Pub Date : 2022-06-13DOI: 10.1080/07908318.2022.2086564
Andrea Parmegiani, R. Wildsmith-Cromarty
This special issue explores the ways in which linguistic inequality shapes access to Education and the role educators can play in promoting equity through curriculum development and classroom-based research. This collaborative exploration has grown out of the Linguistic Diversity in Education Symposium and the Alternative Pedagogies and Interpretive Methods in Education Colloquium, which were held respectively in New York at the Graduate Centre of the City University of New York (CUNY) in May 2019 and in Cape Town at the Cape Peninsula University of Technology (CPUT) in February 2020. The New York symposium was organised in collaboration with Prof. Alberta Gatti of The Institute for Language Education in Transcultural Context and with the support of the Advanced Research Collaborative (CUNY). The Cape Town colloquium was funded by the South African National Research Foundation won by Prof. Liesel Hibbert of CPUT. The articles included in this edited collection bring together South African and U.S. perspectives on what committed instructors can do to promote social justice in learning contexts where linguistic inequality creates systemic barriers to academic success. Readers will have the opportunity to reflect on how language is implicated in learning outcomes in both the United States and South Africa, and on how educators can design, implement and assess multicultural curricula that use linguistic diversity as a resource while contending with monolingual ideologies. The adoption of a transnational perspective comparing linguistic inequality and socially just curricular design in South Africa and the United States offers a productive frame of analysis. Historically, both countries have been shaped by white supremacy through racial policies and practices that included language hierarchies as instruments of subjugation (de Klerk, 2002; Kloss, 1998; Macias, 2014; Shell, 1993). While these policies and practices brought some languages to extinction (such as Abnaki, Chimariko and Shasta in the United States), or near-extinction (such as the Khoisan languages that used to be spoken in South Africa), linguistic diversity continues to exist in both countries, albeit inequitably. The constitution of South Africa grants official status to 12 official languages: isiZulu, isiXhosa, Afrikaans, English, sePedi, seTswana, seSotho, Xitsonga, seSwati, Tshivenda, isiNdebele and, more recently, sign language. However, the hegemony of the ex-colonial language, English, is still visible in official domains (Wildsmith-Cromarty & Balfour, 2019; Parmegiani, 2014). The United States does not have an official language, and it is often considered an Anglophone monolith, but linguistic diversity has always had a strong presence in this country (Crawford, 1992, 2000) and in the last three decades, it has increased exponentially (Ryan, 2013). According to the U.S. Census bureau, 63.1 million U.S. residents spoke a language other than English (LOTE) at home, which accounts fo
{"title":"Linguistic inequality and access to education: curricular strategies from South Africa and the United States","authors":"Andrea Parmegiani, R. Wildsmith-Cromarty","doi":"10.1080/07908318.2022.2086564","DOIUrl":"https://doi.org/10.1080/07908318.2022.2086564","url":null,"abstract":"This special issue explores the ways in which linguistic inequality shapes access to Education and the role educators can play in promoting equity through curriculum development and classroom-based research. This collaborative exploration has grown out of the Linguistic Diversity in Education Symposium and the Alternative Pedagogies and Interpretive Methods in Education Colloquium, which were held respectively in New York at the Graduate Centre of the City University of New York (CUNY) in May 2019 and in Cape Town at the Cape Peninsula University of Technology (CPUT) in February 2020. The New York symposium was organised in collaboration with Prof. Alberta Gatti of The Institute for