Pub Date : 2020-01-13DOI: 10.1080/15427587.2020.1714443
Bryan Meadows
ABSTRACT This study explores the interplay of nationalism and English Language Teaching (ELT) classroom practices, as reported in 11 interviews with ELT educators in various locations (e.g., United States, Serbia, France, and Saudi Arabia). The study approach is informed by theories of discursive nationalism which interpret nations and nationalized things (e.g., nationalized cultures) as social constructions maintained and managed through discourse. Qualitative analysis of interview data identified teacher-reported practices reflective of national reproduction (e.g., analogy-making and neutral stance-taking) and of national transformation (e.g., recasting nationalized things to global levels and engaging students with cultural and linguistic diversity within an otherwise coherent nationalized culture). The data reporting national reproduction are consistent with the existing literature, and the teacher reports of national transformation offer something new to the existing literature on nationalism in ELT. The analysis further highlighted teacher-reported use of assimilation/dissimilation discursive strategies in representing nationalized things to their students. The study findings contribute to a comprehensive understanding of how the ideology of nationalism intersects with ELT classroom practices. Such an understanding is valuable to the critical project of raising teacher sensitivity to the implications national representations have for social relations of power and privilege outside the classroom.
{"title":"Nationalism, nationalized cultures, and English Language Teaching (ELT): what teacher interviews reveal about culture teaching as vehicle for ideological reproduction/transformation","authors":"Bryan Meadows","doi":"10.1080/15427587.2020.1714443","DOIUrl":"https://doi.org/10.1080/15427587.2020.1714443","url":null,"abstract":"ABSTRACT This study explores the interplay of nationalism and English Language Teaching (ELT) classroom practices, as reported in 11 interviews with ELT educators in various locations (e.g., United States, Serbia, France, and Saudi Arabia). The study approach is informed by theories of discursive nationalism which interpret nations and nationalized things (e.g., nationalized cultures) as social constructions maintained and managed through discourse. Qualitative analysis of interview data identified teacher-reported practices reflective of national reproduction (e.g., analogy-making and neutral stance-taking) and of national transformation (e.g., recasting nationalized things to global levels and engaging students with cultural and linguistic diversity within an otherwise coherent nationalized culture). The data reporting national reproduction are consistent with the existing literature, and the teacher reports of national transformation offer something new to the existing literature on nationalism in ELT. The analysis further highlighted teacher-reported use of assimilation/dissimilation discursive strategies in representing nationalized things to their students. The study findings contribute to a comprehensive understanding of how the ideology of nationalism intersects with ELT classroom practices. Such an understanding is valuable to the critical project of raising teacher sensitivity to the implications national representations have for social relations of power and privilege outside the classroom.","PeriodicalId":53706,"journal":{"name":"Critical Inquiry in Language Studies","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-01-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/15427587.2020.1714443","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46678399","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 : 2020-01-02DOI: 10.1080/15427587.2020.1713785
John W. Schwieter, Aline Ferreira
ABSTRACT For second language learners, an international experience can have positive effects on language learning and intercultural development even when participating in a program of relatively short duration. One issue which has not yet received attention is the potential impact that the study abroad experience may have on social participation and position as perceived by the learners themselves. The present study draws on post-structural views of second language acquisition and positioning theory to qualitatively analyze these issues among language learners who were currently studying abroad. Thirteen students from a Canadian university participated in a four-week language immersion experience in Spain. On Day 1, the participants were asked to give their informal definitions of social participation and social positioning and on Day 2, were asked to submit more formal definitions of these issues after having researched them on their own. On the last day abroad, the participants re-read their Day 2 responses and answered open-ended questions in which they reflected on how these social participation and positioning may be affected as a result of the study abroad experience. The discussion of the findings provides implications for study abroad programming and directions for future research.
