Nadja Thomas
Biographic Data
| ID | 4172477 |
|---|---|
| NAME | Nadja Thomas |
| GIVEN NAMES | Nadja |
| FAMILY NAME | Thomas |
| SIGNATURE | THOMAS N |
| AFFILIATIONS | Universität Innsbruck |
| ORCID | 0000-0001-9084-9638 |
| VERIFIED | Yes |
| TOTAL WORKS | 17 |
| TOTAL CITATIONS | 13 |
| AUTHOR COUNT | 17 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2016 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 2 |
Investigating language(s) and power in educational settings: Linguistic ethnography as an interdisciplinary approach for educational research
Language(s) and Translanguaging in Interpretation Groups: Reflections From a Linguistic Group Ethnography
This article explores how our diverse linguistic repertoires interact with one another and with ethnographic materials during group interpretation sessions. Building on research about interpretation groups, translanguaging, and reflexivity, we focus on preparing and interpreting multilingual ethnographic material for a linguistically diverse team, the role of human and AI‐assisted translation, and the relationship between English and translanguag…
Good parenting’ and linguistic responsibility: Challenging linguistic hierarchisations in German-language Ecec in South Tyrol, Italy
We Simply Lack the German-Speaking Children in This City”: Ethnolinguistic Categorization in Preschools in South Tyrol, Italy
Students’ Conceptualisations of “Peace” and “War” in Drawing–Text Combinations: A Metapragmatic Multimodal Analysis
In this article, we investigate (partly guided) conceptualisations of “peace” (and “war”) in children’s school drawings and their accompanying textual framings. We draw on a transdisciplinary framework grounded in ethnography and metapragmatics, combining tools from socio‐pragmatic (critical) approaches to multimodal discourse. Our data consists of authentically generated, photographed image‐text worksheets that were publicly displayed on the fen…
Introduction: Perceptions, Reflections, and Conceptualisations of War and Peace in Children’s Drawings
In this editorial, we introduce the focus of this thematic issue and its contributions. Addressing the themes of “war” and “peace” and their impacts on children requires contextualization within socio‐historical, socio‐cultural, socio‐psychological, and educational frameworks. Equally, it is essential to tackle the methodological challenges inherent in this field of empirical research. The rise of child‐centred and participatory approaches over r…
Transforming language brokering policies at school: Learning from students with transnational biographies
Within discourses on education and transnationalism, much importance has been given to language, both for the educational success of migrants and their transition into the labor market. Among the many perspectives on multilingualism, there is a growing body of research on language brokering. In contrast to professional interpreting, this is often associated with interpreting without formal qualifications or payment in mostly informal settings. Ho…
Language and education in transnational school careers: An introduction
This special issue of the European Educational Research Journal (EERJ) addresses language and education in transnational school careers. The articles reflect an increased interest in transnationalization among members of the European Educational Research Association, Network on Language and Education (Network 31), and go back to a joint discussion in two sessions at the ECER 2019 Conference at the University of Hamburg. By focusing on research in…
Language education policy and transnational and translingual social practices at schools. Commentary on the special issue
In this commentary, I will draw together some of the most interesting points from the diverse papers assembled in this special issue and bring them into conversation with current research on language education policy and practice. I will focus on three key ideas that emerged from the theories, methodologies and data presented: (1) the complex hierarchisation of languages in national educational policies, (2) language and multilingualism in neolib…
Living transnational lives: Languages, education and senses of belonging across three generations of a Greek-German bilingual family
Language policies and practices in early childhood education: Perspectives across European migration societies. Introduction to the special issue
This paper will introduce the subject of language policies and practices in early childhood education across European migration societies and formulate theoretical and methodological questions.It links perspectives from applied linguistics, most explicitly sociolinguistics, and educational research on language (education) policies and practices, thus contributing to the growing body of research on language in early childhood education.Building on…
It’s a bit contradictory’: Teachers’ stances to (practiced) language policies in German-language Ecec in Italy
Linguistic minority spaces tend to have a long history of languageideological struggles that are often fought on the terrain of education, which is further complexified in the light of more recent migration. The northernmost Italian province of South Tyrol is such a space, in which German-language preschools are increasingly attended by children not commonly positioned as 'German-speaking', inevitably leading to challenges to the language educati…
Biographical perspectives on language ideologies in teacher education
Universities represent spaces where language ideologies are taken up, modified, and transformed. The monolingual orientation of most universities contributes to the (re)construction of inequalities between students perceived as “native speakers” and others labelled as “non-natives”. Therefore, language ideologies can be a challenge for linguistically minoritized students if their multilingual practices are not accepted as legitimate. Linking biog…
