Pub Date : 2023-03-09DOI: 10.1080/15427587.2023.2187393
S. Sugiharto
{"title":"Untangling the politics of (re) production of nonexistence in academic writing and publishing","authors":"S. Sugiharto","doi":"10.1080/15427587.2023.2187393","DOIUrl":"https://doi.org/10.1080/15427587.2023.2187393","url":null,"abstract":"","PeriodicalId":53706,"journal":{"name":"Critical Inquiry in Language Studies","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-03-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47368841","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 : 2023-03-05DOI: 10.1080/15427587.2023.2187392
A. Zaini, H. Shokouhi
{"title":"Unsourced evidentiality and critical reading: the case of international postgraduates in Australia","authors":"A. Zaini, H. Shokouhi","doi":"10.1080/15427587.2023.2187392","DOIUrl":"https://doi.org/10.1080/15427587.2023.2187392","url":null,"abstract":"","PeriodicalId":53706,"journal":{"name":"Critical Inquiry in Language Studies","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-03-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43867218","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 : 2023-01-02DOI: 10.1080/15427587.2023.2188808
Saskia Van Viegen, Sunny Man Chu Lau, Michelle Mingyue Gu
This year, the international journal Critical Inquiry in Language Studies (CILS) publishes its 20 volume, marking twenty years of contribution to critical scholarship in the broad, interdisciplinary field of language studies. Launched in 2003 as the flagship journal for the International Society for Language Studies (ISLS), the journal was conceptualized to create a venue, at that time largely lacking, in critical perspectives on languages, language education, and related research through a peer-reviewed publication. Founding editors Timothy Reagan and Terry A. Osborn worked closely with authors to disseminate works to further the aims of critical pedagogy and social justice. Reagan and Osborn approached Naomi Silverman, then an editor at Lawrence Erlbaum Associates, proposing the journal and her support of the project was unwavering. At the outset, the editors were responsible for copyediting and even typesetting the journal, saving costs because they believed so strongly in the aims of the organization and the need for the journal. After ten years, Reagan and Osborn stepped aside as Paul Chamness Iida assumed the journal’s leadership, which continued until 2020 (see tribute to Paul published in this journal, Mikulec & Wooten, 2022). CILS, under the auspices of ISLS, comprises a volunteer-based organization of scholars committed to grassroots effort to bring together critical, interdisciplinary, and emergent approaches to language studies. For two decades, the organization and the journal have led global discourses on language and communication relating to equity, equality, and social justice. Drawing on critical social theories to connect linguistic and social issues, CILS has contributed significantly to carving out a field of heterogeneous research and scholarship in critical language studies. This area of inquiry has grown rapidly in recent decades, drawing on related fields of critical language awareness (CLA), critical discourse analysis (CDA), critical discourse studies (CDS), critical applied linguistics (CAL), and critical sociolinguistics, including linguistic anthropology, interactional sociolinguistics and variationist sociolinguistics. As a volunteer-based, nonprofit organization, ISLS met with immense financial challenges brought about by pandemic-related issues. Such barriers have exacerbated and intensified, exposing critical scholars and the communities they work with to magnified social and economic inequities. In these precarious circumstances, ISLS operations wound down in 2022. CILS now operates as an independent journal published by Taylor and Francis. It continues to uphold the inaugural goals and objectives of CRITICAL INQUIRY IN LANGUAGE STUDIES 2023, VOL. 20, NO. 1, 1–3 https://doi.org/10.1080/15427587.2023.2188808
{"title":"20 years of critical inquiry in language studies","authors":"Saskia Van Viegen, Sunny Man Chu Lau, Michelle Mingyue Gu","doi":"10.1080/15427587.2023.2188808","DOIUrl":"https://doi.org/10.1080/15427587.2023.2188808","url":null,"abstract":"This year, the international journal Critical Inquiry in Language Studies (CILS) publishes its 20 volume, marking twenty years of contribution to critical scholarship in the broad, interdisciplinary field of language studies. Launched in 2003 as the flagship journal for the International Society for Language Studies (ISLS), the journal was conceptualized to create a venue, at that time largely lacking, in critical perspectives on languages, language education, and related research through a peer-reviewed publication. Founding editors Timothy Reagan and Terry A. Osborn worked closely with authors to disseminate works to further the aims of critical pedagogy and social justice. Reagan and Osborn approached Naomi Silverman, then an editor at Lawrence Erlbaum Associates, proposing the journal and her support of the project was unwavering. At the outset, the editors were responsible for copyediting and even typesetting the journal, saving costs because they believed so strongly in the aims of the organization