Pub Date : 2022-05-02DOI: 10.14434/ijlcle.v2imay.34387
Sandrine Pell
This article draws on a four-month ethnography in a rural French high school. Through analysis of ten Franco-Maghrebi students’ communicative resources, experiences of schooling, and narratives, along with educators’ perspectives, the study shows that the students’ home languages were rejected and perceived as a threat to France’s hegemony. At the same time, French was weaponized and imposed as the legitimate language. However, the results indicate that these youths had a desire to maintain a link with their heritage language and culture, and that Islam, with its related socioliteracy practices, could represent an alternative discourse. Through a postcolonial lens, the article examines how policies to ensure the dominance of French culture and language have delegitimized the cultures and languages of its minorities, of which immigrants from the Maghreb constitute the largest and most marginalized non- European minority. Further, it demonstrates how institutional practices and sociopolitical discourses contribute to discrimination, inequity, and an exclusive school environment.
{"title":"Weaponization of French and Rejection of Maghrebi Arabic in a French High School","authors":"Sandrine Pell","doi":"10.14434/ijlcle.v2imay.34387","DOIUrl":"https://doi.org/10.14434/ijlcle.v2imay.34387","url":null,"abstract":"This article draws on a four-month ethnography in a rural French high school. Through analysis of ten Franco-Maghrebi students’ communicative resources, experiences of schooling, and narratives, along with educators’ perspectives, the study shows that the students’ home languages were rejected and perceived as a threat to France’s hegemony. At the same time, French was weaponized and imposed as the legitimate language. However, the results indicate that these youths had a desire to maintain a link with their heritage language and culture, and that Islam, with its related socioliteracy practices, could represent an alternative discourse. Through a postcolonial lens, the article examines how policies to ensure the dominance of French culture and language have delegitimized the cultures and languages of its minorities, of which immigrants from the Maghreb constitute the largest and most marginalized non- European minority. Further, it demonstrates how institutional practices and sociopolitical discourses contribute to discrimination, inequity, and an exclusive school environment.","PeriodicalId":424949,"journal":{"name":"International Journal of Literacy, Culture, and Language Education","volume":"40 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-05-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126939394","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-05-02DOI: 10.14434/ijlcle.v2imay.34350
Luis Javier Pentón Herrera, Kisha C. Bryan
{"title":"Full Vol 2 (2022) Special Issue: Language Weaponization in Society and Education","authors":"Luis Javier Pentón Herrera, Kisha C. Bryan","doi":"10.14434/ijlcle.v2imay.34350","DOIUrl":"https://doi.org/10.14434/ijlcle.v2imay.34350","url":null,"abstract":"","PeriodicalId":424949,"journal":{"name":"International Journal of Literacy, Culture, and Language Education","volume":"52 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-05-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128471340","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-05-02DOI: 10.14434/ijlcle.v2imay.34393
Peter I. De Costa, L. Her, Vashti Lee
Since the beginning of the COVID-19 pandemic and Trump’s branding of the virus as the “China” or “Wuhan” virus, anti-Asian sentiment has swept through the United States, resulting in developments involving antiracist discourse. Our commentary draws upon these events and other recent incidents in the United States to demonstrate the power that words have when weaponized for particular ideologies or groups. Adopting McConnell-Ginet’s (2020) notions of semantic authority and semantic mastery, the commentary further delves into how racist discourse, when successfully weaponized through social media and political groups, creates tensions for teachers and administrators in the language classroom. Next, we highlight two examples of anti-Asian racism to show not only the psychological but also the physical harm that comes from weaponized language. Our commentary concludes with a call for students to be more critically aware of prevalent discourse through antiracist pedagogical resources (Anya, 2021; Baker-Bell, 2020; Flores & Rosa, 2019) in language and literacy education, and the role professional organizations have in supporting antiracist ideologies through their own form of countermeasures via statements of support.