Lehren und Lernen in Differenzverhältnissen: Interdisziplinäre und Intersektionale Betrachtungen
Educational Transitions in War and Refugee Contexts: Youth Biographies in Afghanistan and Austria
This article addresses educational transitions under conditions of multiple insecurities. By analyzing empirical data of two research projects with youths in Afghanistan and refugee students in Austria, we show how young peoplemake sense of the social and educational inequalities they encounter on their educational pathways within different national, socio‐political, and institutional contexts. We present in‐depth analyses of two cases to elabora…
I don’t want to be pushed into an islamic school’: Biography and raciolinguistic ideologies in education
This article argues for the significance of biographical theory in research on raciolinguistic ideologies in education. It accounts for biographies as a basis for the study of the ways in which students conceive the languages, social spaces and power relations which shape processes of inclusion and exclusion. Taking anti-Muslim discourses in Austria as a point of departure, this article introduces raciolinguistics as a way to theorize the co-natu…
Studienbiographien ,mit Migrationshintergrund‘? Kritische Anmerkungen zu Praktiken der Besonderung in der universitären Praxis
Dieser Beitrag beschäftigt sich mit der Adressierung von Studierenden in der hochschulischen Praxis in Migrationsgesellschaften und geht der Frage nach, welche Wissensformen der Adressierung von Studierenden ‚mit Migrationshintergrund‘ zugrunde liegen. Am Beispiel von kompensatorischen Förder- und Unterstützungsangeboten sowie Interaktionssituationen in Lehrveranstaltungen werden Praktiken der Besonderung im universitären Alltag analysiert. Auf d…
It’s a bit contradictory’: Teachers’ stances to (practiced) language policies in German-language Ecec in Italy
Linguistic minority spaces tend to have a long history of languageideological struggles that are often fought on the terrain of education, which is further complexified in the light of more recent migration. The northernmost Italian province of South Tyrol is such a space, in which German-language preschools are increasingly attended by children not commonly positioned as 'German-speaking', inevitably leading to challenges to the language educati…
Studienbiographien ,mit Migrationshintergrund‘? Kritische Anmerkungen zu Praktiken der Besonderung in der universitären Praxis
Dieser Beitrag beschäftigt sich mit der Adressierung von Studierenden in der hochschulischen Praxis in Migrationsgesellschaften und geht der Frage nach, welche Wissensformen der Adressierung von Studierenden ‚mit Migrationshintergrund‘ zugrunde liegen. Am Beispiel von kompensatorischen Förder- und Unterstützungsangeboten sowie Interaktionssituationen in Lehrveranstaltungen werden Praktiken der Besonderung im universitären Alltag analysiert. Auf d…
We Simply Lack the German-Speaking Children in This City”: Ethnolinguistic Categorization in Preschools in South Tyrol, Italy
Language policies and practices in early childhood education: Perspectives across European migration societies. Introduction to the special issue
This paper will introduce the subject of language policies and practices in early childhood education across European migration societies and formulate theoretical and methodological questions.It links perspectives from applied linguistics, most explicitly sociolinguistics, and educational research on language (education) policies and practices, thus contributing to the growing body of research on language in early childhood education.Building on…
I don’t want to be pushed into an islamic school’: Biography and raciolinguistic ideologies in education
This article argues for the significance of biographical theory in research on raciolinguistic ideologies in education. It accounts for biographies as a basis for the study of the ways in which students conceive the languages, social spaces and power relations which shape processes of inclusion and exclusion. Taking anti-Muslim discourses in Austria as a point of departure, this article introduces raciolinguistics as a way to theorize the co-natu…
Studienbiographien ,mit Migrationshintergrund‘? Kritische Anmerkungen zu Praktiken der Besonderung in der universitären Praxis
Dieser Beitrag beschäftigt sich mit der Adressierung von Studierenden in der hochschulischen Praxis in Migrationsgesellschaften und geht der Frage nach, welche Wissensformen der Adressierung von Studierenden ‚mit Migrationshintergrund‘ zugrunde liegen. Am Beispiel von kompensatorischen Förder- und Unterstützungsangeboten sowie Interaktionssituationen in Lehrveranstaltungen werden Praktiken der Besonderung im universitären Alltag analysiert. Auf d…
I don’t want to be pushed into an islamic school’: Biography and raciolinguistic ideologies in education
This article argues for the significance of biographical theory in research on raciolinguistic ideologies in education. It accounts for biographies as a basis for the study of the ways in which students conceive the languages, social spaces and power relations which shape processes of inclusion and exclusion. Taking anti-Muslim discourses in Austria as a point of departure, this article introduces raciolinguistics as a way to theorize the co-natu…
Biographical perspectives on language ideologies in teacher education
Universities represent spaces where language ideologies are taken up, modified, and transformed. The monolingual orientation of most universities contributes to the (re)construction of inequalities between students perceived as “native speakers” and others labelled as “non-natives”. Therefore, language ideologies can be a challenge for linguistically minoritized students if their multilingual practices are not accepted as legitimate. Linking biog…
Lehren und Lernen in Differenzverhältnissen: Interdisziplinäre und Intersektionale Betrachtungen
