Pub Date : 2023-07-03DOI: 10.1080/15427587.2023.2244099
J. Windle, K. Heugh, Mei French, Janet S. Armitage, Gabriel Nascimento dos Santos
ABSTRACT This paper contributes to southern theorization of multilingualisms. Noting the predominance of northern-generated academic debates, we discuss perspectives from close engagement with southern socio-historical and political contexts, and through prioritizing community and teacher outlooks on multilingualism. Our account is illustrated with examples of linguistic citizenship that highlight local agency and dialogue in border-crossing across multiple linguistic and institutional regimes. Drawing on examples from our research in Brazil, South Africa and Australia, we focus on four agentic multilingual moves that illustrate linguistic citizenship and challenge coloniality. Each of these moves (contestation, transgression, negotiation, and conversation) implies that teachers must situate their work within relationships of reciprocity, and ‘from below.’
{"title":"Southern multilingual moves in education: agency, citizenship, and reciprocity","authors":"J. Windle, K. Heugh, Mei French, Janet S. Armitage, Gabriel Nascimento dos Santos","doi":"10.1080/15427587.2023.2244099","DOIUrl":"https://doi.org/10.1080/15427587.2023.2244099","url":null,"abstract":"ABSTRACT This paper contributes to southern theorization of multilingualisms. Noting the predominance of northern-generated academic debates, we discuss perspectives from close engagement with southern socio-historical and political contexts, and through prioritizing community and teacher outlooks on multilingualism. Our account is illustrated with examples of linguistic citizenship that highlight local agency and dialogue in border-crossing across multiple linguistic and institutional regimes. Drawing on examples from our research in Brazil, South Africa and Australia, we focus on four agentic multilingual moves that illustrate linguistic citizenship and challenge coloniality. Each of these moves (contestation, transgression, negotiation, and conversation) implies that teachers must situate their work within relationships of reciprocity, and ‘from below.’","PeriodicalId":53706,"journal":{"name":"Critical Inquiry in Language Studies","volume":"20 1","pages":"279 - 297"},"PeriodicalIF":0.0,"publicationDate":"2023-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46372363","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: 10.1080/15427587.2023.2258242
Lara-Stephanie Krause-Alzaidi
ABSTRACT Linguistic heterogeneity and fluidity – prominently captured in the notion of ‘translanguaging’– are starting to be seen as normative and natural. In turn, homogeneity and fixity, instantiated for example in standard languages, are becoming the ‘odd-ones-out.’ I challenge the dichotomy between linguistic fluidity (languaging) and fixity (named languages), in a situated conceptual account of translingual writing practices in English classrooms in a Khayelitshan primary school. These spaces fold the linguistic fluidity typical of South African townships, and the fixity of two standard languages, into one complex spatial repertoire. Operationalizing this spatial perspective, I suggest that students are constantly engaged in relanguaging, recursively sorting out the classroom repertoire according to the various linguistic norms enfolded in the space, and of bringing together linguistic resources in various combinations. Relanguaging systematically unsettles the dichotomy between fluid languaging and fix institutional language norms retained in dominant conceptualizations of translanguaging. This way it opens up new conceptual and analytical perspectives with possible pedagogical implication for writing instruction and testing. Standard English could, for example, be assessed beyond its own confines, using writing tasks that can make visible increasingly sophisticated linguistic sorting skills as students.