Language Education in Transcultural Context and with the support of the Advanced Research Collaborative (CUNY). The Cape Town colloquium was funded by the South African National Research Foundation won by Prof. Liesel Hibbert of CPUT. The articles included in this edited collection bring together South African and U.S. perspectives on what committed instructors can do to promote social justice in learning contexts where linguistic inequality creates systemic barriers to academic success. Readers will have the opportunity to reflect on how language is implicated in learning outcomes in both the United States and South Africa, and on how educators can design, implement and assess multicultural curricula that use linguistic diversity as a resource while contending with monolingual ideologies. The adoption of a transnational perspective comparing linguistic inequality and socially just curricular design in South Africa and the United States offers a productive frame of analysis. Historically, both countries have been shaped by white supremacy through racial policies and practices that included language hierarchies as instruments of subjugation (de Klerk, 2002; Kloss, 1998; Macias, 2014; Shell, 1993). While these policies and practices brought some languages to extinction (such as Abnaki, Chimariko and Shasta in the United States), or near-extinction (such as the Khoisan languages that used to be spoken in South Africa), linguistic diversity continues to exist in both countries, albeit inequitably. The constitution of South Africa grants official status to 12 official languages: isiZulu, isiXhosa, Afrikaans, English, sePedi, seTswana, seSotho, Xitsonga, seSwati, Tshivenda, isiNdebele and, more recently, sign language. However, the hegemony of the ex-colonial language, English, is still visible in official domains (Wildsmith-Cromarty & Balfour, 2019; Parmegiani, 2014). The United States does not have an official language, and it is often considered an Anglophone monolith, but linguistic diversity has always had a strong presence in this country (Crawford, 1992, 2000) and in the last three decades, it has increased exponentially (Ryan, 2013). According to the U.S. Census bureau, 63.1 million U.S. residents spoke a language other than English (LOTE) at home, which accounts fo","PeriodicalId":17945,"journal":{"name":"Language, Culture and Curriculum","volume":"35 1","pages":"235 - 239"},"PeriodicalIF":3.5,"publicationDate":"2022-06-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49426226","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-05-18DOI: 10.1080/07908318.2022.2076864
Thi Chau Ngan Nguyen, Margaret Kettle, C. Doherty
ABSTRACT This paper investigated the language resources needed for communication in Vietnam’s import/export services and the level of alignment with the associated English for Specific Purposes (ESP) course. To examine the communicative practices used in this workplace, the study employed methods of semi-structured interviews and a collection of 48 emails and eight phonecalls adopted to interact with customers. Similarly, semi-structured interviews and ESP teaching materials were administered to explore teachers’ practices and the language input. The findings indicate an increasingly valuable variety of English as a lingua franca (ELF) which is identified in particular genres with different choices of registers and stylistic features adapted to communicative conditions in the fluid globalised workplace. Given the agility and unpredictability of work in a globalised setting, the analysis shows how the workers’ mobile language repertoire is not tied to the criterion of linguistic accuracy, but rather favours the achievement of meaning and function. However, the adaptable, truncated ‘good enough’ language used in the workplace does not align with the lexicogrammatical focus of the ESP course. The study contributes to understandings of alignment in ESP curricula and materials redevelopment in times of globalisation and countries such as Vietnam where ELF is used for international interactions.
