Yumi Matsumoto
Datos Biográficos
| ID | 3591871 |
|---|---|
| NOMBRE | Yumi Matsumoto |
| NOMBRES | Yumi |
| APELLIDO | Matsumoto |
| FIRMA | MATSUMOTO Y |
| AFILIACIONES | University of Pennsylvania |
| ORCID | 0000-0002-6440-6400 |
| VERIFICADO | Sí |
| TOTAL DE OBRAS | 11 |
| TOTAL DE CITAS | 34 |
| TOTAL COMO AUTOR | 11 |
| TOTAL COMO EDITOR | 0 |
| PRIMER AÑO DE PUBLICACIÓN | 2012 |
| AÑO MÁS RECIENTE DE PUBLICACIÓN | 2024 |
| ÍNDICE H | 4 |
Towards equitable multilingualism
Inspired by Hult’s (2010. Theme-based research in the transdisciplinary field of educational linguistics. In Francis M. Hult (ed.), Directions and prospects for educational linguistics , 19–32. Springer) discussion of theme-based research within educational linguistics that focuses, first and foremost, on solving problems rather than adhering to disciplinary boundaries and conventions, this article calls for transdisciplinary collaboration to res…
Multilingual International Students’ Communicative Practices in US University Classrooms
In this critical essay, Yumi Matsumoto uses the concept of English as a lingua franca to understand multilinguals’ communicative practices and to support an alternative understanding of English language use among international students in US university classrooms. The essay draws on two examples of university classroom interactions involving non-native international students’ English use and considers them through both more traditional perspectiv…
Student Self‐Initiated Use of Smartphones in Multilingual Writing Classrooms
This study examines students’ self‐initiated use of smartphones in multilingual writing classrooms in English‐language programs at a U.S. university. Responding to calls for empirical research on materials use in second‐language (L2) classrooms, researchers have focused on the roles of language learning and teaching materials in various L2 classroom contexts. Despite widespread access to smartphones among university students, how these students s…
Empirically Defining Language Learning and Teaching Materials in Use Through Sociomaterial Perspectives
Language learning and teaching (LLT) materials-like teacher-created handouts, textbooks, and overhead transparencies-are central elements of language classrooms worldwide. Nonetheless, how language students and teachers actually engage with and deploy LLT materials has rarely been the focus of research. In response, this issue offers the first compilation of classroom-based studies of 'materials use' in language education and includes research on…
The use of gesture, gesture hold, and gaze in trouble-in-talk among multilingual interlocutors in an English as a lingua franca context
Exploring Epistemological Expansions of English as a Lingua Franca
Beyond intelligibility
Through conversation analysis, this study analyzes the negotiation of pronunciation in English as a lingua franca (ELF) contexts among students at a Japanese university. Previous research has demonstrated that interactants in ELF contexts can repair segmental pronunciation so that they can maintain mutually intelligible pronunciation in situ (e.g., Matsumoto 2011; O'Neal 2015). The present study nevertheless claims that the phonetic negotiation o…
Because We Are Peers, We Actually Understand”
This study qualitatively investigates miscommunication moments during which a teacher of English who speaks a first language other than English and students with various linguacultures collaboratively resolve communicative problems with the assistance of other students in the classroom. These other students, referred to as third‐party participants because they are not originally part of the miscommunication phenomena, help resolve miscommunicatio…
Negotiating voice in translingual literacies
Voice in mobile texts has received attention lately among scholars in literacy, sociolinguistics, and rhetoric. Some sociolinguists of globalisation have argued that uptake is shaped by the norms of each literacy regime. Though texts of non-western communities will gain positive uptake in local literacy regimes according to their own norms and resources, they are considered silenced in translocal contexts where elite norms and resources are legit…
Pedagogical Gestures as Interactional Resources for Teaching and Learning Tense and Aspect in the ESL Grammar Classroom
This study investigated the functions of gesture in teaching and learning grammar in the context of second language (L2) classroom interactions. The data consisted of video-recorded interactions from a beginner- and an advanced-level grammar classroom in an intensive English program at a U.S. university. The sequences of talk-in-interaction selected for sequential analysis involved gestures that are used by teachers for explaining English tempora…
The 30th National Conference of the Japanese Association for Asian Englishes
Empirically Defining Language Learning and Teaching Materials in Use Through Sociomaterial Perspectives
Language learning and teaching (LLT) materials-like teacher-created handouts, textbooks, and overhead transparencies-are central elements of language classrooms worldwide. Nonetheless, how language students and teachers actually engage with and deploy LLT materials has rarely been the focus of research. In response, this issue offers the first compilation of classroom-based studies of 'materials use' in language education and includes research on…
Pedagogical Gestures as Interactional Resources for Teaching and Learning Tense and Aspect in the ESL Grammar Classroom
This study investigated the functions of gesture in teaching and learning grammar in the context of second language (L2) classroom interactions. The data consisted of video-recorded interactions from a beginner- and an advanced-level grammar classroom in an intensive English program at a U.S. university. The sequences of talk-in-interaction selected for sequential analysis involved gestures that are used by teachers for explaining English tempora…