{"title":"Weaponizing and De-weaponizing Antiracist Discourse","authors":"Peter I. De Costa, L. Her, Vashti Lee","doi":"10.14434/ijlcle.v2imay.34393","DOIUrl":"https://doi.org/10.14434/ijlcle.v2imay.34393","url":null,"abstract":"Since the beginning of the COVID-19 pandemic and Trump’s branding of the virus as the “China” or “Wuhan” virus, anti-Asian sentiment has swept through the United States, resulting in developments involving antiracist discourse. Our commentary draws upon these events and other recent incidents in the United States to demonstrate the power that words have when weaponized for particular ideologies or groups. Adopting McConnell-Ginet’s (2020) notions of semantic authority and semantic mastery, the commentary further delves into how racist discourse, when successfully weaponized through social media and political groups, creates tensions for teachers and administrators in the language classroom. Next, we highlight two examples of anti-Asian racism to show not only the psychological but also the physical harm that comes from weaponized language. Our commentary concludes with a call for students to be more critically aware of prevalent discourse through antiracist pedagogical resources (Anya, 2021; Baker-Bell, 2020; Flores & Rosa, 2019) in language and literacy education, and the role professional organizations have in supporting antiracist ideologies through their own form of countermeasures via statements of support.","PeriodicalId":424949,"journal":{"name":"International Journal of Literacy, Culture, and Language Education","volume":"54 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-05-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124953170","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-05-02DOI: 10.14434/ijlcle.v2imay.34392
Gabriel T. Acevedo Velázquez
This article explores Ratcliffe’s (2005) theory of rhetorical listening and the means of utilizing it to interpret and facilitate conversations around gay identities, especially between teachers and students in the classroom. Conversations around sexual identities in classrooms have changed the way in which teachers and students communicate, as well as the way conversations are approached to the point of becoming nonexistent. By these conversations becoming nonexistent, gay identities become isolated in the classroom, therefore silencing what could become rhetorical opportunities for growth. I utilize rhetorical listening as a pedagogical strategy against the weaponization of the word gay. Using Ratcliffe’s (2005) original theory of listening pedagogically as a foundation, I build on listening’s potential to address controversial or highly charged rhetoric around issues of identity, in this case, utilizing the word gay in the classroom. I elaborate on the theory of rhetorical listening and its implications—raising awareness of identification and constructing conversations that can be applied in listening to identity rhetoric in pedagogical settings. Finally, this paper suggests using rhetorical listening pedagogy in classrooms and illustrates a series of arbitrations that show rhetorical listening as a tool for application in discussing issues of queer identity in the classroom.
{"title":"(Re)constructing Gay, a Classroom, and a Journey to Rhetorical Listening","authors":"Gabriel T. Acevedo Velázquez","doi":"10.14434/ijlcle.v2imay.34392","DOIUrl":"https://doi.org/10.14434/ijlcle.v2imay.34392","url":null,"abstract":"This article explores Ratcliffe’s (2005) theory of rhetorical listening and the means of utilizing it to interpret and facilitate conversations around gay identities, especially between teachers and students in the classroom. Conversations around sexual identities in classrooms have changed the way in which teachers and students communicate, as well as the way conversations are approached to the point of becoming nonexistent. By these conversations becoming nonexistent, gay identities become isolated in the classroom, therefore silencing what could become rhetorical opportunities for growth. I utilize rhetorical listening as a pedagogical strategy against the weaponization of the word gay. Using Ratcliffe’s (2005) original theory of listening pedagogically as a foundation, I build on listening’s potential to address controversial or highly charged rhetoric around issues of identity, in this case, utilizing the word gay in the classroom. I elaborate on the theory of rhetorical listening and its implications—raising awareness of identification and constructing conversations that can be applied in listening to identity rhetoric in pedagogical settings. Finally, this paper suggests using rhetorical listening pedagogy in classrooms and illustrates a series of arbitrations that show rhetorical listening as a tool for application in discussing issues of queer identity in the classroom.","PeriodicalId":424949,"journal":{"name":"International Journal of Literacy, Culture, and Language Education","volume":"19 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-05-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124616179","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-05-02DOI: 10.14434/ijlcle.v2imay.34386
Tasha Austin
Perceptions of linguistic deficiency represent an extension of the devaluation of Black and racialized speakers which impacts their participation and representation, particularly within language classrooms. Though racism is directly challenged in current education research, language education remains a fertile space for weaponizing seemingly race-neutral terms like ‘culture’ and ‘identity’ as a means of minimizing the importance of race and other sociocultural factors on classroom language learning. Through semistructured interviews, this critical qualitative case study investigates the racial ideologies of three language teacher educators (LTEs) at Franklin University. Findings suggest the de-racialization of ‘culture’ and ‘identity’ influences the goals, design, and execution of instruction in this language teacher preparation program. Implications include guidance for language teacher preparation research and practice inclusive of centering race and clarifying the roles of race and power in language teacher preparation. Critically confronting who benefits or suffers when we use the term ‘culture’ in lieu of race in teacher preparation is also recommended.