{"title":"Tertiary education ESP program delivery in Vietnam and language practices in globalised workplaces: examining the extent of alignment","authors":"Thi Chau Ngan Nguyen, Margaret Kettle, C. Doherty","doi":"10.1080/07908318.2022.2076864","DOIUrl":"https://doi.org/10.1080/07908318.2022.2076864","url":null,"abstract":"ABSTRACT This paper investigated the language resources needed for communication in Vietnam’s import/export services and the level of alignment with the associated English for Specific Purposes (ESP) course. To examine the communicative practices used in this workplace, the study employed methods of semi-structured interviews and a collection of 48 emails and eight phonecalls adopted to interact with customers. Similarly, semi-structured interviews and ESP teaching materials were administered to explore teachers’ practices and the language input. The findings indicate an increasingly valuable variety of English as a lingua franca (ELF) which is identified in particular genres with different choices of registers and stylistic features adapted to communicative conditions in the fluid globalised workplace. Given the agility and unpredictability of work in a globalised setting, the analysis shows how the workers’ mobile language repertoire is not tied to the criterion of linguistic accuracy, but rather favours the achievement of meaning and function. However, the adaptable, truncated ‘good enough’ language used in the workplace does not align with the lexicogrammatical focus of the ESP course. The study contributes to understandings of alignment in ESP curricula and materials redevelopment in times of globalisation and countries such as Vietnam where ELF is used for international interactions.","PeriodicalId":17945,"journal":{"name":"Language, Culture and Curriculum","volume":"35 1","pages":"440 - 459"},"PeriodicalIF":3.5,"publicationDate":"2022-05-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49547481","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-05-09DOI: 10.1080/07908318.2022.2072506
L. Deng, Shao-Wei Wu, Yumeng Chen, Yan Wang, Zhengmei Peng
ABSTRACT Integrating twenty-first century competencies into the curriculum has become an important issue for education reform worldwide. This study examines and compares twenty-first century competencies demonstrated in mother tongue curriculum standards in China, the United States and Finland. It identifies key similarities and significant differences among them. It shows that the Finnish Curriculum has a more balanced distribution of twenty-first century competencies. While communication and critical thinking are stressed in all three, critical thinking is prioritised in the American Curriculum. In addition to communication and critical thinking, the Chinese Curriculum emphasises citizenship based on national identity, metacognitive strategies and aesthetics. The American Curriculum focuses on information and ICT literacy, and the Finnish Curriculum highlights personal and social responsibility concerning cultural awareness and citizenship. The significant differences between these three Curricula are related to the countries’ tradition of curriculum theories – the Chinese integrate Western theories and the Confucian tradition, the American follow the Anglo–American curriculum and the Finnish have roots in Bildung-Didaktik. Curriculum objectives should take into consideration both subject knowledge and skills and the student as a whole person. Additionally, different curriculum traditions should be considered and learned during the curriculum design process.
{"title":"A comparative study of twenty-first century competencies in high school mother tongue curriculum standards in China, the United States and Finland","authors":"L. Deng, Shao-Wei Wu, Yumeng Chen, Yan Wang, Zhengmei Peng","doi":"10.1080/07908318.2022.2072506","DOIUrl":"https://doi.org/10.1080/07908318.2022.2072506","url":null,"abstract":"ABSTRACT\u0000 Integrating twenty-first century competencies into the curriculum has become an important issue for education reform worldwide. This study examines and compares twenty-first century competencies demonstrated in mother tongue curriculum standards in China, the United States and Finland. It identifies key similarities and significant differences among them. It shows that the Finnish Curriculum has a more balanced distribution of twenty-first century competencies. While communication and critical thinking are stressed in all three, critical thinking is prioritised in the American Curriculum. In addition to communication and critical thinking, the Chinese Curriculum emphasises citizenship based on national identity, metacognitive strategies and aesthetics. The American Curriculum focuses on information and ICT literacy, and the Finnish Curriculum highlights personal and social responsibility concerning cultural awareness and citizenship. The significant differences between these three Curricula are related to the countries’ tradition of curriculum theories – the Chinese integrate Western theories and the Confucian tradition, the American follow the Anglo–American curriculum and the Finnish have roots in Bildung-Didaktik. Curriculum objectives should take into consideration both subject knowledge and skills and the student as a whole person. Additionally, different curriculum traditions should be considered and learned during the curriculum design process.","PeriodicalId":17945,"journal":{"name":"Language, Culture and Curriculum","volume":"36 1","pages":"142 - 160"},"PeriodicalIF":3.5,"publicationDate":"2022-05-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45649694","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-04-04DOI: 10.1080/07908318.2022.2048002
K. Lim
{"title":"Race and Ethnicity in English Language Teaching: Korea in Focus","authors":"K. Lim","doi":"10.1080/07908318.2022.2048002","DOIUrl":"https://doi.org/10.1080/07908318.2022.2048002","url":null,"abstract":"","PeriodicalId":17945,"journal":{"name":"Language, Culture and Curriculum","volume":"36 1","pages":"74 - 76"},"PeriodicalIF":3.5,"publicationDate":"2022-04-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47166002","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-04-02DOI: 10.1080/07908318.2022.2056193
Yeong Ryu, Jiyoung Kang
ABSTRACT While having served to help immigrant children develop a sense of ethnic identity and belonging, heritage schools have also been documented to reproduce an essentialised understanding of heritage culture by teaching heritage culture as fixed, stable, and homogenous. To help students move beyond an essentialised conception of heritage culture, the authors collaboratively developed a curriculum engaging students with an alternative understanding of heritage culture and implemented it in a Korean heritage school in New York City. By documenting how the teacher encouraged children to explore the fluid, hybrid, and heterogeneous nature of heritage culture, this study not only provides practical implications for teaching heritage culture but also shows a possibility of making heritage schools a transformative space in which the boundaries of heritage culture and identity are constantly revisited.
