Pub Date : 2023-09-29DOI: 10.1080/15348458.2023.2252491
Sarah E. Hercula, Jessica L. Cundiff
ABSTRACTThis study evaluates attitudes toward nonnative Englishes among students, faculty, and staff at a STEM-focused U.S. university. The study utilizes the verbal-guise technique: Participants listened to and rated three summaries of the same short story as told by native speakers of U.S. English, Chinese, and Arabic. This adapted verbal-guise methodology allows for the inclusion and analysis of grammatical and lexical features—in addition to phonological features—in speaker recordings. Results reveal preferential bias in favor of native-speaker U.S. English, yet each nonnative English speaker was rated significantly differently. The native Arabic speaker was rated as less likeable and competent than the native Chinese and English speakers, while also receiving higher ratings in speech similarity and pleasantness than the native Chinese speaker. Participants’ attitudes toward and confidence with intercultural communication moderated ratings of the nonnative Englishes: Participants with more positive attitudes and greater confidence rated the native speakers of Chinese and Arabic higher on variables including speech pleasantness and willingness to interact. Findings suggest ways to improve attitudes toward nonnative Englishes on college campuses—STEM-focused campuses, specifically.KEYWORDS: Diversity and inclusionhigher educationlanguage attitudeslinguistic prejudicenonnative Englishesverbal-guise technique Disclosure statementNo potential conflict of interest was reported by the author(s).Additional informationFundingThis research was supported by funding from the First-Year Research Experience (FYRE) program in the College of Arts, Sciences, and Education at Missouri University of Science and Technology. Special thanks also to Taylor McNamee and Anna Peacock, who served as undergraduate research assistants on this project through the FYRE program.Notes on contributorsSarah E. HerculaSarah E. Hercula is an associate professor of applied linguistics in the Department of English and Technical Communication at Missouri University of Science and Technology in Rolla, MO. She holds a PhD in English studies with a specialization in linguistics from Illinois State University. Her research interests include English language variation, language attitudes and ideologies, and linguistics pedagogy, among others. Her most recent book is entitled Fostering Linguistic Equality: The SISE Approach to the Introductory Linguistics Course (Palgrave Macmillan 2020).Jessica L. CundiffJessica L. Cundiff is an Associate Professor in the Department of Psychological Science and Director of the S&T ADVANCE program at Missouri University of Science & Technology. She earned a dual PhD in Social Psychology and Women’s Studies at Penn State University. Her research examines stereotyping and discrimination, with a focus on gender bias and identifying effective strategies (and pitfalls) for addressing bias.
摘要本研究评估了一所以stem为重点的美国大学的学生、教师和工作人员对非母语英语的态度。这项研究使用了语言伪装技术:参与者听了由美国英语、汉语和阿拉伯语母语人士讲述的同一篇短篇故事的三篇摘要，并对其进行评分。这种经过调整的语言伪装方法允许包括和分析说话人录音中的语法和词汇特征——除了语音特征之外。结果显示对美国英语母语者的偏好偏向，但每个非英语母语者的评分显著不同。与以汉语和英语为母语的人相比，以阿拉伯语为母语的人被认为不那么讨人喜欢和能干，而在言语相似性和愉快度方面，他们的得分也高于以汉语为母语的人。参与者对跨文化交际的态度和信心调节了对非英语母语者的评分:态度更积极和信心更强的参与者对汉语和阿拉伯语母语者的评分更高，包括言语愉快和互动意愿。研究结果提出了改善大学校园——特别是以stem为重点的校园——对非母语英语的态度的方法。关键词:多样性与包容性高等教育语言态度语言偏见非母语英语语言伪装技术披露声明作者未报告潜在的利益冲突。本研究由密苏里科技大学艺术、科学和教育学院的第一年研究经验(FYRE)项目资助。特别感谢泰勒·麦克纳米和安娜·皮科克，他们在FYRE项目中担任本科生研究助理。sarah E. Hercula是密苏里州科技大学英语和技术传播系应用语言学副教授。她拥有伊利诺伊州立大学语言学专业的英语研究博士学位。她的研究兴趣包括英语语言变异、语言态度和意识形态、语言学教学法等。她最近的一本书名为《促进语言平等:语言学入门课程的SISE方法》(Palgrave Macmillan 2020)。Jessica L. Cundiff是密苏里科技大学心理科学系副教授，也是科技进步项目主任。她在宾夕法尼亚州立大学获得了社会心理学和妇女研究的双博士学位。她的研究考察了刻板印象和歧视，重点是性别偏见，并确定了解决偏见的有效策略(和陷阱)。
{"title":"Adapting the Verbal-Guise Technique: A STEM-Focused U.S. Campus Community’s Attitudes Toward Nonnative Englishes","authors":"Sarah E. Hercula, Jessica L. Cundiff","doi":"10.1080/15348458.2023.2252491","DOIUrl":"https://doi.org/10.1080/15348458.2023.2252491","url":null,"abstract":"ABSTRACTThis study evaluates attitudes toward nonnative Englishes among students, faculty, and staff at a STEM-focused U.S. university. The study utilizes the verbal-guise technique: Participants listened to and rated three summaries of the same short story as told by native speakers of U.S. English, Chinese, and Arabic. This adapted verbal-guise methodology allows for the inclusion and analysis of grammatical and lexical features—in addition to