{"title":"Learning a language abroad and the implications for social participation and positioning","authors":"John W. Schwieter, Aline Ferreira","doi":"10.1080/15427587.2020.1713785","DOIUrl":"https://doi.org/10.1080/15427587.2020.1713785","url":null,"abstract":"ABSTRACT For second language learners, an international experience can have positive effects on language learning and intercultural development even when participating in a program of relatively short duration. One issue which has not yet received attention is the potential impact that the study abroad experience may have on social participation and position as perceived by the learners themselves. The present study draws on post-structural views of second language acquisition and positioning theory to qualitatively analyze these issues among language learners who were currently studying abroad. Thirteen students from a Canadian university participated in a four-week language immersion experience in Spain. On Day 1, the participants were asked to give their informal definitions of social participation and social positioning and on Day 2, were asked to submit more formal definitions of these issues after having researched them on their own. On the last day abroad, the participants re-read their Day 2 responses and answered open-ended questions in which they reflected on how these social participation and positioning may be affected as a result of the study abroad experience. The discussion of the findings provides implications for study abroad programming and directions for future research.","PeriodicalId":53706,"journal":{"name":"Critical Inquiry in Language Studies","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/15427587.2020.1713785","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46070052","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 : 2020-01-02DOI: 10.1080/15427587.2020.1713788
Yuliya Desyatova
ABSTRACT Expert teachers’ experiences with the implementation of portfolio-based language assessment (PBLA) were analyzed through the conceptual framework of critical pedagogy. Serious practitioner concerns about mandatory PBLA implementation challenged the official narrative of PBLA as a progressive change. Through a close examination of three expert teachers’ experiences, this study illuminated the disconnect between the official interpretation of teachers’ “resistance to change,” and the critical inquiry-oriented stance of these practitioners. According to participants, PBLA policy and implementation rendered teachers voiceless in the top-down implementation process. The findings demonstrated that principles of critical language teacher education were neglected in PBLA design and implementation to the detriment of all stakeholders. The findings suggest that these principles may offer helpful guidance in designing and implementing productive educational change in language teaching and learning.
{"title":"When inquiry is seen as resistance to change: expert teachers’ experiences with the implementation of portfolio-based language assessment (PBLA)","authors":"Yuliya Desyatova","doi":"10.1080/15427587.2020.1713788","DOIUrl":"https://doi.org/10.1080/15427587.2020.1713788","url":null,"abstract":"ABSTRACT Expert teachers’ experiences with the implementation of portfolio-based language assessment (PBLA) were analyzed through the conceptual framework of critical pedagogy. Serious practitioner concerns about mandatory PBLA implementation challenged the official narrative of PBLA as a progressive change. Through a close examination of three expert teachers’ experiences, this study illuminated the disconnect between the official interpretation of teachers’ “resistance to change,” and the critical inquiry-oriented stance of these practitioners. According to participants, PBLA policy and implementation rendered teachers voiceless in the top-down implementation process. The findings demonstrated that principles of critical language teacher education were neglected in PBLA design and implementation to the detriment of all stakeholders. The findings suggest that these principles may offer helpful guidance in designing and implementing productive educational change in language teaching and learning.","PeriodicalId":53706,"journal":{"name":"Critical Inquiry in Language Studies","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/15427587.2020.1713788","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48083613","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 : 2020-01-02DOI: 10.1080/15427587.2020.1713787
Jeff Bale, M. Kawaguchi
ABSTRACT This paper examines the intersection of heritage-language education advocacy with anti-racist activism in the 1970s and 1980s in Toronto. The province of Ontario initiated the Heritage Languages Program in 1977. By focusing on discontinuities in the policy’s implementation, the paper identifies multiple strategies that Black anti-racist activists used to expand the understanding of heritage language to be more inclusive of all forms of racial and linguistic difference. Although anti-racist activists may not have succeeded, we argue here, recovering their arguments can – and should – inform current efforts to deepen linguistically- and culturally-sustaining programs in Ontario schools. The first part of the paper describes the historical context in which heritage language became a social problem recognizable to Canadian society. It is in this context that the Heritage Languages Program emerged as a policy solution to the perceived problem of racial and linguistic difference in Ontario. The second part reports our analysis of the intersection between public deliberation over the HLP and advocacy against anti-Black racism in the 1970s and early 1980s.
