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":null,"pages":null},"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":null,"pages":null},"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":null,"pages":null},"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":null,"pages":null},"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}
Pub Date : 2022-03-03DOI: 10.1080/07908318.2022.2047195
A. G. Cavazos
ABSTRACT The article describes the translingual theoretical underpinnings guiding the design of a multilingual writing course. The course was offered at The University of Texas Rio Grande Valley, a Hispanic Serving Institution. The design of the course challenged monolingual ideologies in academic writing through community partnerships with non-profit community organisations committed to social justice on the US-Mexico border region. I explore translingual pedagogies in community partnerships as an approach to build students’ linguistic awareness of monolingual, multilingual, and translingual ideologies (Ayash, N. B. (2019). Toward translingual realities in composition: (Re)working local language representations and practices. Utah State University Press). Through reflections on my course design, specifically the syllabus design, introductory activities, and major course projects, I explore teaching practices that fostered self-reflection on language choices. Through translingual dispositions, we can highlight multilingual students’ abilities to negotiate, resist, and question languages as they advocate for social issues that affect their communities through writing, research, and collaboration.
{"title":"Exploring translanguaging events through a multilingual writing course design","authors":"A. G. Cavazos","doi":"10.1080/07908318.2022.2047195","DOIUrl":"https://doi.org/10.1080/07908318.2022.2047195","url":null,"abstract":"ABSTRACT The article describes the translingual theoretical underpinnings guiding the design of a multilingual writing course. The course was offered at The University of Texas Rio Grande Valley, a Hispanic Serving Institution. The design of the course challenged monolingual ideologies in academic writing through community partnerships with non-profit community organisations committed to social justice on the US-Mexico border region. I explore translingual pedagogies in community partnerships as an approach to build students’ linguistic awareness of monolingual, multilingual, and translingual ideologies (Ayash, N. B. (2019). Toward translingual realities in composition: (Re)working local language representations and practices. Utah State University Press). Through reflections on my course design, specifically the syllabus design, introductory activities, and major course projects, I explore teaching practices that fostered self-reflection on language choices. Through translingual dispositions, we can highlight multilingual students’ abilities to negotiate, resist, and question languages as they advocate for social issues that affect their communities through writing, research, and collaboration.","PeriodicalId":17945,"journal":{"name":"Language, Culture and Curriculum","volume":null,"pages":null},"PeriodicalIF":3.5,"publicationDate":"2022-03-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41656507","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 : 2022-03-01DOI: 10.1080/07908318.2022.2046022
Gyewon Jang
book has a transformative power given that the audience can raise their awareness of ‘how race, racism and racialized discourses operate within, and shape, the ELT profession’ (p. 19). In addition, another highlight of the book is his emphasis on the negative pedagogical consequences that White-oriented epistemologies would bring to English language learners. Regarding English as the language of White people keeps ‘the language ‘foreign’, attached to the cultural values of outside regions and forever unattainable’ (p. 103), inferring that English learners feel like it is impossible to achieve native-like standards and identify themselves as deficient learners or cultural Others. Thus, the book presents a convincing argument as to why existing racial hierarchies and discrimination are detrimental to English learners in Korea and pushes ELT professionals to pay close attention to anti-racism in their teaching practices. All things considered, Jenks clearly and precisely expounds upon the history, both political and educational, of racialised discourses in South Korea, while simultaneously illustrating how these insights could be constructive for antiracist endeavours not only for the ELT profession, but also for other relevant areas such as media, political systems and immigration laws. Thus, this volume is highly recommended for people in education, including researchers, preand in-service language teachers, teacher educators, administrators, employers, and curriculum and policy developers so as to critically engage with the ongoing discussions about race. I am also certain that even readers who are not familiar with the Korean ELT contexts will benefit from a wider discussion of how race and racialisation penetrate into language learning and teaching.