{"title":"Whose culture is Korean? Toward an anti-essentialist curriculum for heritage culture","authors":"Yeong Ryu, Jiyoung Kang","doi":"10.1080/07908318.2022.2056193","DOIUrl":"https://doi.org/10.1080/07908318.2022.2056193","url":null,"abstract":"ABSTRACT While having served to help immigrant children develop a sense of ethnic identity and belonging, heritage schools have also been documented to reproduce an essentialised understanding of heritage culture by teaching heritage culture as fixed, stable, and homogenous. To help students move beyond an essentialised conception of heritage culture, the authors collaboratively developed a curriculum engaging students with an alternative understanding of heritage culture and implemented it in a Korean heritage school in New York City. By documenting how the teacher encouraged children to explore the fluid, hybrid, and heterogeneous nature of heritage culture, this study not only provides practical implications for teaching heritage culture but also shows a possibility of making heritage schools a transformative space in which the boundaries of heritage culture and identity are constantly revisited.","PeriodicalId":17945,"journal":{"name":"Language, Culture and Curriculum","volume":"36 1","pages":"123 - 141"},"PeriodicalIF":3.5,"publicationDate":"2022-04-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44848186","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-03-23DOI: 10.1080/07908318.2022.2048003
Yuya Takeda
ABSTRACT This paper reports on the narrative of Shannon, a Taiwanese Canadian female assistant language teacher (ALT) of the Japan Exchange and Teaching (JET) Programme, one of the world’s largest government-sponsored programmes for recruiting English language teachers to teach overseas [Nagatomo (2016). Identity, gender and teaching English in Japan. Multilingual Matters]. The interview data were analyzed with the methodology of critical discursive psychology (CDP), a version of discourse analysis developed by Wetherall and Potter (1992. Mapping the language of racism: Discourse and the legitimation of exploitation. Harvester Wheatsheaf). CDP allows the researchers to engage in ‘double movement’ of Marxist ideological critique and Foucauldian genealogical analysis, with which I demonstrate how Shannon’s subject position was conditioned by broader ideologies and discourses about race, gender, and language. My analysis highlights how the ideology of native speakerism impacts an Asian native speaker’s experience as an ALT in Japan with a particular focus on Shannon’s struggle in a dilemmatic subject position between Asian Self and foreign Other. Due to her Asian appearance, Shannon constantly felt that she was ‘not foreign enough’ to fulfil the role of an exoticised native speaker and struggled to negotiate her legitimacy as an English teacher. Taking dilemma as a generative space for change, I discuss potential pathways for ideological critique and discursive transformation.
