View in EDS

Linguistic Cartography: Exploring the Power and Potential of Mapping Language Resources within Classroom Communities

Saved in:
Bibliographic Details
Title: Linguistic Cartography: Exploring the Power and Potential of Mapping Language Resources within Classroom Communities
Language: English
Authors: Emily Phillips Galloway, Heather M. Meston, Christina L. Dobbs
Source: Journal of Language, Identity, and Education. 2025 24(2):433-448.
Availability: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 16
Publication Date: 2025
Document Type: Journal Articles
Reports - Evaluative
Education Level: Junior High Schools
Middle Schools
Secondary Education
Descriptors: Linguistics, Language Acquisition, Cognitive Mapping, Language Skills, Middle School Students, Middle School Teachers, Multilingualism, Language Teachers, Native Language Instruction, Second Language Instruction, Teaching Methods, Instructional Effectiveness
DOI: 10.1080/15348458.2022.2147935
ISSN: 1534-8458
1532-7701
Abstract: To inform the design of humanizing pedagogies that draw on the whole of learners' linguistic resources, educators must come to know students as language users, and, more centrally, support students to become aware of the dynamism of their own linguistic repertoires. We highlight one instructional approach--"linguistic cartography"--for making these language resources visible. Linguistic cartography engages participants in mapping and reflecting on all of their language resources learned across a range of contexts and for diverse social purposes. We examine the use of linguistic cartography in one focal middle-grade classroom (23 students, ages 11-13) in a linguistically-restrictive English-only school district in the United States. Through analysis of fieldnotes and interviews conducted with the classroom teacher and with three focal students, we highlight the potential instructional affordances of linguistic cartography for questioning and speaking back to discourses that serve to pathologize plurilingualism in linguistically-restrictive school contexts.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1466850
Database: ERIC
FullText Text:
  Availability: 0
Header DbId: eric
DbLabel: ERIC
An: EJ1466850
AccessLevel: 3
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: Linguistic Cartography: Exploring the Power and Potential of Mapping Language Resources within Classroom Communities
– Name: Language
  Label: Language
  Group: Lang
  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Emily+Phillips+Galloway%22">Emily Phillips Galloway</searchLink><br /><searchLink fieldCode="AR" term="%22Heather+M%2E+Meston%22">Heather M. Meston</searchLink><br /><searchLink fieldCode="AR" term="%22Christina+L%2E+Dobbs%22">Christina L. Dobbs</searchLink>
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="SO" term="%22Journal+of+Language%2C+Identity%2C+and+Education%22"><i>Journal of Language, Identity, and Education</i></searchLink>. 2025 24(2):433-448.
– Name: Avail
  Label: Availability
  Group: Avail
  Data: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 16
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2025
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Journal Articles<br />Reports - Evaluative
– Name: Audience
  Label: Education Level
  Group: Audnce
  Data: <searchLink fieldCode="EL" term="%22Junior+High+Schools%22">Junior High Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Middle+Schools%22">Middle Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Secondary+Education%22">Secondary Education</searchLink>
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Linguistics%22">Linguistics</searchLink><br /><searchLink fieldCode="DE" term="%22Language+Acquisition%22">Language Acquisition</searchLink><br /><searchLink fieldCode="DE" term="%22Cognitive+Mapping%22">Cognitive Mapping</searchLink><br /><searchLink fieldCode="DE" term="%22Language+Skills%22">Language Skills</searchLink><br /><searchLink fieldCode="DE" term="%22Middle+School+Students%22">Middle School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Middle+School+Teachers%22">Middle School Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Multilingualism%22">Multilingualism</searchLink><br /><searchLink fieldCode="DE" term="%22Language+Teachers%22">Language Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Native+Language+Instruction%22">Native Language Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Second+Language+Instruction%22">Second Language Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Methods%22">Teaching Methods</searchLink><br /><searchLink fieldCode="DE" term="%22Instructional+Effectiveness%22">Instructional Effectiveness</searchLink>
– Name: DOI
  Label: DOI
  Group: ID
  Data: 10.1080/15348458.2022.2147935
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 1534-8458<br />1532-7701
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: To inform the design of humanizing pedagogies that draw on the whole of learners' linguistic resources, educators must come to know students as language users, and, more centrally, support students to become aware of the dynamism of their own linguistic repertoires. We highlight one instructional approach--"linguistic cartography"--for making these language resources visible. Linguistic cartography engages participants in mapping and reflecting on all of their language resources learned across a range of contexts and for diverse social purposes. We examine the use of linguistic cartography in one focal middle-grade classroom (23 students, ages 11-13) in a linguistically-restrictive English-only school district in the United States. Through analysis of fieldnotes and interviews conducted with the classroom teacher and with three focal students, we highlight the potential instructional affordances of linguistic cartography for questioning and speaking back to discourses that serve to pathologize plurilingualism in linguistically-restrictive school contexts.
– Name: AbstractInfo
  Label: Abstractor
  Group: Ab
  Data: As Provided
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2025
– Name: AN
  Label: Accession Number
  Group: ID
  Data: EJ1466850
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1466850
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.1080/15348458.2022.2147935
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 16
        StartPage: 433
    Subjects:
      – SubjectFull: Linguistics
        Type: general
      – SubjectFull: Language Acquisition
        Type: general
      – SubjectFull: Cognitive Mapping
        Type: general
      – SubjectFull: Language Skills
        Type: general
      – SubjectFull: Middle School Students
        Type: general
      – SubjectFull: Middle School Teachers
        Type: general
      – SubjectFull: Multilingualism
        Type: general
      – SubjectFull: Language Teachers
        Type: general
      – SubjectFull: Native Language Instruction
        Type: general
      – SubjectFull: Second Language Instruction
        Type: general
      – SubjectFull: Teaching Methods
        Type: general
      – SubjectFull: Instructional Effectiveness
        Type: general
    Titles:
      – TitleFull: Linguistic Cartography: Exploring the Power and Potential of Mapping Language Resources within Classroom Communities
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Emily Phillips Galloway
      – PersonEntity:
          Name:
            NameFull: Heather M. Meston
      – PersonEntity:
          Name:
            NameFull: Christina L. Dobbs
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 01
              Type: published
              Y: 2025
          Identifiers:
            – Type: issn-print
              Value: 1534-8458
            – Type: issn-electronic
              Value: 1532-7701
          Numbering:
            – Type: volume
              Value: 24
            – Type: issue
              Value: 2
          Titles:
            – TitleFull: Journal of Language, Identity, and Education
              Type: main
ResultId 1