{"title":"A critical ethnography of ‘Westerners’ teaching English in China: Shanghaied in Shanghai","authors":"Gyewon Jang","doi":"10.1080/07908318.2022.2046022","DOIUrl":"https://doi.org/10.1080/07908318.2022.2046022","url":null,"abstract":"book has a transformative power given that the audience can raise their awareness of ‘how race, racism and racialized discourses operate within, and shape, the ELT profession’ (p. 19). In addition, another highlight of the book is his emphasis on the negative pedagogical consequences that White-oriented epistemologies would bring to English language learners. Regarding English as the language of White people keeps ‘the language ‘foreign’, attached to the cultural values of outside regions and forever unattainable’ (p. 103), inferring that English learners feel like it is impossible to achieve native-like standards and identify themselves as deficient learners or cultural Others. Thus, the book presents a convincing argument as to why existing racial hierarchies and discrimination are detrimental to English learners in Korea and pushes ELT professionals to pay close attention to anti-racism in their teaching practices. All things considered, Jenks clearly and precisely expounds upon the history, both political and educational, of racialised discourses in South Korea, while simultaneously illustrating how these insights could be constructive for antiracist endeavours not only for the ELT profession, but also for other relevant areas such as media, political systems and immigration laws. Thus, this volume is highly recommended for people in education, including researchers, preand in-service language teachers, teacher educators, administrators, employers, and curriculum and policy developers so as to critically engage with the ongoing discussions about race. I am also certain that even readers who are not familiar with the Korean ELT contexts will benefit from a wider discussion of how race and racialisation penetrate into language learning and teaching.","PeriodicalId":17945,"journal":{"name":"Language, Culture and Curriculum","volume":null,"pages":null},"PeriodicalIF":3.5,"publicationDate":"2022-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49088736","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 : 2022-03-01DOI: 10.1080/07908318.2022.2044841
Natakorn Satienchayakorn, Rachel Grant
ABSTRACT ‘Race applied to human beings is a political division: it is a system of governing people that classifies them into a social hierarchy based on invented biological demarcations’ (Roberts, 2011, p. x). Foregrounding our racialized histories, we show how our lives intersect in a doctoral seminar in Thailand. Combining traditional academic structures and collaborative autoethnography, we describe the context and share our stories. Using intersectionality and raciolinguistics as theoretical lenses, we argue that in Thailand, and throughout Asia, culture/ethnicity and class are often proxies for race or color, and as a result English language teaching (ELT) reflects institutions that fail to challenge the hegemonies of whiteness, Europeanism and Americanism, and English. To contextualize ELT and our role in it, we overview Thailand’s racialized/colorized past and present, linking this to globalization and thirst for English. Our stories provide a framework for discussing our racialized selves and let us get to the culture of race in Thailand and ELT. What emerges is our advocacy for using critical pedagogies in ELT that reflects the contextual realities of teachers’ and students’, their ethno-racial and socio-cultural identities, and as well, their socio-historic lives. (188 words)
{"title":"(Re)Contextualizing English language teaching in Thailand to address racialized and ‘Othered’ inequities in ELT","authors":"Natakorn Satienchayakorn, Rachel Grant","doi":"10.1080/07908318.2022.2044841","DOIUrl":"https://doi.org/10.1080/07908318.2022.2044841","url":null,"abstract":"ABSTRACT ‘Race applied to human beings is a political division: it is a system of governing people that classifies them into a social hierarchy based on invented biological demarcations’ (Roberts, 2011, p. x). Foregrounding our racialized histories, we show how our lives intersect in a doctoral seminar in Thailand. Combining traditional academic structures and collaborative autoethnography, we describe the context and share our stories. Using intersectionality and raciolinguistics as theoretical lenses, we argue that in Thailand, and throughout Asia, culture/ethnicity and class are often proxies for race or color, and as a result English language teaching (ELT) reflects institutions that fail to challenge the hegemonies of whiteness, Europeanism and Americanism, and English. To contextualize ELT and our role in it, we overview Thailand’s racialized/colorized past and present, linking this to globalization and thirst for English. Our stories provide a framework for discussing our racialized selves and let us get to the culture of race in Thailand and ELT. What emerges is our advocacy for using critical pedagogies in ELT that reflects the contextual realities of teachers’ and students’, their ethno-racial and socio-cultural identities, and as well, their socio-historic lives. (188 words)","PeriodicalId":17945,"journal":{"name":"Language, Culture and Curriculum","volume":null,"pages":null},"PeriodicalIF":3.5,"publicationDate":"2022-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44802525","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 : 2022-03-01DOI: 10.1080/07908318.2022.2046771
Min Bao, X. Gao
unheard stories of sojourning White teachers in China, some of which might reflect poorly on ELT professionals, even including herself. Despite the book’s strengths, there are several concerns. The study includes only a small number of site visits for ethnographic work, and the voices of local students, teachers, and/or administrative-level staff are limited. It also does not include Black teachers, who might have different experiences in Chinese society, as participants. Another concern is an overemphasis on the negative portrayals of the teachers as constructed through Chinese discourses without considering their potentially positive influences on Chinese students, colleagues, and the institution, which might cause a generalisation or stigmatisation of Western teachers in China and other similar contexts. As a Korean ELT professional, I have witnessed what Stanley reported in Korean college settings, but I also believe that having a local lens is imperative to have a balanced understanding. I suggest that readers learn from Chinese scholars’ different perspectives toward ELT and L1 English teachers in China (e.g. Huang, 2018). It would also be encouraging to see further studies that examine race and racial injustice in China and elsewhere (see Vessup, 2017). Although this book was published in 2013, it discusses the enduring problems generated by desire for Whiteness and Western cultures through its robust presentations and discussions of the complex realities of White foreign teachers and their experiences teaching English in China.