phonological features—in speaker recordings. Results reveal preferential bias in favor of native-speaker U.S. English, yet each nonnative English speaker was rated significantly differently. The native Arabic speaker was rated as less likeable and competent than the native Chinese and English speakers, while also receiving higher ratings in speech similarity and pleasantness than the native Chinese speaker. Participants’ attitudes toward and confidence with intercultural communication moderated ratings of the nonnative Englishes: Participants with more positive attitudes and greater confidence rated the native speakers of Chinese and Arabic higher on variables including speech pleasantness and willingness to interact. Findings suggest ways to improve attitudes toward nonnative Englishes on college campuses—STEM-focused campuses, specifically.KEYWORDS: Diversity and inclusionhigher educationlanguage attitudeslinguistic prejudicenonnative Englishesverbal-guise technique Disclosure statementNo potential conflict of interest was reported by the author(s).Additional informationFundingThis research was supported by funding from the First-Year Research Experience (FYRE) program in the College of Arts, Sciences, and Education at Missouri University of Science and Technology. Special thanks also to Taylor McNamee and Anna Peacock, who served as undergraduate research assistants on this project through the FYRE program.Notes on contributorsSarah E. HerculaSarah E. Hercula is an associate professor of applied linguistics in the Department of English and Technical Communication at Missouri University of Science and Technology in Rolla, MO. She holds a PhD in English studies with a specialization in linguistics from Illinois State University. Her research interests include English language variation, language attitudes and ideologies, and linguistics pedagogy, among others. Her most recent book is entitled Fostering Linguistic Equality: The SISE Approach to the Introductory Linguistics Course (Palgrave Macmillan 2020).Jessica L. CundiffJessica L. Cundiff is an Associate Professor in the Department of Psychological Science and Director of the S&T ADVANCE program at Missouri University of Science & Technology. She earned a dual PhD in Social Psychology and Women’s Studies at Penn State University. Her research examines stereotyping and discrimination, with a focus on gender bias and identifying effective strategies (and pitfalls) for addressing bias.","PeriodicalId":46978,"journal":{"name":"Journal of Language Identity and Education","volume":"61 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135199187","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-09-20DOI: 10.1080/15348458.2023.2252515
Wen XU, Stahl Garth
ABSTRACTThis paper illustrates how spaces were created for children from culturally and linguistically diverse backgrounds to emotionally engage in traditional Chinese literacy practices in a primary school in Sydney, Australia. The ethnographic data allow insight into how ordinary activities organised around character tracing and writing can pedagogically evoke students’ “discomforting” emotions while socialising them into ways of becoming and embodying a “real Chinese.” By providing a range of alternative readings that counter and challenge the hegemonic and essentialised discourses, we instantiate that repetitive, non-challenging Chinese literacy practices are charged with a cultural agenda that teaches the students to think, behave and feel (or be) “more Chinese” in CFL learning and their interface with Chinese communities. Such work has implications for future research agenda in the Australian and global context regarding how students’ emotional experiences help shape and reshape their emerging and dynamic learner identities when pedagogies of discomfort are implemented in foreign languages education.KEYWORDS: Chinese charactersChinese language and cultureidentitypedagogies of discomfort Disclosure statementNo potential conflict of interest was reported by the author(s).Additional informationNotes on contributorsWen XUWen XU is Assistant Professor at Shanghai Jiao Tong University. Research interests focus on language policy and planning, international students/migrants and Chinese language education.Stahl GarthStahl Garth is Associate Professor at the University of Queensland. His research interests focus on the relationship between education and society, socio-cultural studies of education, student identities, equity/inequality, and social change.
