Pub Date : 2023-08-16DOI: 10.1080/15427587.2023.2246610
R. Bhansari
{"title":"Teaching as poetry: outlaw emotions and embodied knowledge of injustice","authors":"R. Bhansari","doi":"10.1080/15427587.2023.2246610","DOIUrl":"https://doi.org/10.1080/15427587.2023.2246610","url":null,"abstract":"","PeriodicalId":53706,"journal":{"name":"Critical Inquiry in Language Studies","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-08-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47737946","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 : 2023-08-01DOI: 10.1080/15427587.2023.2242988
Viktoria Magne, Giuliana Ferri
{"title":"Student perceptions of diverse accents of English in a multilingual London post-1992 university","authors":"Viktoria Magne, Giuliana Ferri","doi":"10.1080/15427587.2023.2242988","DOIUrl":"https://doi.org/10.1080/15427587.2023.2242988","url":null,"abstract":"","PeriodicalId":53706,"journal":{"name":"Critical Inquiry in Language Studies","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49117911","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 : 2023-07-31DOI: 10.1080/15427587.2023.2242989
Syed Abdul Manan, M. Tajik, Anas Hajar, Muhammad Amin
{"title":"From colonial celebration to postcolonial performativity: ‘guilty multilingualism’ and ‘performative agency’ in the English Medium Instruction (EMI) context","authors":"Syed Abdul Manan, M. Tajik, Anas Hajar, Muhammad Amin","doi":"10.1080/15427587.2023.2242989","DOIUrl":"https://doi.org/10.1080/15427587.2023.2242989","url":null,"abstract":"","PeriodicalId":53706,"journal":{"name":"Critical Inquiry in Language Studies","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44099193","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 : 2023-07-26DOI: 10.1080/15427587.2023.2240459
Gloria Romero
{"title":"Novice teachers in Chile: ELT teaching capability development and social (in)justice awareness in educational marginalization","authors":"Gloria Romero","doi":"10.1080/15427587.2023.2240459","DOIUrl":"https://doi.org/10.1080/15427587.2023.2240459","url":null,"abstract":"","PeriodicalId":53706,"journal":{"name":"Critical Inquiry in Language Studies","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-07-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44930636","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 : 2023-07-13DOI: 10.1080/15427587.2023.2235449
Ismael Louber, Mayez Almayez
{"title":"“There’s no separation of Church and state”, a metaphorical analysis of Muslim native speaker teachers’ representations of English language teaching and Islam in Saudi Arabia","authors":"Ismael Louber, Mayez Almayez","doi":"10.1080/15427587.2023.2235449","DOIUrl":"https://doi.org/10.1080/15427587.2023.2235449","url":null,"abstract":"","PeriodicalId":53706,"journal":{"name":"Critical Inquiry in Language Studies","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-07-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46003381","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 : 2023-07-03DOI: 10.1080/15427587.2023.2240457
Li Wei
ABSTRACT The concept of translanguaging has disrupted the dominant discourses about bilingualism and bilingual education that are based on European and North American language ideologies. It has also enabled people to find alternative ways of thinking about and talking about bilingualism and bilingual education that make sense to them in their specific socio-political context. This is another important sense of translanguaging that the studies in this special collection aim to promote. This commentary highlights the intrinsic connections between translanguaging as a practical theory of language and Southern Theory or Southern theorisation, both of which advocate a practice-theory-practice approach and the need to attend to the socio-political particularities of the individuals and the communities that are being studied.
{"title":"Towards critical translanguaging pedagogy – new ways of raising and answering questions from a Global South perspective","authors":"Li Wei","doi":"10.1080/15427587.2023.2240457","DOIUrl":"https://doi.org/10.1080/15427587.2023.2240457","url":null,"abstract":"ABSTRACT The concept of translanguaging has disrupted the dominant discourses about bilingualism and bilingual education that are based on European and North American language ideologies. It has also enabled people to find alternative ways of thinking about and talking about bilingualism and bilingual education that make sense to them in their specific socio-political context. This is another important sense of translanguaging that the studies in this special collection aim to promote. This commentary highlights the intrinsic connections between translanguaging as a practical theory of language and Southern Theory or Southern theorisation, both of which advocate a practice-theory-practice approach and the need to attend to the socio-political particularities of the individuals and the communities that are being studied.","PeriodicalId":53706,"journal":{"name":"Critical Inquiry in Language Studies","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139363932","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 : 2023-07-03DOI: 10.1080/15427587.2023.2258538
J. Liu, Yuen Yi Lo, Miao Yang
ABSTRACT Conducted in a Chinese university, this study tracked eight students’ changes in their beliefs and practices of translanguaging when developing academic literacies throughout a 14-week English for Academic Purposes (EAP) course, where translanguaging pedagogy was systematically planned and implemented. Data were collected from classroom observation, students’ writing drafts and assignments before, during and after the course, and pre- and post- interviews and informal dialogic communication with the students and the teacher. Findings showed that the students generally started with monolingual and language separation beliefs. Throughout the course, the teacher’s demonstration and encouragement of strategic translanguaging had different impact on individual students’ beliefs and practices of translanguaging, and three typical patterns emerged: (1) deepening understanding and developing more strategic practice of translanguaging in academic activities, (2) gradual shifting from monolingual to multilingual mind-set, and (3) conflicting beliefs and lack of strategic practice of translanguaging. In light of these findings, this article examines translanguaging pedagogy with a critical lens, highlighting the complex and dynamic interaction between students’ preexisting beliefs and language ideologies and their responsiveness to teacher’s pedagogy. It also discusses the potential roles translanguaging pedagogy could play in university students’ learning of academic language and content.