{"title":"Education, ethnicity and equity in the multilingual asian context","authors":"Min Bao, X. Gao","doi":"10.1080/07908318.2022.2046771","DOIUrl":"https://doi.org/10.1080/07908318.2022.2046771","url":null,"abstract":"unheard stories of sojourning White teachers in China, some of which might reflect poorly on ELT professionals, even including herself. Despite the book’s strengths, there are several concerns. The study includes only a small number of site visits for ethnographic work, and the voices of local students, teachers, and/or administrative-level staff are limited. It also does not include Black teachers, who might have different experiences in Chinese society, as participants. Another concern is an overemphasis on the negative portrayals of the teachers as constructed through Chinese discourses without considering their potentially positive influences on Chinese students, colleagues, and the institution, which might cause a generalisation or stigmatisation of Western teachers in China and other similar contexts. As a Korean ELT professional, I have witnessed what Stanley reported in Korean college settings, but I also believe that having a local lens is imperative to have a balanced understanding. I suggest that readers learn from Chinese scholars’ different perspectives toward ELT and L1 English teachers in China (e.g. Huang, 2018). It would also be encouraging to see further studies that examine race and racial injustice in China and elsewhere (see Vessup, 2017). Although this book was published in 2013, it discusses the enduring problems generated by desire for Whiteness and Western cultures through its robust presentations and discussions of the complex realities of White foreign teachers and their experiences teaching English in China.","PeriodicalId":17945,"journal":{"name":"Language, Culture and Curriculum","volume":null,"pages":null},"PeriodicalIF":3.5,"publicationDate":"2022-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"59516979","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 : 2022-02-27DOI: 10.1080/07908318.2022.2045303
Youngjoo Seo, Ryuko Kubota
ABSTRACT English language teaching has become a global phenomenon, involving racially and culturally diverse teachers travelling across national borders. While these transnational teachers bring diversity to host countries, the superiority of White native English speakers continues to be reinforced. This raciolinguistic ideology can uniquely shape the subjectivities of English language teachers of colour who sojourn abroad. Focusing on three African American female teachers of English who were participating in the English Program in Korea (EPIK) to teach in South Korean schools and posting YouTube videos to describe their experiences, this qualitative study examined the nature of their experiences and intersecting subjectivities regarding race, colour, language, gender, and nationality, as well as privilege and marginality as they are expressed online. The analysis focused on how intersectionality, a notion originally developed to describe Black women’s unique experiences in the United States, would be applied to this transnational context. A thematic analysis of a total of 12 videos revealed these EPIK teachers’ multifaceted and negotiated subjectivities as American teachers, victims of racial prejudice, and ambassadors with a mission to educate local people. These subjectivities signify the intersectionality of privilege and marginality, which are embedded in the local and global ideologies and power relations.