{"title":"Routine Literacy Practices as a Cultural Agenda: Children’s Experiences of Writing “Difficult” Chinese Characters in Australia","authors":"Wen XU, Stahl Garth","doi":"10.1080/15348458.2023.2252515","DOIUrl":"https://doi.org/10.1080/15348458.2023.2252515","url":null,"abstract":"ABSTRACTThis paper illustrates how spaces were created for children from culturally and linguistically diverse backgrounds to emotionally engage in traditional Chinese literacy practices in a primary school in Sydney, Australia. The ethnographic data allow insight into how ordinary activities organised around character tracing and writing can pedagogically evoke students’ “discomforting” emotions while socialising them into ways of becoming and embodying a “real Chinese.” By providing a range of alternative readings that counter and challenge the hegemonic and essentialised discourses, we instantiate that repetitive, non-challenging Chinese literacy practices are charged with a cultural agenda that teaches the students to think, behave and feel (or be) “more Chinese” in CFL learning and their interface with Chinese communities. Such work has implications for future research agenda in the Australian and global context regarding how students’ emotional experiences help shape and reshape their emerging and dynamic learner identities when pedagogies of discomfort are implemented in foreign languages education.KEYWORDS: Chinese charactersChinese language and cultureidentitypedagogies of discomfort Disclosure statementNo potential conflict of interest was reported by the author(s).Additional informationNotes on contributorsWen XUWen XU is Assistant Professor at Shanghai Jiao Tong University. Research interests focus on language policy and planning, international students/migrants and Chinese language education.Stahl GarthStahl Garth is Associate Professor at the University of Queensland. His research interests focus on the relationship between education and society, socio-cultural studies of education, student identities, equity/inequality, and social change.","PeriodicalId":46978,"journal":{"name":"Journal of Language Identity and Education","volume":"90 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136308322","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-07-04DOI: 10.1080/15348458.2023.2202582
Jessie Hutchison Curtis, Qianqian Zhang‐Wu, Chris K. Chang‐Bacon
Welcome to this special issue, which centers on critical language awareness (CLA) as a framework for working with multilingual students in U.S. schools. The seminal idea for the issue arose from a colloquium, Language Aware Teaching in Multilingual and Remote Contexts, organized by TESOL’s Research Professional Council and held during the 2021 TESOL Convention. By 2021, the educational community was reeling from the effects of COVID-19 and the inescapable evidence that the pandemic had exacerbated already-existing educational inequities globally. These were especially seen in lower-income urban and rural school districts—social geographies that tend to overlap with racialized and linguistically marginalized communities. In the U.S., the disproportionate impact on schools in these communities was widely reported. With educational equity both an ongoing and urgent concern, the research colloquium highlighted instructional approaches that center multilingual students’ linguistic and cultural knowledge in school curricula through critical and liberatory teaching that seeks social change. This issue unpacks the ideological, pedagogical, and practical complexities, as well as the possibilities reported by teacher educators, preand in-service teachers, and students as they engaged these approaches in their multilingual classrooms. Instructional approaches committed to leveraging community languages, language practices, and knowledge in school curricula have gained traction in teacher education programs over the past three decades. Among these approaches, funds of knowledge research (Moll et al., 1992); linguistically and culturally sustaining pedagogies (Paris & Alim, 2017); linguistic landscape research (Shohamy & Gorter, 2009); youth participatory action research (Cammarota & Fine, 2008); and translanguaging (García et al., 2017) are represented in this issue. Yet those involved in the work of education have reported tensions between these approaches and established ideologies and practices in school settings. In the U.S., where English monolingualism rather than bilingualism has been predominantly promoted as an educational goal, there is a need to recognize and affirm the multilingual nature of schools as the worldwide norm (García, 2016), and to support and de-isolate teachers as they take up instructional approaches that value diverse forms of community knowledge. The articles in this issue demonstrate how CLA offers such an avenue. By illustrating how centering students’ languages, language practices, and knowledge unearths ideological and structural challenges, these CLAfocused articles offer possibilities for how teachers and students can be empowered by alternative pedagogies that engage their own decision-making along the way.