{"title":"Heritage-language education policies, anti-racist activism, and discontinuity in 1970s and 1980s Toronto","authors":"Jeff Bale, M. Kawaguchi","doi":"10.1080/15427587.2020.1713787","DOIUrl":"https://doi.org/10.1080/15427587.2020.1713787","url":null,"abstract":"ABSTRACT This paper examines the intersection of heritage-language education advocacy with anti-racist activism in the 1970s and 1980s in Toronto. The province of Ontario initiated the Heritage Languages Program in 1977. By focusing on discontinuities in the policy’s implementation, the paper identifies multiple strategies that Black anti-racist activists used to expand the understanding of heritage language to be more inclusive of all forms of racial and linguistic difference. Although anti-racist activists may not have succeeded, we argue here, recovering their arguments can – and should – inform current efforts to deepen linguistically- and culturally-sustaining programs in Ontario schools. The first part of the paper describes the historical context in which heritage language became a social problem recognizable to Canadian society. It is in this context that the Heritage Languages Program emerged as a policy solution to the perceived problem of racial and linguistic difference in Ontario. The second part reports our analysis of the intersection between public deliberation over the HLP and advocacy against anti-Black racism in the 1970s and early 1980s.","PeriodicalId":53706,"journal":{"name":"Critical Inquiry in Language Studies","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/15427587.2020.1713787","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43111537","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 : 2020-01-02DOI: 10.1080/15427587.2019.1707156
John W. Schwieter, P. Iida
Language shapes – and is shaped by – historical, political, social, and cultural contexts. Research on language from such perspectives has historically been marginalized and compartmentalized within rigidly-defined academic disciplines. Within these dynamic contexts, there is a need to break down disciplinary silos and provide a forum for theoretical and empirical research from existing and emergent research methodologies for exploring the relationships among language, power, discourses, and social practices. Recent developments in the securitization of immigration, travel, and international relations illustrate how language studies intersects with social/political movements, activism, and participation. The political unrest around the world that is forcing large numbers of individuals to flee their homeland for safety, along with governmental policies to either accept or reject refugees, makes it very timely to examine how society engages in movements to support or reject refugees, engage in activism, and participate these movements. We define participation as bearing a range of meanings from the language that is used to talk about refugees and other immigrants, the ways that institutions respond to refugees/immigrants, as well as to the attitudes and behaviors that society expresses toward this population of vulnerable individuals. Empirical inquiry in this area of focus is not new. For example, Cortina, Makar, and Mount-Cors (2015) discuss dual-language programs as a social movement. Platt and Williams (2002) analyze letters written to Martin Luther King Jr. that expressed opposition to the integration of society in the U.S. during the Civil Rights era. The current situation in the world surrounding refugees, government policy on admitting or denying refugees, establishing travel bans, anti-Muslim sentiment, anti-immigrant policies, among others, has led to a host of social/political movements, other forms of activism and participation pertaining to these issues (Allexsaht-Snider, Buxton, & Harman, 2013; Almeida, Biello, Pedraza, Wintner, & ViruellFuentes, 2016). Since Buzan, Wæver, and de Wilde’s (1998) securitization theory, there has been increased interest in the role that language plays
{"title":"Intersections of language studies and social/political movements, activism, and participation","authors":"John W. Schwieter, P. Iida","doi":"10.1080/15427587.2019.1707156","DOIUrl":"https://doi.org/10.1080/15427587.2019.1707156","url":null,"abstract":"Language shapes – and is shaped by – historical, political, social, and cultural contexts. Research on language from such perspectives has historically been marginalized and compartmentalized within rigidly-defined academic disciplines. Within these dynamic contexts, there is a need to break down disciplinary silos and provide a forum for theoretical and empirical research from existing and emergent research methodologies for exploring the relationships among language, power, discourses, and social practices. Recent developments in the securitization of immigration, travel, and international relations illustrate how language studies intersects with social/political movements, activism, and participation. The political unrest around the world that is forcing large numbers of individuals to flee their homeland for safety, along with governmental policies to either accept or reject refugees, makes it very timely to examine how society engages in movements to support or reject refugees, engage in activism, and participate these movements. We define participation as bearing a range of meanings from the language that is used to talk about refugees and other immigrants, the ways that institutions respond to refugees/immigrants, as well as to the attitudes and behaviors that society expresses toward this population of vulnerable individuals. Empirical inquiry in this area of focus is not new. For example, Cortina, Makar, and Mount-Cors (2015) discuss dual-language programs as a social movement. Platt and Williams (2002) analyze letters written to Martin Luther King Jr. that expressed opposition to the integration of society in the U.S. during the Civil Rights era. The current situation in the world surrounding refugees, government policy on admitting or denying refugees, establishing travel bans, anti-Muslim sentiment, anti-immigrant policies, among others, has led to a host of social/political movements, other forms of activism and participation pertaining to these issues (Allexsaht-Snider, Buxton, & Harman, 2013; Almeida, Biello, Pedraza, Wintner, & ViruellFuentes, 2016). Since Buzan, Wæver, and de Wilde’s (1998) securitization theory, there has been increased interest in the role that language plays","PeriodicalId":53706,"journal":{"name":"Critical Inquiry in Language Studies","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/15427587.2019.1707156","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42758973","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 : 2020-01-02DOI: 10.1080/15427587.2020.1716194
S. Benesch
ABSTRACT This article explores the relationship between teachers’ emotions and possibilities for their activism. Using the lens of emotion labor and grounded in a discursive approach to emotions, it examines English language teachers’ responses to institutional power. High-stakes literacy testing is used as an example of top-down institutional policies that may conflict with English language teachers’ training and/or pedagogical preferences thereby producing emotion labor. However, rather than viewing emotion labor as a psychological impediment, the article proposes that it be honored, in the service of teacher activism. Suggestions for recruiting emotion labor for transformational purposes are offered.