Educational Transitions in War and Refugee Contexts: Youth Biographies in Afghanistan and Austria
This article addresses educational transitions under conditions of multiple insecurities. By analyzing empirical data of two research projects with youths in Afghanistan and refugee students in Austria, we show how young peoplemake sense of the social and educational inequalities they encounter on their educational pathways within different national, socio‐political, and institutional contexts. We present in‐depth analyses of two cases to elabora…
Transforming language brokering policies at school: Learning from students with transnational biographies
Within discourses on education and transnationalism, much importance has been given to language, both for the educational success of migrants and their transition into the labor market. Among the many perspectives on multilingualism, there is a growing body of research on language brokering. In contrast to professional interpreting, this is often associated with interpreting without formal qualifications or payment in mostly informal settings. Ho…
Language and education in transnational school careers: An introduction
This special issue of the European Educational Research Journal (EERJ) addresses language and education in transnational school careers. The articles reflect an increased interest in transnationalization among members of the European Educational Research Association, Network on Language and Education (Network 31), and go back to a joint discussion in two sessions at the ECER 2019 Conference at the University of Hamburg. By focusing on research in…
Language education policy and transnational and translingual social practices at schools. Commentary on the special issue
In this commentary, I will draw together some of the most interesting points from the diverse papers assembled in this special issue and bring them into conversation with current research on language education policy and practice. I will focus on three key ideas that emerged from the theories, methodologies and data presented: (1) the complex hierarchisation of languages in national educational policies, (2) language and multilingualism in neolib…
Living transnational lives: Languages, education and senses of belonging across three generations of a Greek-German bilingual family
Language policies and practices in early childhood education: Perspectives across European migration societies. Introduction to the special issue
This paper will introduce the subject of language policies and practices in early childhood education across European migration societies and formulate theoretical and methodological questions.It links perspectives from applied linguistics, most explicitly sociolinguistics, and educational research on language (education) policies and practices, thus contributing to the growing body of research on language in early childhood education.Building on…
It’s a bit contradictory’: Teachers’ stances to (practiced) language policies in German-language Ecec in Italy
Linguistic minority spaces tend to have a long history of languageideological struggles that are often fought on the terrain of education, which is further complexified in the light of more recent migration. The northernmost Italian province of South Tyrol is such a space, in which German-language preschools are increasingly attended by children not commonly positioned as 'German-speaking', inevitably leading to challenges to the language educati…
Students’ Conceptualisations of “Peace” and “War” in Drawing–Text Combinations: A Metapragmatic Multimodal Analysis
In this article, we investigate (partly guided) conceptualisations of “peace” (and “war”) in children’s school drawings and their accompanying textual framings. We draw on a transdisciplinary framework grounded in ethnography and metapragmatics, combining tools from socio‐pragmatic (critical) approaches to multimodal discourse. Our data consists of authentically generated, photographed image‐text worksheets that were publicly displayed on the fen…
Introduction: Perceptions, Reflections, and Conceptualisations of War and Peace in Children’s Drawings
In this editorial, we introduce the focus of this thematic issue and its contributions. Addressing the themes of “war” and “peace” and their impacts on children requires contextualization within socio‐historical, socio‐cultural, socio‐psychological, and educational frameworks. Equally, it is essential to tackle the methodological challenges inherent in this field of empirical research. The rise of child‐centred and participatory approaches over r…
Good parenting’ and linguistic responsibility: Challenging linguistic hierarchisations in German-language Ecec in South Tyrol, Italy
We Simply Lack the German-Speaking Children in This City”: Ethnolinguistic Categorization in Preschools in South Tyrol, Italy
Investigating language(s) and power in educational settings: Linguistic ethnography as an interdisciplinary approach for educational research
Language(s) and Translanguaging in Interpretation Groups: Reflections From a Linguistic Group Ethnography
This article explores how our diverse linguistic repertoires interact with one another and with ethnographic materials during group interpretation sessions. Building on research about interpretation groups, translanguaging, and reflexivity, we focus on preparing and interpreting multilingual ethnographic material for a linguistically diverse team, the role of human and AI‐assisted translation, and the relationship between English and translanguag…
Sociology (13 works) · Multilingual Education and Policy (11 works) · Political science (10 works) · Linguistics (8 works) · Pedagogy (8 works) · Second Language Learning and Teaching (7 works) · Multilingualism (6 works) · Gender Studies (5 works) · Linguistic Education and Pedagogy (5 works) · EFL/ESL Teaching and Learning (4 works)