欢迎阅读本期特刊，本期特刊的重点是将批判性语言意识(CLA)作为与美国学校多语种学生合作的框架。这一问题的开创性想法来自于由TESOL研究专业委员会组织并在2021年TESOL大会期间举行的“多语言和远程环境中的语言意识教学”研讨会。到2021年，教育界受到COVID-19的影响，并且有无可辩驳的证据表明，大流行加剧了全球本已存在的教育不平等。这种情况在低收入的城市和农村学区尤其明显，这些地区往往与种族化和语言边缘化的社区重叠。在美国，这些社区对学校不成比例的影响被广泛报道。由于教育公平是一个持续和紧迫的问题，研究讨论会强调了通过寻求社会变革的批判性和解放性教学，将多语种学生的语言和文化知识集中在学校课程中的教学方法。本期报告揭示了意识形态、教学和实践的复杂性，以及教师教育者、在职教师和学生在多语言课堂中使用这些方法时所报告的可能性。在过去的三十年里，致力于在学校课程中利用社区语言、语言实践和知识的教学方法在教师教育项目中获得了牵引力。在这些方法中，知识研究基金(Moll等，1992);在语言和文化上维持教学法(Paris & Alim, 2017);语言景观研究(Shohamy & Gorter, 2009);青年参与行动研究(Cammarota & Fine, 2008);和译语言(García et al.， 2017)在本期中有代表。然而，那些参与教育工作的人报告说，这些方法与学校环境中既定的意识形态和实践之间存在紧张关系。在美国，英语单语而不是双语作为教育目标被大力提倡，因此有必要承认和肯定学校的多语性质是全球规范(García, 2016)，并在教师采取重视多种形式的社区知识的教学方法时给予支持和消除孤立。本期的文章演示了CLA是如何提供这种途径的。通过说明以学生的语言、语言实践和知识为中心是如何发现意识形态和结构上的挑战的，这些以语言为中心的文章为教师和学生提供了一种可能性，即如何通过参与他们自己的决策的替代教学法来增强他们的能力。
{"title":"Introduction to the Special Issue","authors":"Jessie Hutchison Curtis, Qianqian Zhang‐Wu, Chris K. Chang‐Bacon","doi":"10.1080/15348458.2023.2202582","DOIUrl":"https://doi.org/10.1080/15348458.2023.2202582","url":null,"abstract":"Welcome to this special issue, which centers on critical language awareness (CLA) as a framework for working with multilingual students in U.S. schools. The seminal idea for the issue arose from a colloquium, Language Aware Teaching in Multilingual and Remote Contexts, organized by TESOL’s Research Professional Council and held during the 2021 TESOL Convention. By 2021, the educational community was reeling from the effects of COVID-19 and the inescapable evidence that the pandemic had exacerbated already-existing educational inequities globally. These were especially seen in lower-income urban and rural school districts—social geographies that tend to overlap with racialized and linguistically marginalized communities. In the U.S., the disproportionate impact on schools in these communities was widely reported. With educational equity both an ongoing and urgent concern, the research colloquium highlighted instructional approaches that center multilingual students’ linguistic and cultural knowledge in school curricula through critical and liberatory teaching that seeks social change. This issue unpacks the ideological, pedagogical, and practical complexities, as well as the possibilities reported by teacher educators, preand in-service teachers, and students as they engaged these approaches in their multilingual classrooms. Instructional approaches committed to leveraging community languages, language practices, and knowledge in school curricula have gained traction in teacher education programs over the past three decades. Among these approaches, funds of knowledge research (Moll et al., 1992); linguistically and culturally sustaining pedagogies (Paris & Alim, 2017); linguistic landscape research (Shohamy & Gorter, 2009); youth participatory action research (Cammarota & Fine, 2008); and translanguaging (García et al., 2017) are represented in this issue. Yet those involved in the work of education have reported tensions between these approaches and established ideologies and practices in school settings. In the U.S., where English monolingualism rather than bilingualism has been predominantly promoted as an educational goal, there is a need to recognize and affirm the multilingual nature of schools as