{"title":"Mobilising dilemmatic subject positions: a discourse analysis of an Asian Canadian assistant language teacher’s narrative","authors":"Yuya Takeda","doi":"10.1080/07908318.2022.2048003","DOIUrl":"https://doi.org/10.1080/07908318.2022.2048003","url":null,"abstract":"ABSTRACT This paper reports on the narrative of Shannon, a Taiwanese Canadian female assistant language teacher (ALT) of the Japan Exchange and Teaching (JET) Programme, one of the world’s largest government-sponsored programmes for recruiting English language teachers to teach overseas [Nagatomo (2016). Identity, gender and teaching English in Japan. Multilingual Matters]. The interview data were analyzed with the methodology of critical discursive psychology (CDP), a version of discourse analysis developed by Wetherall and Potter (1992. Mapping the language of racism: Discourse and the legitimation of exploitation. Harvester Wheatsheaf). CDP allows the researchers to engage in ‘double movement’ of Marxist ideological critique and Foucauldian genealogical analysis, with which I demonstrate how Shannon’s subject position was conditioned by broader ideologies and discourses about race, gender, and language. My analysis highlights how the ideology of native speakerism impacts an Asian native speaker’s experience as an ALT in Japan with a particular focus on Shannon’s struggle in a dilemmatic subject position between Asian Self and foreign Other. Due to her Asian appearance, Shannon constantly felt that she was ‘not foreign enough’ to fulfil the role of an exoticised native speaker and struggled to negotiate her legitimacy as an English teacher. Taking dilemma as a generative space for change, I discuss potential pathways for ideological critique and discursive transformation.","PeriodicalId":17945,"journal":{"name":"Language, Culture and Curriculum","volume":"36 1","pages":"7 - 20"},"PeriodicalIF":3.5,"publicationDate":"2022-03-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46215081","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-03-17DOI: 10.1080/07908318.2022.2050742
Andrea Parmegiani
ABSTRACT This paper reports on a writing programme I started at Bronx Community College to improve academic success among recently immigrated Spanish-speaking students by linking ESL courses to Spanish academic literacy courses within the framework of a learning community. My reflection begins by articulating the pedagogical rationale for looking beyond ‘English-only’ approaches to the teaching of college writing in the context of the U.S. language demographics. I discuss how the linked course model facilitated the circumvention of ‘normative English monolingual ideologies’ and the implementation of a translingual approach to college writing in an institution where English is the only language of instruction. Drawing on a longitudinal study that includes a comparative analysis of academic success metrics and in-depth interviews, I show how the translingual pedagogical strategies that emerged from the linked courses facilitated English academic literacy acquisition and the ability to succeed through this language.
{"title":"Translanguaging in a bilingual writing programme: the mother tongue as a resource for academic success in a second language","authors":"Andrea Parmegiani","doi":"10.1080/07908318.2022.2050742","DOIUrl":"https://doi.org/10.1080/07908318.2022.2050742","url":null,"abstract":"ABSTRACT This paper reports on a writing programme I started at Bronx Community College to improve academic success among recently immigrated Spanish-speaking students by linking ESL courses to Spanish academic literacy courses within the framework of a learning community. My reflection begins by articulating the pedagogical rationale for looking beyond ‘English-only’ approaches to the teaching of college writing in the context of the U.S. language demographics. I discuss how the linked course model facilitated the circumvention of ‘normative English monolingual ideologies’ and the implementation of a translingual approach to college writing in an institution where English is the only language of instruction. Drawing on a longitudinal study that includes a comparative analysis of academic success metrics and in-depth interviews, I show how the translingual pedagogical strategies that emerged from the linked courses facilitated English academic literacy acquisition and the ability to succeed through this language.","PeriodicalId":17945,"journal":{"name":"Language, Culture and Curriculum","volume":"35 1","pages":"290 - 302"},"PeriodicalIF":3.5,"publicationDate":"2022-03-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45945920","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-03-07DOI: 10.1080/07908318.2022.2048001
Young-Eun Lee, C. Chan
ABSTRACT In this paper, we examine how English language teachers working in a South Korean university navigate complex intersecting identity categories of race, gender, language and nationality while grappling with tensions and paradoxes arising from workplace policies influenced by racialised ideologies, globalisation and neoliberalism. In-depth interviews conducted with two tertiary English language teachers—a local Korean L2 English teacher and a L1 English teacher of Mexican-Italian heritage from the United States—provide insights on how globalisation and internationalisation policies influenced the selection criteria for the hiring of English language teachers at Garam University. Data reveal how ideological preferences for hiring White L1 English teachers, hindered the positive teacher identity formation for Korean L2 English teachers and L1 teachers of colour, particularly when teacher identity intersects with other identity categories. Findings suggest racialised ideologies not only created hierarchies, dichotomies and barriers for L2 English teachers, but ‘White normativity’ is also not challenged by the administrators or the teachers themselves. Implications will be discussed, including why English teachers working in South Korea’s universities in neoliberal times need a safe space to interrogate unjust racialised policies and practices perpetuating marginalisation and exclusion for L2 English teachers and L1 teachers of colour.