{"title":"A critical examination of the interaction between translanguaging pedagogy and students’ beliefs and practices of translanguaging in learning EAP","authors":"J. Liu, Yuen Yi Lo, Miao Yang","doi":"10.1080/15427587.2023.2258538","DOIUrl":"https://doi.org/10.1080/15427587.2023.2258538","url":null,"abstract":"ABSTRACT Conducted in a Chinese university, this study tracked eight students’ changes in their beliefs and practices of translanguaging when developing academic literacies throughout a 14-week English for Academic Purposes (EAP) course, where translanguaging pedagogy was systematically planned and implemented. Data were collected from classroom observation, students’ writing drafts and assignments before, during and after the course, and pre- and post- interviews and informal dialogic communication with the students and the teacher. Findings showed that the students generally started with monolingual and language separation beliefs. Throughout the course, the teacher’s demonstration and encouragement of strategic translanguaging had different impact on individual students’ beliefs and practices of translanguaging, and three typical patterns emerged: (1) deepening understanding and developing more strategic practice of translanguaging in academic activities, (2) gradual shifting from monolingual to multilingual mind-set, and (3) conflicting beliefs and lack of strategic practice of translanguaging. In light of these findings, this article examines translanguaging pedagogy with a critical lens, highlighting the complex and dynamic interaction between students’ preexisting beliefs and language ideologies and their responsiveness to teacher’s pedagogy. It also discusses the potential roles translanguaging pedagogy could play in university students’ learning of academic language and content.","PeriodicalId":53706,"journal":{"name":"Critical Inquiry in Language Studies","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139363837","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 : 2023-07-03DOI: 10.1080/15427587.2023.2231583
Wenyang Sun, N. Xu, Verónica E. Valdez
{"title":"Not for us: Chinese immigrant parents’ perspectives on Mandarin Chinese dual language bilingual education programs","authors":"Wenyang Sun, N. Xu, Verónica E. Valdez","doi":"10.1080/15427587.2023.2231583","DOIUrl":"https://doi.org/10.1080/15427587.2023.2231583","url":null,"abstract":"","PeriodicalId":53706,"journal":{"name":"Critical Inquiry in Language Studies","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44174927","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 : 2023-07-03DOI: 10.1080/15427587.2023.2242991
Shakina Rajendram, Wenyangzi Shi, Justine Jun
ABSTRACT Canada is among the top three receiving countries for international students globally, and the leading sources of international students consist of countries in the Global South. Despite the multilingual reality of universities in Canada, most institutional language policies require only English or French to be used in instruction and assessment. The consequences of these policies include challenges in ensuring inclusive and equitable education. A translanguaging pedagogy has the potential to affirm and leverage the diverse language practices of international students, but it needs to be centered in the lived experiences, language practices, knowledge systems, and goals of a multilingual student body. This paper reports on the experiences and recommendations of international graduate students from the Global South related to pedagogical translanguaging in higher education. Data sources included interviews with 15 graduate students enrolled in the education faculty of a Canadian university. A thematic analysis of the data suggested that students’ translanguaging practices are restricted to informal spaces and ‘secret talk,’ and influenced by their instructors’ varied attitudes and language policies. Students’ recommendations include affirming translanguaging as a right and pedagogical resource for international students, incorporating translanguaging in academic writing, diversifying hiring practices, and providing training for instructors and prospective teachers.