the worldwide norm (García, 2016), and to support and de-isolate teachers as they take up instructional approaches that value diverse forms of community knowledge. The articles in this issue demonstrate how CLA offers such an avenue. By illustrating how centering students’ languages, language practices, and knowledge unearths ideological and structural challenges, these CLAfocused articles offer possibilities for how teachers and students can be empowered by alternative pedagogies that engage their own decision-making along the way.","PeriodicalId":46978,"journal":{"name":"Journal of Language Identity and Education","volume":"120-121 1","pages":"301 - 307"},"PeriodicalIF":1.7,"publicationDate":"2023-07-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79092657","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-06-22DOI: 10.1080/15348458.2023.2216107
Reviewed by Frida Akmalia
Click to increase image sizeClick to decrease image size Additional informationFundingThe work was supported by the Lembaga Pengelola Dana Pendidikan.
点击增大图片尺寸点击缩小图片尺寸附加信息资金本研究由Lembaga Pengelola Dana Pendidikan资助。
{"title":"Intersectional Perspectives on LGBTQ+ Issues in Modern Language Teaching and Learning, by Paiz, Joshua M. & Coda, James E. (2021).","authors":"Reviewed by Frida Akmalia","doi":"10.1080/15348458.2023.2216107","DOIUrl":"https://doi.org/10.1080/15348458.2023.2216107","url":null,"abstract":"Click to increase image sizeClick to decrease image size Additional informationFundingThe work was supported by the Lembaga Pengelola Dana Pendidikan.","PeriodicalId":46978,"journal":{"name":"Journal of Language Identity and Education","volume":"9 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136287036","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-06-06DOI: 10.1080/15348458.2023.2202585
Meredith McConnochie, Eileen M. González
ABSTRACT This paper examines how in-service teachers enrolled in an MA in TESOL program demonstrated critical language awareness (CLA) as they designed and implemented ethnographic action research projects anchored in funds of knowledge. The action research project aimed to introduce teachers to school-based ethnographic research and to provide an opportunity to incorporate community funds of knowledge into their unit plans. Drawing from program documents such as the in-service teachers’ research proposals, papers, and unit plans, the study highlights how awareness of the intersections of language and local power dynamics in their schools informed their decision-making about their research and curricular designs. At each stage of the research process, the teachers narrated how they restructured their interactional roles within established classroom routines, school-playtime, community, and family-school events for purposes of inquiring about student and family funds of knowledge. By integrating theories of funds of knowledge and CLA, the analysis shows how teacher understandings of sociopolitical and sociolinguistic contexts shaped which, how, and whose knowledge became resources (or not) in their curricular plans. The study suggests the benefit of professional development that includes CLA for purposes of supporting teachers as they aim to incorporate and leverage funds of knowledge of students, families, and communities in their curricula.