{"title":"Relanguaging translingual writing in a Khayelitshan primary school","authors":"Lara-Stephanie Krause-Alzaidi","doi":"10.1080/15427587.2023.2258242","DOIUrl":"https://doi.org/10.1080/15427587.2023.2258242","url":null,"abstract":"ABSTRACT Linguistic heterogeneity and fluidity – prominently captured in the notion of ‘translanguaging’– are starting to be seen as normative and natural. In turn, homogeneity and fixity, instantiated for example in standard languages, are becoming the ‘odd-ones-out.’ I challenge the dichotomy between linguistic fluidity (languaging) and fixity (named languages), in a situated conceptual account of translingual writing practices in English classrooms in a Khayelitshan primary school. These spaces fold the linguistic fluidity typical of South African townships, and the fixity of two standard languages, into one complex spatial repertoire. Operationalizing this spatial perspective, I suggest that students are constantly engaged in relanguaging, recursively sorting out the classroom repertoire according to the various linguistic norms enfolded in the space, and of bringing together linguistic resources in various combinations. Relanguaging systematically unsettles the dichotomy between fluid languaging and fix institutional language norms retained in dominant conceptualizations of translanguaging. This way it opens up new conceptual and analytical perspectives with possible pedagogical implication for writing instruction and testing. Standard English could, for example, be assessed beyond its own confines, using writing tasks that can make visible increasingly sophisticated linguistic sorting skills as students.","PeriodicalId":53706,"journal":{"name":"Critical Inquiry in Language Studies","volume":"5 1","pages":"237 - 257"},"PeriodicalIF":0.0,"publicationDate":"2023-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139363719","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 : 2023-06-12DOI: 10.1080/15427587.2023.2218618
Patriann Smith
{"title":"A Call for Raciolinguistic Epistemologies: Transnational Languaging of Immigrant Literacy Teacher Educators","authors":"Patriann Smith","doi":"10.1080/15427587.2023.2218618","DOIUrl":"https://doi.org/10.1080/15427587.2023.2218618","url":null,"abstract":"","PeriodicalId":53706,"journal":{"name":"Critical Inquiry in Language Studies","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-06-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44732974","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 : 2023-06-02DOI: 10.1080/15427587.2023.2219455
Catherine Tebaldi
{"title":"Privatizing creation: neoliberal creativity in the language classroom","authors":"Catherine Tebaldi","doi":"10.1080/15427587.2023.2219455","DOIUrl":"https://doi.org/10.1080/15427587.2023.2219455","url":null,"abstract":"","PeriodicalId":53706,"journal":{"name":"Critical Inquiry in Language Studies","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-06-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44340666","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 : 2023-05-30DOI: 10.1080/15427587.2023.2218507
Christian Fallas-Escobar
ABSTRACTThis article examines the ways Latino/a bilingual teacher candidates (TCs) talk about their own and others’ language practices and the ways this talk reflects and reproduces racialized notions of bilingualism. Drawing on data from a one-year critical ethnography at a Hispanic-serving institution in Southwest Texas, this article demonstrates that TCs have been socialized into raciolinguistic ideologies of Spanish as language to be contained and Spanglish/code-switching as disease or bad habit. TCs’ unconscious adoption of raciolinguistic ideologies was evident in their use of the phrases ‘se me sale’ and ‘se me pega’ to characterize fluid and dynamic languaging in a variety of settings. Findings have implications for bilingual teacher education research and practice, as regards bringing attention to the ways TCs depict the language practices of racialized individuals and encouraging TCs to critically engage marginalizing notions of bilingualism that might be in circulation in Latinx homes and communities.KEYWORDS: Latina/o bilingualsbilingual teacher educationraciolinguistic ideologiesraciolinguistic metacommentaryracialized notions of bilingualism AcknowledgmentsPart of this research was supported by The International Research Foundation (TIRF) for English Language Education via a doctoral dissertation grant.Disclosure statementNo potential conflict of interest was reported by the author.Notes1. I use Latinx as an inclusive term for non-gender conforming individuals. I employ Latina/o to refer to the participants in this study, all of whom self-identified as either male or female. Occasionally, I also employ the term Hispanic when refering to census data and institutional classifications (e.g., Hispanic-serving). Also, in this study I understand Latina/o/x as a racial category referring to individuals who have historically been the subject of multiple colonialisms: the Spanish conquest on the one hand and U.S. imperialism on the other (Chávez-Moreno, Citation2021b).2. I acknowledge that many language scholars have moved from framing fluid language practices as Spanglish to translanguaging. However, in this article I continue to use Spanglish because that was the term participants used to describe their own and others’ linguistic repertoires.3. I acknowledge that the Mexican American and Chicana/o/x community has gradually taken the concept of Spanglish and given it a positive meaning that celebrates and takes pride in their linguistic and cultural hybridity. However, in the broader study from which this article draws, most participants (except for two) mobilized negative meanings of the term in connection to U.S. Latinxs’ language practices.Additional informationFundingThe work was supported by the The International Research Foundation (TIRF) for English Language Education.