{"title":"Racialised Teaching of English Language in South Korea: Voices of University ELT teachers","authors":"Young-Eun Lee, C. Chan","doi":"10.1080/07908318.2022.2048001","DOIUrl":"https://doi.org/10.1080/07908318.2022.2048001","url":null,"abstract":"ABSTRACT In this paper, we examine how English language teachers working in a South Korean university navigate complex intersecting identity categories of race, gender, language and nationality while grappling with tensions and paradoxes arising from workplace policies influenced by racialised ideologies, globalisation and neoliberalism. In-depth interviews conducted with two tertiary English language teachers—a local Korean L2 English teacher and a L1 English teacher of Mexican-Italian heritage from the United States—provide insights on how globalisation and internationalisation policies influenced the selection criteria for the hiring of English language teachers at Garam University. Data reveal how ideological preferences for hiring White L1 English teachers, hindered the positive teacher identity formation for Korean L2 English teachers and L1 teachers of colour, particularly when teacher identity intersects with other identity categories. Findings suggest racialised ideologies not only created hierarchies, dichotomies and barriers for L2 English teachers, but ‘White normativity’ is also not challenged by the administrators or the teachers themselves. Implications will be discussed, including why English teachers working in South Korea’s universities in neoliberal times need a safe space to interrogate unjust racialised policies and practices perpetuating marginalisation and exclusion for L2 English teachers and L1 teachers of colour.","PeriodicalId":17945,"journal":{"name":"Language, Culture and Curriculum","volume":"36 1","pages":"56 - 73"},"PeriodicalIF":3.5,"publicationDate":"2022-03-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41830086","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-03-05DOI: 10.1080/07908318.2022.2047196
Lucy R. McNair, Leigh Garrison-Fletcher
ABSTRACT Our article presents the development, conceptual toolkit, and preliminary observations of an interdisciplinary Language Across the Curriculum (LAC) professional development seminar at our urban community college in Queens, New York. Although innovative in promoting inclusion and diversity, the college reflects a common monolingual ‘Standard American English-only’ ideology in U.S. higher education. Linguistic difference is celebrated yet often viewed as an instructional and professional obstacle. LAC argues that such an approach compromises our institutional commitment to diversity and fails to use these cultural and epistemological assets as resources in learning. In contrast, LAC puts languages at the centre of a multidisciplinary inquiry and outlines a paradigm shift from a ‘language-blind,’ deficit model to a ‘language-aware,’ asset-based, translanguaging pedagogy. Targeting both classroom and college-wide change, the seminar guides participants in reflective and critical discussion of language ideologies and theories of acquisition before developing and applying new teaching strategies. We connect evidence-based translanguaging approaches with critical insights from anti-racist pedagogy, encouraging faculty and students to develop a nuanced appreciation of linguistic identities and to use and build on their full linguistic repertoires. The article provides an overview of the seminar’s interdisciplinary framework, conceptual foundation, and preliminary impacts on faculty, students and campus culture.