{"title":"Hard Time Seeing the Relevance","authors":"Tasha Austin","doi":"10.14434/ijlcle.v2imay.34386","DOIUrl":"https://doi.org/10.14434/ijlcle.v2imay.34386","url":null,"abstract":"Perceptions of linguistic deficiency represent an extension of the devaluation of Black and racialized speakers which impacts their participation and representation, particularly within language classrooms. Though racism is directly challenged in current education research, language education remains a fertile space for weaponizing seemingly race-neutral terms like ‘culture’ and ‘identity’ as a means of minimizing the importance of race and other sociocultural factors on classroom language learning. Through semistructured interviews, this critical qualitative case study investigates the racial ideologies of three language teacher educators (LTEs) at Franklin University. Findings suggest the de-racialization of ‘culture’ and ‘identity’ influences the goals, design, and execution of instruction in this language teacher preparation program. Implications include guidance for language teacher preparation research and practice inclusive of centering race and clarifying the roles of race and power in language teacher preparation. Critically confronting who benefits or suffers when we use the term ‘culture’ in lieu of race in teacher preparation is also recommended.","PeriodicalId":424949,"journal":{"name":"International Journal of Literacy, Culture, and Language Education","volume":"108 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-05-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122485767","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-12-14DOI: 10.14434/ijlcle.v1i0.31731
Serafín M. Coronel-Molina, Xin Chen
{"title":"Full Vol 1 (2020): International Journal of Literacy, Culture, and Language Education (IJLCLE)","authors":"Serafín M. Coronel-Molina, Xin Chen","doi":"10.14434/ijlcle.v1i0.31731","DOIUrl":"https://doi.org/10.14434/ijlcle.v1i0.31731","url":null,"abstract":"","PeriodicalId":424949,"journal":{"name":"International Journal of Literacy, Culture, and Language Education","volume":"39 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-12-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132316077","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-02-15DOI: 10.14434/ijlcle.v1i0.26827
B. Samuelson, J. Kigamwa
We examine a model for outofschool literacy instruction using language and cultural available designs for teaching awareness of audience across cultures. The literacy model described here engages undergraduate and secondary students in a cross-cultural storytelling exchange and calls for anticipating the needs of young readers who do not share linguistic or cultural backgrounds. We describe the process of helping the writers to understand their Rwandan audience and highlight some of the linguistic and cultural issues that arose in the early drafts and persisted throughout the editing process despite direct feedback. We describe the workshops in which we discussed available linguistic and cultural designs and track some of the responses of the writers. And finally, we examine a story from the third volume for evidence that the writers had addressed the needs of the Rwandan readers in their stories.
{"title":"Students Writing across Cultures: Teaching Awareness of Audience in a Co-curricular Service Learning Project","authors":"B. Samuelson, J. Kigamwa","doi":"10.14434/ijlcle.v1i0.26827","DOIUrl":"https://doi.org/10.14434/ijlcle.v1i0.26827","url":null,"abstract":"We examine a model for outofschool literacy instruction using language and cultural available designs for teaching awareness of audience across cultures. The literacy model described here engages undergraduate and secondary students in a cross-cultural storytelling exchange and calls for anticipating the needs of young readers who do not share linguistic or cultural backgrounds. We describe the process of helping the writers to understand their Rwandan audience and highlight some of the linguistic and cultural issues that arose in the early drafts and persisted throughout the editing process despite direct feedback. We describe the workshops in which we discussed available linguistic and cultural designs and track some of the responses of the writers. And finally, we examine a story from the third volume for evidence that the writers had addressed the needs of the Rwandan readers in their stories.","PeriodicalId":424949,"journal":{"name":"International Journal of Literacy, Culture, and Language Education","volume":"41 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-02-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129520297","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-02-15DOI: 10.14434/ijlcle.v1i0.26829
Erica M. Christie
Though elementary students often read picture books in school, the growth of critical literacy has inspired teachers to select texts that engage students with literacy and social studies in more meaningful ways. Although many of these texts are traditional picture books, alternative formats like the graphic novel are also being used to invite student questioning and share multiple perspectives. This study examines the ways elementary students understand and retell a complex social studies story using multiple textual formats. Thirdgrade students were exposed to a picture book and graphic novel version of the true story of Alia Muhammad Baker, a courageous Iraqi librarian. After reflecting on the texts, students renarrated the story; many chose to write graphic novels. Students expressed high levels of interest in graphic novels, exhibited new perspectives on the Iraq War and active citizenship, and utilized key features of graphic novels to tell complex and multilayered social stories.
{"title":"One Story, Many Perspectives: Reading and Writing Graphic Novels in the Elementary Social Studies Classroom","authors":"Erica M. Christie","doi":"10.14434/ijlcle.v1i0.26829","DOIUrl":"https://doi.org/10.14434/ijlcle.v1i0.26829","url":null,"abstract":"Though elementary students often read picture books in school, the growth of critical literacy has inspired teachers to select texts that engage students with literacy and social studies in more meaningful ways. Although many of these texts are traditional picture books, alternative formats like the graphic novel are also being used to invite student questioning and share multiple perspectives. This study examines the ways elementary students understand and retell a complex social studies story using multiple textual formats. Thirdgrade students were exposed to a picture book and graphic novel version of the true story of Alia Muhammad Baker, a courageous Iraqi librarian. After reflecting on the texts, students renarrated the story; many chose to write graphic novels. Students expressed high levels of interest in graphic novels, exhibited new perspectives on the Iraq War and active citizenship, and utilized key features of graphic novels to tell complex and multilayered social stories.","PeriodicalId":424949,"journal":{"name":"International Journal of Literacy, Culture, and Language Education","volume":"13 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-02-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127919015","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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