{"title":"Emotions and activism: English language teachers’ emotion labor as responses to institutional power","authors":"S. Benesch","doi":"10.1080/15427587.2020.1716194","DOIUrl":"https://doi.org/10.1080/15427587.2020.1716194","url":null,"abstract":"ABSTRACT This article explores the relationship between teachers’ emotions and possibilities for their activism. Using the lens of emotion labor and grounded in a discursive approach to emotions, it examines English language teachers’ responses to institutional power. High-stakes literacy testing is used as an example of top-down institutional policies that may conflict with English language teachers’ training and/or pedagogical preferences thereby producing emotion labor. However, rather than viewing emotion labor as a psychological impediment, the article proposes that it be honored, in the service of teacher activism. Suggestions for recruiting emotion labor for transformational purposes are offered.","PeriodicalId":53706,"journal":{"name":"Critical Inquiry in Language Studies","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/15427587.2020.1716194","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45014469","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 : 2019-07-03DOI: 10.1080/15427587.2018.1452332
C. Ruest
{"title":"The Critical Turn in Language and Intercultural Communication Pedagogy: Theory, Research and Practice","authors":"C. Ruest","doi":"10.1080/15427587.2018.1452332","DOIUrl":"https://doi.org/10.1080/15427587.2018.1452332","url":null,"abstract":"","PeriodicalId":53706,"journal":{"name":"Critical Inquiry in Language Studies","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/15427587.2018.1452332","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47465715","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 : 2019-06-11DOI: 10.1080/15427587.2019.1626237
Jessica L. Sierk, Theresa Catalano
ABSTRACT Increased mobility due to globalization and other geopolitical shifts has changed school demographics worldwide. In the Midwest, much of this new immigrant population is Spanish-speaking and in need of language support. Consequently, schools play an important role in responding to the New Latino Diaspora. In this paper, we describe how unconscious language ideologies inhibited social change that could improve conditions for new student populations in two non-urban high schools in Nebraska (Stockbridge and Springvale, pseudonyms). This critical discourse analysis draws on ethnographic data from a larger study, including participant observations and semi-structured interviews. Findings reveal language ideologies that use language to mask issues of race/ethnicity that represent a positive “us” and negative “them.” We conclude by suggesting ways in which schools can take responsibility for developing the linguistic and cultural practices and ways of knowing unique to new student populations, rather than using language as an excuse for continued inequity.
{"title":"The downfall: listening to non-urban communities and their language ideologies","authors":"Jessica L. Sierk, Theresa Catalano","doi":"10.1080/15427587.2019.1626237","DOIUrl":"https://doi.org/10.1080/15427587.2019.1626237","url":null,"abstract":"ABSTRACT Increased mobility due to globalization and other geopolitical shifts has changed school demographics worldwide. In the Midwest, much of this new immigrant population is Spanish-speaking and in need of language support. Consequently, schools play an important role in responding to the New Latino Diaspora. In this paper, we describe how unconscious language ideologies inhibited social change that could improve conditions for new student populations in two non-urban high schools in Nebraska (Stockbridge and Springvale, pseudonyms). This critical discourse analysis draws on ethnographic data from a larger study, including participant observations and semi-structured interviews. Findings reveal language ideologies that use language to mask issues of race/ethnicity that represent a positive “us” and negative “them.” We conclude by suggesting ways in which schools can take responsibility for developing the linguistic and cultural practices and ways of knowing unique to new student populations, rather than using language as an excuse for continued inequity.","PeriodicalId":53706,"journal":{"name":"Critical Inquiry in Language Studies","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-06-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/15427587.2019.1626237","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48492037","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 : 2019-06-11DOI: 10.1080/15427587.2019.1624966
Laura C. Chávez-Moreno
ABSTRACT This article reviews literature on U.S. bilingual education that addresses white supremacy and racism, specifically pertaining to Latinx youth and their teachers. To illustrate the wide range of the research, the author categorizes the reviewed articles into three lines of inquiry: documenting language education policies, negotiating identity, and addressing pedagogical or programmatic problems in bilingual education. She discusses connections across the literature with regard to the researchers’ social practices and the trends, implications, contributions, and gaps in the scholarship as a whole. The author finds that research examining white supremacy and racism mostly takes place in language-restrictive or dual-language contexts, and is overwhelmingly conducted by language and bilingual education scholars, not race scholars. To diversify the questions and perspectives used to study this topic, the author calls for more exploration of white supremacy in bilingual education contexts with a majority of Latinx students, where Latinxs can still suffer from racism and learn hegemonic epistemologies. She also recommends expanding the variety of race theories employed, and for future studies that conceptualize bilingual education as engaging in the racial formation of Latinxs. Having more diverse research areas and methodologies to investigate these issues may aid in developing curricular and pedagogical practices that counter white supremacy.
