Gordon Blaine West
Biographic Data
| ID | 8903297 |
|---|---|
| NAME | Gordon Blaine West |
| GIVEN NAMES | Gordon Blaine |
| FAMILY NAME | West |
| SIGNATURE | WEST G B |
| AFFILIATIONS | University of Wisconsin–Madison |
| ORCID | 0000-0002-8956-136X |
| VERIFIED | Yes |
| TOTAL WORKS | 9 |
| TOTAL CITATIONS | 0 |
| AUTHOR COUNT | 9 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2018 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
Entangled Ecologies
Digital ecologies have different affordances that language learners leverage for meaning making in digital communications. Many studies have examined the affordances of specific digital platforms, including how they shape storytelling and impact the positioning of participants. Fewer have looked at how local, offline ecologies impact meaning making in digital ecologies, however. This study builds on previous work to examine how meaning making is …
Speaking task design and complexity and fluency features of adolescent English learners
This paper reports the results of a study designed to explore the relationships between speaking test task variables and linguistic features of spoken responses on a speaking assessment for Grade 7 multilingual English learners (age 12–13) in U.S. public schools. Speaking task responses from 30 high-proficiency test takers were transcribed and coded for 14 complexity measures and 9 fluency measures. Subsequent analyses of simple main effects indi…
Positioning of female marriage immigrants in South Korea
This study examines a series of government textbooks used to teach Korean language and culture to spouses of South Korean nationals living in Korea. A multimodal analysis of textbook images and narratives explores how strictly defined gender identity discourses are constructed and circulated through these government textbooks in ways that not only seek to reinforce gender conventions, but also advance a conservative, assimilationist curriculum fo…
“Everybody is 1% of everything”
Making meaning in transnational communications involves the use of transmodal resources that go beyond simply written and spoken language. The social semiotics of race, gender, and class also influence these communications, although they are not often accounted for. This study works to better understand the way in which the semiotics of race are constructed and interpreted by youth (aged 9–11) engaged in an educational, transnational communicatio…
Assessing preschool English learners’ receptive and expressive language ability to inform instruction
This study explores how preschool educators could assess dual language learners’ (DLLs) English language abilities using formative instruments in school settings. It specifically examines (1) DLLs’ receptive and expressive language proficiencies measured using the instruments and (2) educators’ perceived usefulness of them for informing instruction. Participants were 139 preschool DLLs (M = 4;9) and 37 preschool educators from four countries (Arg…
Final Thoughts
In this final contribution, the authors of the Special Issue reflect collaboratively on the work gathered in the Special Issue [...]
“Is This a Safe Space?”
Unexpected conflicts, or eruptions, in class during discussions of controversial issues are not uncommon in the field of English language teaching (ELT). This can be especially true for critical English language teachers who hope to address social justice issues in their classrooms. Existing literature of these events often mentions emotional responses of teachers and students, without fully analyzing the ways in which emotions are processed and …
Young learners’ portrayals of ‘good English teacher’ identities in South Korea
In the climate of shifting language policies and constant influx of native English-speaking teachers to South Korea, the question of what constitutes a “good” language teacher (GLT) arises. To this end, the present study examines how 577 young English learners (K-6th grade) come to demonstrate their understanding of GLT by making use of visual images and written narratives. A social semiotic, multimodal approach to analysis is employed to scrutin…
“How did you become political?”
This article is based on a set of short narratives from four researchers in applied linguistics, who adopt the descriptor “junior political researcher-practitioners.” These individuals shared and analyzed these narratives relating to their personal experiences and an emerging political identity in the academy under investigation in this study. The study was methodologically inspired by collective memory-work, a research framework with transformat…
No prominent works on this page.
Young learners’ portrayals of ‘good English teacher’ identities in South Korea
In the climate of shifting language policies and constant influx of native English-speaking teachers to South Korea, the question of what constitutes a “good” language teacher (GLT) arises. To this end, the present study examines how 577 young English learners (K-6th grade) come to demonstrate their understanding of GLT by making use of visual images and written narratives. A social semiotic, multimodal approach to analysis is employed to scrutin…
“How did you become political?”
This article is based on a set of short narratives from four researchers in applied linguistics, who adopt the descriptor “junior political researcher-practitioners.” These individuals shared and analyzed these narratives relating to their personal experiences and an emerging political identity in the academy under investigation in this study. The study was methodologically inspired by collective memory-work, a research framework with transformat…
Final Thoughts
In this final contribution, the authors of the Special Issue reflect collaboratively on the work gathered in the Special Issue [...]
“Is This a Safe Space?”
Unexpected conflicts, or eruptions, in class during discussions of controversial issues are not uncommon in the field of English language teaching (ELT). This can be especially true for critical English language teachers who hope to address social justice issues in their classrooms. Existing literature of these events often mentions emotional responses of teachers and students, without fully analyzing the ways in which emotions are processed and …
Assessing preschool English learners’ receptive and expressive language ability to inform instruction
This study explores how preschool educators could assess dual language learners’ (DLLs) English language abilities using formative instruments in school settings. It specifically examines (1) DLLs’ receptive and expressive language proficiencies measured using the instruments and (2) educators’ perceived usefulness of them for informing instruction. Participants were 139 preschool DLLs (M = 4;9) and 37 preschool educators from four countries (Arg…
“Everybody is 1% of everything”
Making meaning in transnational communications involves the use of transmodal resources that go beyond simply written and spoken language. The social semiotics of race, gender, and class also influence these communications, although they are not often accounted for. This study works to better understand the way in which the semiotics of race are constructed and interpreted by youth (aged 9–11) engaged in an educational, transnational communicatio…
Positioning of female marriage immigrants in South Korea
This study examines a series of government textbooks used to teach Korean language and culture to spouses of South Korean nationals living in Korea. A multimodal analysis of textbook images and narratives explores how strictly defined gender identity discourses are constructed and circulated through these government textbooks in ways that not only seek to reinforce gender conventions, but also advance a conservative, assimilationist curriculum fo…
Entangled Ecologies
Digital ecologies have different affordances that language learners leverage for meaning making in digital communications. Many studies have examined the affordances of specific digital platforms, including how they shape storytelling and impact the positioning of participants. Fewer have looked at how local, offline ecologies impact meaning making in digital ecologies, however. This study builds on previous work to examine how meaning making is …
Speaking task design and complexity and fluency features of adolescent English learners
This paper reports the results of a study designed to explore the relationships between speaking test task variables and linguistic features of spoken responses on a speaking assessment for Grade 7 multilingual English learners (age 12–13) in U.S. public schools. Speaking task responses from 30 high-proficiency test takers were transcribed and coded for 14 complexity measures and 9 fluency measures. Subsequent analyses of simple main effects indi…
Multilingual Education and Policy (7 works) · Psychology (7 works) · Linguistics (6 works) · Narrative (6 works) · Pedagogy (5 works) · EFL/ESL Teaching and Learning (4 works) · Mathematics education (4 works) · Political science (4 works) · Sociology (4 works) · Aesthetics (3 works)