摘要本文考察了拉丁裔/双语教师候选人(tc)谈论自己和他人语言实践的方式，以及他们的谈话如何反映和再现种族化的双语观念。本文利用在德克萨斯州西南部一家为西班牙裔服务的机构进行的为期一年的批判性民族志研究的数据，证明了语言转换已经被社会化为一种种族语言意识形态，即西班牙语是一种被控制的语言，而西班牙语/语码转换是一种疾病或坏习惯。tc无意识地接受了种族语言学的意识形态，这一点很明显，他们使用“see me sale”和“se me pega”这两个短语来描述各种环境下的流动和动态语言。研究结果对双语教师教育的研究和实践具有启示意义，因为它引起了人们对双语教师描述种族化个体语言实践的方式的关注，并鼓励双语教师批判性地参与可能在拉丁裔家庭和社区中传播的边缘化双语概念。关键词:拉丁/美洲双语;双语教师教育;种族语言意识形态;;种族语言元评论;;披露声明作者未报告潜在的利益冲突。我用拉丁语来指代性别不一致的人。我用拉丁/ 0来指代这项研究的参与者，他们都自认为是男性或女性。有时，在提到人口普查数据和机构分类(例如，西班牙裔服务)时，我也会使用术语Hispanic。此外，在这项研究中，我将拉丁裔/拉丁裔/拉丁裔理解为一个种族类别，指的是历史上成为多种殖民主义主题的个人:一方面是西班牙征服，另一方面是美帝国主义(Chávez-Moreno, Citation2021b)。我承认，许多语言学者已经从把流动的语言实践框定为西班牙语转向了翻译。然而，在这篇文章中，我继续使用西班牙语，因为这是参与者用来描述自己和他人的语言技能的术语。我承认墨西哥裔美国人和墨西哥裔美国人逐渐接受了西班牙式英语的概念，并赋予它积极的意义，庆祝并为他们的语言和文化混合而自豪。然而，在本文所借鉴的更广泛的研究中，大多数参与者(除了两人)将该术语的负面含义与美国拉丁裔的语言实践联系起来。这项工作得到了英语语言教育国际研究基金会(TIRF)的支持。
{"title":"“Se me sale el Español y se me pega el Spanglish!”: Latina/o bilingual teacher candidates’ racialized notions of bilingualism","authors":"Christian Fallas-Escobar","doi":"10.1080/15427587.2023.2218507","DOIUrl":"https://doi.org/10.1080/15427587.2023.2218507","url":null,"abstract":"ABSTRACTThis article examines the ways Latino/a bilingual teacher candidates (TCs) talk about their own and others’ language practices and the ways this talk reflects and reproduces racialized notions of bilingualism. Drawing on data from a one-year critical ethnography at a Hispanic-serving institution in Southwest Texas, this article demonstrates that TCs have been socialized into raciolinguistic ideologies of Spanish as language to be contained and Spanglish/code-switching as disease or bad habit. TCs’ unconscious adoption of raciolinguistic ideologies was evident in their use of the phrases ‘se me sale’ and ‘se me pega’ to characterize fluid and dynamic languaging in a variety of settings. Findings have implications for bilingual teacher education research and practice, as regards bringing attention to the ways TCs depict the language practices of racialized individuals and encouraging TCs to critically engage marginalizing notions of bilingualism that might be in circulation in Latinx homes and communities.KEYWORDS: Latina/o bilingualsbilingual teacher educationraciolinguistic ideologiesraciolinguistic metacommentaryracialized notions of bilingualism AcknowledgmentsPart of this research was supported by The International Research Foundation (TIRF) for English Language Education via a doctoral dissertation grant.Disclosure statementNo potential conflict of interest was reported by the author.Notes1. I use Latinx as an inclusive term for non-gender conforming individuals. I employ Latina/o to refer to the participants in this study, all of whom self-identified as either male or female. Occasionally, I also employ the term Hispanic when refering to census data and institutional classifications (e.g., Hispanic-serving). Also, in this study I understand Latina/o/x as a racial category referring to individuals who have historically been the subject of multiple colonialisms: the Spanish conquest on the one hand and U.S. imperialism on the other (Chávez-Moreno, Citation2021b).2. I acknowledge that many language scholars have moved from framing fluid language practices as Spanglish to translanguaging. However, in this article I continue to use Spanglish because that was the term participants used to describe their own and others’ linguistic repertoires.3. I acknowledge that the Mexican American and Chicana/o/x community has gradually taken the concept of Spanglish and given it a positive meaning that celebrates and takes pride in their linguistic and cultural hybridity. However, in the broader study from which this article draws, most participants (except for two) mobilized negative meanings of the term in connection to U.S. Latinxs’ language practices.Additional informationFundingThe work was supported by the The International Research Foundation (TIRF) for English Language Education.","PeriodicalId":53706,"journal":{"name":"Critical Inquiry in Language Studies","volume":"13 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-05-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135643521","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 : 2023-05-21DOI: 10.1080/15427587.2023.2215361