{"title":"Developing Teacher Critical Language Awareness Through Narrative (Funds of) Knowledging","authors":"Meredith McConnochie, Eileen M. González","doi":"10.1080/15348458.2023.2202585","DOIUrl":"https://doi.org/10.1080/15348458.2023.2202585","url":null,"abstract":"ABSTRACT This paper examines how in-service teachers enrolled in an MA in TESOL program demonstrated critical language awareness (CLA) as they designed and implemented ethnographic action research projects anchored in funds of knowledge. The action research project aimed to introduce teachers to school-based ethnographic research and to provide an opportunity to incorporate community funds of knowledge into their unit plans. Drawing from program documents such as the in-service teachers’ research proposals, papers, and unit plans, the study highlights how awareness of the intersections of language and local power dynamics in their schools informed their decision-making about their research and curricular designs. At each stage of the research process, the teachers narrated how they restructured their interactional roles within established classroom routines, school-playtime, community, and family-school events for purposes of inquiring about student and family funds of knowledge. By integrating theories of funds of knowledge and CLA, the analysis shows how teacher understandings of sociopolitical and sociolinguistic contexts shaped which, how, and whose knowledge became resources (or not) in their curricular plans. The study suggests the benefit of professional development that includes CLA for purposes of supporting teachers as they aim to incorporate and leverage funds of knowledge of students, families, and communities in their curricula.","PeriodicalId":46978,"journal":{"name":"Journal of Language Identity and Education","volume":"17 1","pages":"308 - 322"},"PeriodicalIF":1.7,"publicationDate":"2023-06-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80820580","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-05-10DOI: 10.1080/15348458.2023.2202583
William Fox, María Guzmán Antelo
{"title":"Translanguaging and Transformative Teaching for Emergent Bilingual Students: Lessons from the CUNY-NYSIEB Project, edited by City University of New York-New York State Initiative on Emergent Bilinguals (CUNY-NYSIEB). (2021).","authors":"William Fox, María Guzmán Antelo","doi":"10.1080/15348458.2023.2202583","DOIUrl":"https://doi.org/10.1080/15348458.2023.2202583","url":null,"abstract":"","PeriodicalId":46978,"journal":{"name":"Journal of Language Identity and Education","volume":"137 33","pages":"396 - 398"},"PeriodicalIF":1.7,"publicationDate":"2023-05-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72370250","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-05-08DOI: 10.1080/15348458.2023.2202588
Alexis A. Rutt, Chris K. Chang‐Bacon
ABSTRACT Among inequities faced by multilingual learners, engagement in science education is one of the most persistent. Research suggests leveraging students’ full multilingual repertoires in science education can help address this gap. However, pervasive monolingual norms in schooling may impede multilingual engagement, impacting students’ multilingual identities and self-perceptions as science learners. Using observations and classroom artifacts from four seventh-grade life science classes in a linguistically diverse school district in the Southeastern United States, we documented one teacher’s attempts to engage students’ multilingual repertoires in science education during a four-week instructional unit. Our findings indicated student hesitancy to participate multilingually in science discourse. Using critical language awareness (CLA) as a lens, we draw connections between this reluctance and monolingual schooling norms that impact students’ multilingual identities and present challenges to implementing linguistically sustaining pedagogies in English-medium instructional environments. By focusing on engaging students’ multilingual repertoires in science education, these findings have the potential to advance research on teacher CLA—including its affordances and contextual limitations—in science education and beyond.