ABSTRACT Canada is among the top three receiving countries for international students globally, and the leading sources of international students consist of countries in the Global South.尽管加拿大大学使用多种语言，但大多数院校的语言政策只要求在教学和评估中使用英语或法语。这些政策的后果包括在确保包容性和公平教育方面面临挑战。语言转换教学法有可能肯定和利用留学生的多样化语言实践，但需要以多语言学生群体的生活经验、语言实践、知识体系和目标为中心。本文报告了来自全球南部的国际研究生在高等教育中进行教学语言转换方面的经验和建议。数据来源包括对加拿大一所大学教育系 15 名研究生的访谈。对数据的主题分析表明，学生的翻译语言实践仅限于非正式空间和 "秘密谈话"，并受到导师不同态度和语言政策的影响。学生们的建议包括：肯定翻译语言是国际学生的权利和教学资源，将翻译语言纳入学术写作，使招聘实践多样化，以及为教师和未来的教师提供培训。
{"title":"Translanguaging in higher education: experiences and recommendations of international graduate students from the Global South","authors":"Shakina Rajendram, Wenyangzi Shi, Justine Jun","doi":"10.1080/15427587.2023.2242991","DOIUrl":"https://doi.org/10.1080/15427587.2023.2242991","url":null,"abstract":"ABSTRACT Canada is among the top three receiving countries for international students globally, and the leading sources of international students consist of countries in the Global South. Despite the multilingual reality of universities in Canada, most institutional language policies require only English or French to be used in instruction and assessment. The consequences of these policies include challenges in ensuring inclusive and equitable education. A translanguaging pedagogy has the potential to affirm and leverage the diverse language practices of international students, but it needs to be centered in the lived experiences, language practices, knowledge systems, and goals of a multilingual student body. This paper reports on the experiences and recommendations of international graduate students from the Global South related to pedagogical translanguaging in higher education. Data sources included interviews with 15 graduate students enrolled in the education faculty of a Canadian university. A thematic analysis of the data suggested that students’ translanguaging practices are restricted to informal spaces and ‘secret talk,’ and influenced by their instructors’ varied attitudes and language policies. Students’ recommendations include affirming translanguaging as a right and pedagogical resource for international students, incorporating translanguaging in academic writing, diversifying hiring practices, and providing training for instructors and prospective teachers.","PeriodicalId":53706,"journal":{"name":"Critical Inquiry in Language Studies","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139363690","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 : 2023-07-03DOI: 10.1080/15427587.2023.2249151
Zhongfeng Tian, A. Rafi
ABSTRACT The last decade has witnessed the momentum of “trans-” turn in applied linguistics and language education. Within these conversations, the term translanguaging—as practice, theory, and pedagogy—articulates a paradigmatic shift in how we think about language(s) and how we can serve multilingual learners in ways that are more humanizing and justice-oriented. While there has been an exponential growth in translanguaging research, the majority of the extant studies have taken place in the Global North contexts so far, and we are still missing a broader understanding of translanguaging from a southern perspective. This special issue features four articles, contributed by scholars who are both residing in and have deep connections with the Global South contexts, and a commentary by Professor Li Wei. Using a mixture of methodological tools, the papers offer new possibilities to problematize and expand translanguaging as a construct in various classroom contexts in China, South Africa, Brazil, Australia, and Canada to better understand pertinent issues of (English) language teaching/learning in relation to a broader agenda of achieving linguistic, epistemic and social justice. This special issue emphasizes the significance of (re)centering southern perspectives in translanguaging research and decentralizing traditional knowledge construction that favors the Global North.
{"title":"Centering southern perspectives in translanguaging research","authors":"Zhongfeng Tian, A. Rafi","doi":"10.1080/15427587.2023.2249151","DOIUrl":"https://doi.org/10.1080/15427587.2023.2249151","url":null,"abstract":"ABSTRACT The last decade has witnessed the momentum of “trans-” turn in applied linguistics and language education. Within these conversations, the term translanguaging—as practice, theory, and pedagogy—articulates a paradigmatic shift in how we think about language(s) and how we can serve multilingual learners in ways that are more humanizing and justice-oriented. While there has been an exponential growth in translanguaging research, the majority of the extant studies have taken place in the Global North contexts so far, and we are still missing a broader understanding of translanguaging from a southern perspective. This special issue features four articles, contributed by scholars who are both residing in and have deep connections with the Global South contexts, and a commentary by Professor Li Wei. Using a mixture of methodological tools, the papers offer new possibilities to problematize and expand translanguaging as a construct in various classroom contexts in China, South Africa, Brazil, Australia, and Canada to better understand pertinent issues of (English) language teaching/learning in relation to a broader agenda of achieving linguistic, epistemic and social justice. This special issue emphasizes the significance of (re)centering southern perspectives in translanguaging research and decentralizing traditional knowledge construction that favors the Global North.","PeriodicalId":53706,"journal":{"name":"Critical Inquiry in Language Studies","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43070846","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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