Yecid Ortega
{"title":"Symbolic annihilation: processes influencing English language policy and teaching practice","authors":"Yecid Ortega","doi":"10.1080/15427587.2023.2215361","DOIUrl":"https://doi.org/10.1080/15427587.2023.2215361","url":null,"abstract":"","PeriodicalId":53706,"journal":{"name":"Critical Inquiry in Language Studies","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-05-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43111706","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 : 2023-04-06DOI: 10.1080/15427587.2023.2198130
Gyewon Jang, Gertrude M. Tinker Sachs, J. Park
{"title":"Conflicting understandings of multicultural society, global world, and English: Multimodal content analysis of 5 Korean elementary EFL textbooks","authors":"Gyewon Jang, Gertrude M. Tinker Sachs, J. Park","doi":"10.1080/15427587.2023.2198130","DOIUrl":"https://doi.org/10.1080/15427587.2023.2198130","url":null,"abstract":"","PeriodicalId":53706,"journal":{"name":"Critical Inquiry in Language Studies","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-04-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48961277","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 : 2023-04-03DOI: 10.1080/15427587.2023.2219059
Qinghua Chen, Angel M. Y. Lin
ABSTRACT When ‘decoloniality’ and ‘decolonizing’ have become words frequently used in conferences and journal publications in our field of Applied Linguistics/Language and Education, as well as on many academics’ lips, we start to worry about how they too can be easily co-opted as buzz words emptied of their critical meaning and actional potential and become appropriated as discourses with symbolic capital to add to one’s portfolio for academic promotion. What Kubota (2016) has cautioned about translanguaging can be equally true of the scholarship on decoloniality: … its knowledge is becoming another canon – a canon which is integrated into a neoliberal capitalist academic culture of incessant knowledge production and competition for economic and symbolic capital (p. 475). In this paper, we write about the pains, memories, fears, hopes and desires associated with experiencing colonizing acts across different timescales: in one’s everyday life (e.g. micro aggressions in social interactions), in how one’s own sense of self and the world (subjectivity) is shaped and reshaped (e.g. through academic socialization), and in embarking on what can be done to change the various social structures of (both colonial and other kinds of) domination and subordination. The journey is never purely academic or intellectual as it is always embodied, evoking painful memories, fears and discomfort. And from this journey of sorting out what has happened to us (and many people like us) who have been subjected to the exercising of colonial power mediated through many diverse agents, across many shorter-timescales happenings as well as longer-timescales events and processes (Lemke, 2000, 2008), we aim at finding a pathway ahead that is over and beyond just research publications and presentations. No doubt, research publications and presentations are important as a starting point, but they must lead to some further actions for them to be truly decolonizing (and not just ‘knowledge about decolonizing’). Then we’ll propose a tentative thinking and planning tool to work with teachers, students, administrators, policy makers and most importantly ourselves, to grasp what it means/what it takes, and simultaneously begin to work, to ‘decolonize’ ourselves, our curriculum, our pedagogy, our scholarship and then gradually our field of Language Studies and Education.