{"title":"Exploring lived experiences of Black female English teachers in South Korea: understanding travelling intersectionality and subjectivities","authors":"Youngjoo Seo, Ryuko Kubota","doi":"10.1080/07908318.2022.2045303","DOIUrl":"https://doi.org/10.1080/07908318.2022.2045303","url":null,"abstract":"ABSTRACT English language teaching has become a global phenomenon, involving racially and culturally diverse teachers travelling across national borders. While these transnational teachers bring diversity to host countries, the superiority of White native English speakers continues to be reinforced. This raciolinguistic ideology can uniquely shape the subjectivities of English language teachers of colour who sojourn abroad. Focusing on three African American female teachers of English who were participating in the English Program in Korea (EPIK) to teach in South Korean schools and posting YouTube videos to describe their experiences, this qualitative study examined the nature of their experiences and intersecting subjectivities regarding race, colour, language, gender, and nationality, as well as privilege and marginality as they are expressed online. The analysis focused on how intersectionality, a notion originally developed to describe Black women’s unique experiences in the United States, would be applied to this transnational context. A thematic analysis of a total of 12 videos revealed these EPIK teachers’ multifaceted and negotiated subjectivities as American teachers, victims of racial prejudice, and ambassadors with a mission to educate local people. These subjectivities signify the intersectionality of privilege and marginality, which are embedded in the local and global ideologies and power relations.","PeriodicalId":17945,"journal":{"name":"Language, Culture and Curriculum","volume":null,"pages":null},"PeriodicalIF":3.5,"publicationDate":"2022-02-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46738263","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 : 2022-02-09DOI: 10.1080/07908318.2022.2033762
Yu-Ting Kao
ABSTRACT This study explores teachers' perceptions and practices about the translanguaging approach in CLIL elementary and secondary school contexts in Taiwan. It first investigates 422 in-service teachers' perspectives toward teachers' and students' use of (1) a native language; (2) non-verbal behaviors; and (3) other meaning-making signs in the language learning context. Second, the study delves into how in-service teachers apply the notion of translanguaging in CLIL by examining episodes of classroom discourse originating from three participating teachers in various school contexts. Results reveal that (1) elementary English teachers used semiotic resources and gestures; (2) middle school English teachers applied semiotic resources and (3) middle school content teachers preferred using L1 to reinforce subject learning. This study demonstrates that though the concept of translanguaging approach is new to many teachers in Taiwan, many of these practices are currently carried out by teachers in daily routines. Results show that the translanguaging approach has expanded the linguistics practices and empowered the use of other meaning-making signs that are typically less valued in school. Pedagogical applications are suggested, such as raising teachers' awareness of the strategic use of translanguaging and gestures, and integrating the translanguaging and trans-semiotizing approach into CLIL classes in a systematic fashion.
{"title":"Exploring translanguaging in Taiwanese CLIL classes: an analysis of teachers’ perceptions and practices","authors":"Yu-Ting Kao","doi":"10.1080/07908318.2022.2033762","DOIUrl":"https://doi.org/10.1080/07908318.2022.2033762","url":null,"abstract":"ABSTRACT This study explores teachers' perceptions and practices about the translanguaging approach in CLIL elementary and secondary school contexts in Taiwan. It first investigates 422 in-service teachers' perspectives toward teachers' and students' use of (1) a native language; (2) non-verbal behaviors; and (3) other meaning-making signs in the language learning context. Second, the study delves into how in-service teachers apply the notion of translanguaging in CLIL by examining episodes of classroom discourse originating from three participating teachers in various school contexts. Results reveal that (1) elementary English teachers used semiotic resources and gestures; (2) middle school English teachers applied semiotic resources and (3) middle school content teachers preferred using L1 to reinforce subject learning. This study demonstrates that though the concept of translanguaging approach is new to many teachers in Taiwan, many of these practices are currently carried out by teachers in daily routines. Results show that the translanguaging approach has expanded the linguistics practices and empowered the use of other meaning-making signs that are typically less valued in school. Pedagogical applications are suggested, such as raising teachers' awareness of the strategic use of translanguaging and gestures, and integrating the translanguaging and trans-semiotizing approach into CLIL classes in a systematic fashion.","PeriodicalId":17945,"journal":{"name":"Language, Culture and Curriculum","volume":null,"pages":null},"PeriodicalIF":3.5,"publicationDate":"2022-02-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44398456","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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