Because We Are Peers, We Actually Understand”
This study qualitatively investigates miscommunication moments during which a teacher of English who speaks a first language other than English and students with various linguacultures collaboratively resolve communicative problems with the assistance of other students in the classroom. These other students, referred to as third‐party participants because they are not originally part of the miscommunication phenomena, help resolve miscommunicatio…
The use of gesture, gesture hold, and gaze in trouble-in-talk among multilingual interlocutors in an English as a lingua franca context
Exploring Epistemological Expansions of English as a Lingua Franca
Negotiating voice in translingual literacies
Voice in mobile texts has received attention lately among scholars in literacy, sociolinguistics, and rhetoric. Some sociolinguists of globalisation have argued that uptake is shaped by the norms of each literacy regime. Though texts of non-western communities will gain positive uptake in local literacy regimes according to their own norms and resources, they are considered silenced in translocal contexts where elite norms and resources are legit…
The 30th National Conference of the Japanese Association for Asian Englishes
Negotiating voice in translingual literacies
Voice in mobile texts has received attention lately among scholars in literacy, sociolinguistics, and rhetoric. Some sociolinguists of globalisation have argued that uptake is shaped by the norms of each literacy regime. Though texts of non-western communities will gain positive uptake in local literacy regimes according to their own norms and resources, they are considered silenced in translocal contexts where elite norms and resources are legit…
Pedagogical Gestures as Interactional Resources for Teaching and Learning Tense and Aspect in the ESL Grammar Classroom
This study investigated the functions of gesture in teaching and learning grammar in the context of second language (L2) classroom interactions. The data consisted of video-recorded interactions from a beginner- and an advanced-level grammar classroom in an intensive English program at a U.S. university. The sequences of talk-in-interaction selected for sequential analysis involved gestures that are used by teachers for explaining English tempora…
Beyond intelligibility
Through conversation analysis, this study analyzes the negotiation of pronunciation in English as a lingua franca (ELF) contexts among students at a Japanese university. Previous research has demonstrated that interactants in ELF contexts can repair segmental pronunciation so that they can maintain mutually intelligible pronunciation in situ (e.g., Matsumoto 2011; O'Neal 2015). The present study nevertheless claims that the phonetic negotiation o…
Because We Are Peers, We Actually Understand”
This study qualitatively investigates miscommunication moments during which a teacher of English who speaks a first language other than English and students with various linguacultures collaboratively resolve communicative problems with the assistance of other students in the classroom. These other students, referred to as third‐party participants because they are not originally part of the miscommunication phenomena, help resolve miscommunicatio…
Exploring Epistemological Expansions of English as a Lingua Franca
The use of gesture, gesture hold, and gaze in trouble-in-talk among multilingual interlocutors in an English as a lingua franca context
Student Self‐Initiated Use of Smartphones in Multilingual Writing Classrooms
This study examines students’ self‐initiated use of smartphones in multilingual writing classrooms in English‐language programs at a U.S. university. Responding to calls for empirical research on materials use in second‐language (L2) classrooms, researchers have focused on the roles of language learning and teaching materials in various L2 classroom contexts. Despite widespread access to smartphones among university students, how these students s…
Empirically Defining Language Learning and Teaching Materials in Use Through Sociomaterial Perspectives
Language learning and teaching (LLT) materials-like teacher-created handouts, textbooks, and overhead transparencies-are central elements of language classrooms worldwide. Nonetheless, how language students and teachers actually engage with and deploy LLT materials has rarely been the focus of research. In response, this issue offers the first compilation of classroom-based studies of 'materials use' in language education and includes research on…
Multilingual International Students’ Communicative Practices in US University Classrooms
In this critical essay, Yumi Matsumoto uses the concept of English as a lingua franca to understand multilinguals’ communicative practices and to support an alternative understanding of English language use among international students in US university classrooms. The essay draws on two examples of university classroom interactions involving non-native international students’ English use and considers them through both more traditional perspectiv…
Towards equitable multilingualism
Inspired by Hult’s (2010. Theme-based research in the transdisciplinary field of educational linguistics. In Francis M. Hult (ed.), Directions and prospects for educational linguistics , 19–32. Springer) discussion of theme-based research within educational linguistics that focuses, first and foremost, on solving problems rather than adhering to disciplinary boundaries and conventions, this article calls for transdisciplinary collaboration to res…
Linguistics (10 obras) · Sociology (9 obras) · EFL/ESL Teaching and Learning (8 obras) · Multilingual Education and Policy (8 obras) · Psychology (8 obras) · Lingua franca (6 obras) · Pedagogy (6 obras) · English as a lingua franca (5 obras) · Philosophy (5 obras) · Second Language Learning and Teaching (5 obras)