{"title":"Social structures, everyday interactions, and subjectivity—where (and how) does decolonizing begin?—Attending to desires, fears, and pains","authors":"Qinghua Chen, Angel M. Y. Lin","doi":"10.1080/15427587.2023.2219059","DOIUrl":"https://doi.org/10.1080/15427587.2023.2219059","url":null,"abstract":"ABSTRACT When ‘decoloniality’ and ‘decolonizing’ have become words frequently used in conferences and journal publications in our field of Applied Linguistics/Language and Education, as well as on many academics’ lips, we start to worry about how they too can be easily co-opted as buzz words emptied of their critical meaning and actional potential and become appropriated as discourses with symbolic capital to add to one’s portfolio for academic promotion. What Kubota (2016) has cautioned about translanguaging can be equally true of the scholarship on decoloniality: … its knowledge is becoming another canon – a canon which is integrated into a neoliberal capitalist academic culture of incessant knowledge production and competition for economic and symbolic capital (p. 475). In this paper, we write about the pains, memories, fears, hopes and desires associated with experiencing colonizing acts across different timescales: in one’s everyday life (e.g. micro aggressions in social interactions), in how one’s own sense of self and the world (subjectivity) is shaped and reshaped (e.g. through academic socialization), and in embarking on what can be done to change the various social structures of (both colonial and other kinds of) domination and subordination. The journey is never purely academic or intellectual as it is always embodied, evoking painful memories, fears and discomfort. And from this journey of sorting out what has happened to us (and many people like us) who have been subjected to the exercising of colonial power mediated through many diverse agents, across many shorter-timescales happenings as well as longer-timescales events and processes (Lemke, 2000, 2008), we aim at finding a pathway ahead that is over and beyond just research publications and presentations. No doubt, research publications and presentations are important as a starting point, but they must lead to some further actions for them to be truly decolonizing (and not just ‘knowledge about decolonizing’). Then we’ll propose a tentative thinking and planning tool to work with teachers, students, administrators, policy makers and most importantly ourselves, to grasp what it means/what it takes, and simultaneously begin to work, to ‘decolonize’ ourselves, our curriculum, our pedagogy, our scholarship and then gradually our field of Language Studies and Education.","PeriodicalId":53706,"journal":{"name":"Critical Inquiry in Language Studies","volume":"20 1","pages":"105 - 126"},"PeriodicalIF":0.0,"publicationDate":"2023-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41967642","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 : 2023-03-21DOI: 10.1080/15427587.2023.2187394
P. Bori, D. Block
{"title":"The discursive construction of academic capitalism in HE: the case of Catalan university websites","authors":"P. Bori, D. Block","doi":"10.1080/15427587.2023.2187394","DOIUrl":"https://doi.org/10.1080/15427587.2023.2187394","url":null,"abstract":"","PeriodicalId":53706,"journal":{"name":"Critical Inquiry in Language Studies","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-03-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"59941116","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 : 2023-03-15DOI: 10.1080/15427587.2023.2190524
Ethan Trinh, Gertrude M. Tinker Sachs
{"title":"Thinking queer with Vietnamese EFL textbooks","authors":"Ethan Trinh, Gertrude M. Tinker Sachs","doi":"10.1080/15427587.2023.2190524","DOIUrl":"https://doi.org/10.1080/15427587.2023.2190524","url":null,"abstract":"","PeriodicalId":53706,"journal":{"name":"Critical Inquiry in Language Studies","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-03-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43497506","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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