{"title":"Monolingual Momentum: The Limits of Critical Language Awareness in a Hybrid Science Learning Environment","authors":"Alexis A. Rutt, Chris K. Chang‐Bacon","doi":"10.1080/15348458.2023.2202588","DOIUrl":"https://doi.org/10.1080/15348458.2023.2202588","url":null,"abstract":"ABSTRACT Among inequities faced by multilingual learners, engagement in science education is one of the most persistent. Research suggests leveraging students’ full multilingual repertoires in science education can help address this gap. However, pervasive monolingual norms in schooling may impede multilingual engagement, impacting students’ multilingual identities and self-perceptions as science learners. Using observations and classroom artifacts from four seventh-grade life science classes in a linguistically diverse school district in the Southeastern United States, we documented one teacher’s attempts to engage students’ multilingual repertoires in science education during a four-week instructional unit. Our findings indicated student hesitancy to participate multilingually in science discourse. Using critical language awareness (CLA) as a lens, we draw connections between this reluctance and monolingual schooling norms that impact students’ multilingual identities and present challenges to implementing linguistically sustaining pedagogies in English-medium instructional environments. By focusing on engaging students’ multilingual repertoires in science education, these findings have the potential to advance research on teacher CLA—including its affordances and contextual limitations—in science education and beyond.","PeriodicalId":46978,"journal":{"name":"Journal of Language Identity and Education","volume":"15 1","pages":"323 - 339"},"PeriodicalIF":1.7,"publicationDate":"2023-05-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87176213","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-05-08DOI: 10.1080/15348458.2023.2202587
Paul Mcpherron, Linh An
ABSTRACT Critical language awareness (CLA) encourages teachers and students to examine language as social practice and reflect on ideologies and power dynamics embedded within language use. In this article, the authors—both instructors in an Asian American Native American Pacific Islander Serving Institution (AANAPISI) federal grant project at a university in New York City—describe how we integrated a CLA framework to create an Asian American Studies class that uses culturally sustaining pedagogies to affirm student linguistic identities and demystify academic research practices. Specifically, we analyzed a project where we introduced the term linguistic landscapes (LL) and asked students to visit Asian American ethnic enclaves to examine linguistic signage. While implementations of CLA have been based in K-12 instruction, university writing courses, and teacher education courses, this paper presents a successful example of a project based in CLA used in credit-bearing university courses, specifically, in an Asian American Studies program.
{"title":"Supporting Asian American Multilingual College Students Through Critical Language Awareness Programming","authors":"Paul Mcpherron, Linh An","doi":"10.1080/15348458.2023.2202587","DOIUrl":"https://doi.org/10.1080/15348458.2023.2202587","url":null,"abstract":"ABSTRACT Critical language awareness (CLA) encourages teachers and students to examine language as social practice and reflect on ideologies and power dynamics embedded within language use. In this article, the authors—both instructors in an Asian American Native American Pacific Islander Serving Institution (AANAPISI) federal grant project at a university in New York City—describe how we integrated a CLA framework to create an Asian American Studies class that uses culturally sustaining pedagogies to affirm student linguistic identities and demystify academic research practices. Specifically, we analyzed a project where we introduced the term linguistic landscapes (LL) and asked students to visit Asian American ethnic enclaves to examine linguistic signage. While implementations of CLA have been based in K-12 instruction, university writing courses, and teacher education courses, this paper presents a successful example of a project based in CLA used in credit-bearing university courses, specifically, in an Asian American Studies program.","PeriodicalId":46978,"journal":{"name":"Journal of Language Identity and Education","volume":"45 10","pages":"340 - 358"},"PeriodicalIF":1.7,"publicationDate":"2023-05-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72409487","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-05-01DOI: 10.1080/15348458.2023.2202584
Shuang Fu, R. Harman, Yamileth Aubain
ABSTRACT This paper examines how two language educators of color developed critical multilingual language awareness (CMLA) in a combined youth participatory action research and teacher education program. Specifically, as a multilingual and diverse group of educators, we chose to use Latin@/o Critical Theory (LatCrit) as our methodology to align with the epistemological framework of YPAR. By sharing the lived experiences and insights of the two educators over the course of the program, our reflexive study demonstrates how multimodal ways of meaning making supported them in challenging deficient perspectives of minoritized languages and in changing their pedagogical practices to be more equitable. By implementing YPAR programs with a clear focus on CMLA, we become aware of our own language ideologies and grow to understand the socio-political discourses that inform our interactions with youth. Implications include the significance of incorporating multimodality and participatory pedagogies into teacher education and thereby facilitating opportunities for teacher candidates to gain awareness of the power dynamics in multilingual education.