{"title":"Researching Latinxs, racism, and white supremacy in bilingual education: A literature review","authors":"Laura C. Chávez-Moreno","doi":"10.1080/15427587.2019.1624966","DOIUrl":"https://doi.org/10.1080/15427587.2019.1624966","url":null,"abstract":"ABSTRACT This article reviews literature on U.S. bilingual education that addresses white supremacy and racism, specifically pertaining to Latinx youth and their teachers. To illustrate the wide range of the research, the author categorizes the reviewed articles into three lines of inquiry: documenting language education policies, negotiating identity, and addressing pedagogical or programmatic problems in bilingual education. She discusses connections across the literature with regard to the researchers’ social practices and the trends, implications, contributions, and gaps in the scholarship as a whole. The author finds that research examining white supremacy and racism mostly takes place in language-restrictive or dual-language contexts, and is overwhelmingly conducted by language and bilingual education scholars, not race scholars. To diversify the questions and perspectives used to study this topic, the author calls for more exploration of white supremacy in bilingual education contexts with a majority of Latinx students, where Latinxs can still suffer from racism and learn hegemonic epistemologies. She also recommends expanding the variety of race theories employed, and for future studies that conceptualize bilingual education as engaging in the racial formation of Latinxs. Having more diverse research areas and methodologies to investigate these issues may aid in developing curricular and pedagogical practices that counter white supremacy.","PeriodicalId":53706,"journal":{"name":"Critical Inquiry in Language Studies","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-06-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/15427587.2019.1624966","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47769384","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 : 2019-04-03DOI: 10.1080/15427587.2018.1450632
Melisa Cahnmann‐Taylor, J. Coda
ABSTRACT Queer theory problematizes societal norms related to sex, gender, and sexuality, while resisting normalcy. The authors utilize a queer theoretical approach in analysis of participant observation in adult Spanish and Mandarin classes as well as interviews with world language teachers. Analysis of interview data reveals how educators and adult language learners experience gender/sexuality norms in conventional classroom and school contexts. Classroom observations and analysis of classroom discourse identify moments when these norms may be “troubled” or upheld in contexts using a progressive new approach called Teaching Proficiency through Reading and Storytelling (TPRS). Findings suggest that the improvisational nature of TPRS raises complex questions about heteronormativity in language learning and the creative work in which educators and students can engage in dialogic classrooms.
{"title":"Troubling normal in world language education","authors":"Melisa Cahnmann‐Taylor, J. Coda","doi":"10.1080/15427587.2018.1450632","DOIUrl":"https://doi.org/10.1080/15427587.2018.1450632","url":null,"abstract":"ABSTRACT Queer theory problematizes societal norms related to sex, gender, and sexuality, while resisting normalcy. The authors utilize a queer theoretical approach in analysis of participant observation in adult Spanish and Mandarin classes as well as interviews with world language teachers. Analysis of interview data reveals how educators and adult language learners experience gender/sexuality norms in conventional classroom and school contexts. Classroom observations and analysis of classroom discourse identify moments when these norms may be “troubled” or upheld in contexts using a progressive new approach called Teaching Proficiency through Reading and Storytelling (TPRS). Findings suggest that the improvisational nature of TPRS raises complex questions about heteronormativity in language learning and the creative work in which educators and students can engage in dialogic classrooms.","PeriodicalId":53706,"journal":{"name":"Critical Inquiry in Language Studies","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/15427587.2018.1450632","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41892850","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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