{"title":"Putting languages at the centre: developing the Language Across the Curriculum (LAC) faculty seminar at LaGuardia Community College, Queens, New York","authors":"Lucy R. McNair, Leigh Garrison-Fletcher","doi":"10.1080/07908318.2022.2047196","DOIUrl":"https://doi.org/10.1080/07908318.2022.2047196","url":null,"abstract":"ABSTRACT Our article presents the development, conceptual toolkit, and preliminary observations of an interdisciplinary Language Across the Curriculum (LAC) professional development seminar at our urban community college in Queens, New York. Although innovative in promoting inclusion and diversity, the college reflects a common monolingual ‘Standard American English-only’ ideology in U.S. higher education. Linguistic difference is celebrated yet often viewed as an instructional and professional obstacle. LAC argues that such an approach compromises our institutional commitment to diversity and fails to use these cultural and epistemological assets as resources in learning. In contrast, LAC puts languages at the centre of a multidisciplinary inquiry and outlines a paradigm shift from a ‘language-blind,’ deficit model to a ‘language-aware,’ asset-based, translanguaging pedagogy. Targeting both classroom and college-wide change, the seminar guides participants in reflective and critical discussion of language ideologies and theories of acquisition before developing and applying new teaching strategies. We connect evidence-based translanguaging approaches with critical insights from anti-racist pedagogy, encouraging faculty and students to develop a nuanced appreciation of linguistic identities and to use and build on their full linguistic repertoires. The article provides an overview of the seminar’s interdisciplinary framework, conceptual foundation, and preliminary impacts on faculty, students and campus culture.","PeriodicalId":17945,"journal":{"name":"Language, Culture and Curriculum","volume":"33 1","pages":"275 - 289"},"PeriodicalIF":3.5,"publicationDate":"2022-03-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"59516987","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-03-03DOI: 10.1080/07908318.2022.2048000
Ryuko Kubota
ABSTRACT Issues of race, racialisation, and racism have been increasingly raised in the field of applied linguistics and language education especially in the contexts of North America and other English-dominant regions. This special issue contributes to this scholarly and professional discussion by focusing on English language teaching (ELT) in Asian contexts, where ELT is aggressively promoted with the prevalence of White native-English-speakerism which is not only brought by many sojourner teachers but also endorsed by Asian learners and teachers themselves. It presents qualitative studies that critically examine how racialisation, racism, and raciolinguistic ideologies influence racially diverse teachers’ identities, desires, experiences, and resistance. This introductory article provides an overview of the topic and general themes of the articles in the special issue that illuminate contact zones between local Asian learners/teachers and sojourner teachers from diverse racial backgrounds, including Black, Asian, and bi-racial. These identities are positioned vis-à-vis Whiteness that reinforces native speakerism. The articles collectively draw our attention to intersectionality, identify challenges, and envision possible approaches for educational transformation.
{"title":"Racialised teaching of English in Asian contexts: introduction","authors":"Ryuko Kubota","doi":"10.1080/07908318.2022.2048000","DOIUrl":"https://doi.org/10.1080/07908318.2022.2048000","url":null,"abstract":"ABSTRACT Issues of race, racialisation, and racism have been increasingly raised in the field of applied linguistics and language education especially in the contexts of North America and other English-dominant regions. This special issue contributes to this scholarly and professional discussion by focusing on English language teaching (ELT) in Asian contexts, where ELT is aggressively promoted with the prevalence of White native-English-speakerism which is not only brought by many sojourner teachers but also endorsed by Asian learners and teachers themselves. It presents qualitative studies that critically examine how racialisation, racism, and raciolinguistic ideologies influence racially diverse teachers’ identities, desires, experiences, and resistance. This introductory article provides an overview of the topic and general themes of the articles in the special issue that illuminate contact zones between local Asian learners/teachers and sojourner teachers from diverse racial backgrounds, including Black, Asian, and bi-racial. These identities are positioned vis-à-vis Whiteness that reinforces native speakerism. The articles collectively draw our attention to intersectionality, identify challenges, and envision possible approaches for educational transformation.","PeriodicalId":17945,"journal":{"name":"Language, Culture and Curriculum","volume":"36 1","pages":"1 - 6"},"PeriodicalIF":3.5,"publicationDate":"2022-03-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41638097","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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