{"title":"Critical Multilingual Language Awareness: Reflections on a YPAR Program in Teacher Education","authors":"Shuang Fu, R. Harman, Yamileth Aubain","doi":"10.1080/15348458.2023.2202584","DOIUrl":"https://doi.org/10.1080/15348458.2023.2202584","url":null,"abstract":"ABSTRACT This paper examines how two language educators of color developed critical multilingual language awareness (CMLA) in a combined youth participatory action research and teacher education program. Specifically, as a multilingual and diverse group of educators, we chose to use Latin@/o Critical Theory (LatCrit) as our methodology to align with the epistemological framework of YPAR. By sharing the lived experiences and insights of the two educators over the course of the program, our reflexive study demonstrates how multimodal ways of meaning making supported them in challenging deficient perspectives of minoritized languages and in changing their pedagogical practices to be more equitable. By implementing YPAR programs with a clear focus on CMLA, we become aware of our own language ideologies and grow to understand the socio-political discourses that inform our interactions with youth. Implications include the significance of incorporating multimodality and participatory pedagogies into teacher education and thereby facilitating opportunities for teacher candidates to gain awareness of the power dynamics in multilingual education.","PeriodicalId":46978,"journal":{"name":"Journal of Language Identity and Education","volume":"35 1","pages":"359 - 375"},"PeriodicalIF":1.7,"publicationDate":"2023-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73562900","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-04-25DOI: 10.1080/15348458.2023.2202589
Qianqian Zhang‐Wu, Zhongfeng Tian
ABSTRACT In this classroom-based qualitative study, we examine how a small group of content area teacher candidates developed emerging critical language awareness (CLA) during one graduate-level translanguaging-infused teacher education course on multilingual theories and practices. The findings point out the potential of translanguaging in prompting spontaneous reflections on pre-service teachers’ personal experiences with language and languaging, paving way for them to critically rethink the status of English in teaching, learning, and communication for social justice. Yet, although teacher candidates demonstrated their emerging CLA as manifested at the ideological level, they encountered difficulties enacting critical translanguaging into practice. In their lesson plans, English was largely positioned as the end goal of content-area education and translanguaging was often reduced to a translation strategy to scaffold academic language development. Based on the findings, we propose suggestions for teacher education course design and advocate for program-wide efforts in sustaining and strengthening CLA across the curriculum.
{"title":"Raising Critical Language Awareness in a Translanguaging-Infused Teacher Education Course: Opportunities and Challenges","authors":"Qianqian Zhang‐Wu, Zhongfeng Tian","doi":"10.1080/15348458.2023.2202589","DOIUrl":"https://doi.org/10.1080/15348458.2023.2202589","url":null,"abstract":"ABSTRACT In this classroom-based qualitative study, we examine how a small group of content area teacher candidates developed emerging critical language awareness (CLA) during one graduate-level translanguaging-infused teacher education course on multilingual theories and practices. The findings point out the potential of translanguaging in prompting spontaneous reflections on pre-service teachers’ personal experiences with language and languaging, paving way for them to critically rethink the status of English in teaching, learning, and communication for social justice. Yet, although teacher candidates demonstrated their emerging CLA as manifested at the ideological level, they encountered difficulties enacting critical translanguaging into practice. In their lesson plans, English was largely positioned as the end goal of content-area education and translanguaging was often reduced to a translation strategy to scaffold academic language development. Based on the findings, we propose suggestions for teacher education course design and advocate for program-wide efforts in sustaining and strengthening CLA across the curriculum.","PeriodicalId":46978,"journal":{"name":"Journal of Language Identity and Education","volume":"116 1","pages":"376 - 395"},"PeriodicalIF":1.7,"publicationDate":"2023-04-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87735441","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"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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