conflicting meanings of…

Reviews the literature on second language medium of instruction and educational achievement in Kenya using classroom data from English, Kiswahili, and mother tongue mathematics lessons and from lessons where code switching occurred. Argues that regardless of the instructional medium, a transmissional model of teaching and learning predominates.…