and the need for the journal. After ten years, Reagan and Osborn stepped aside as Paul Chamness Iida assumed the journal’s leadership, which continued until 2020 (see tribute to Paul published in this journal, Mikulec & Wooten, 2022). CILS, under the auspices of ISLS, comprises a volunteer-based organization of scholars committed to grassroots effort to bring together critical, interdisciplinary, and emergent approaches to language studies. For two decades, the organization and the journal have led global discourses on language and communication relating to equity, equality, and social justice. Drawing on critical social theories to connect linguistic and social issues, CILS has contributed significantly to carving out a field of heterogeneous research and scholarship in critical language studies. This area of inquiry has grown rapidly in recent decades, drawing on related fields of critical language awareness (CLA), critical discourse analysis (CDA), critical discourse studies (CDS), critical applied linguistics (CAL), and critical sociolinguistics, including linguistic anthropology, interactional sociolinguistics and variationist sociolinguistics. As a volunteer-based, nonprofit organization, ISLS met with immense financial challenges brought about by pandemic-related issues. Such barriers have exacerbated and intensified, exposing critical scholars and the communities they work with to magnified social and economic inequities. In these precarious circumstances, ISLS operations wound down in 2022. CILS now operates as an independent journal published by Taylor and Francis. It continues to uphold the inaugural goals and objectives of CRITICAL INQUIRY IN LANGUAGE STUDIES 2023, VOL. 20, NO. 1, 1–3 https://doi.org/10.1080/15427587.2023.2188808","PeriodicalId":53706,"journal":{"name":"Critical Inquiry in Language Studies","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43187688","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-12-19DOI: 10.1080/15427587.2022.2159826
Ryuko Kubota
ABSTRACT During the last 20 years, Critical Inquiry in Language Studies has played an important role in advancing research on critical applied linguistics. Although the level of scholarly interest in critical research and its visibility have increased, issues that critical research has attempted to problematize, such as normative ideologies of language and language education, continue to dominate policies, practices, and ordinary people’s consciousness in the real world. Critical approaches to research should be grounded in praxis, namely, committed reflection and action for transformation. In order to further promote critical language studies with a vision of praxis, it is necessary to amplify a synergy between producing scholarly knowledge within academe and making efforts to put the knowledge into practice through concrete actions for transformation in the real world. This article examines some challenges that scholars face in forging the synergy, including institutional constraints and neoliberal expectations that dissociate research from local impact. Proposed ideas for praxis-oriented scholarly work include, but are certainly not limited to, decolonizing our minds, paying attention to and intentionally making a commitment to transformation, actively engaging with public scholarship for knowledge mobilization, legitimizing and encouraging multilingual scholarship, changing institutional expectations and practices, and actively connecting with communities.
{"title":"Linking Research to transforming the real world: critical language studies for the next 20 years","authors":"Ryuko Kubota","doi":"10.1080/15427587.2022.2159826","DOIUrl":"https://doi.org/10.1080/15427587.2022.2159826","url":null,"abstract":"ABSTRACT During the last 20 years, Critical Inquiry in Language Studies has played an important role in advancing research on critical applied linguistics. Although the level of scholarly interest in critical research and its visibility have increased, issues that critical research has attempted to problematize, such as normative ideologies of language and language education, continue to dominate policies, practices, and ordinary people’s consciousness in the real world. Critical approaches to research should be grounded in praxis, namely, committed reflection and action for transformation. In order to further promote critical language studies with a vision of praxis, it is necessary to amplify a synergy between producing scholarly knowledge within academe and making efforts to put the knowledge into practice through concrete actions for transformation in the real world. This article examines some challenges that scholars face in forging the synergy, including institutional constraints and neoliberal expectations that dissociate research from local impact. Proposed ideas for praxis-oriented scholarly work include, but are certainly not limited to, decolonizing our minds, paying attention to and intentionally making a commitment to transformation, actively engaging with public scholarship for knowledge mobilization, legitimizing and encouraging multilingual scholarship, changing institutional expectations and practices, and actively connecting with communities.","PeriodicalId":53706,"journal":{"name":"Critical Inquiry in Language Studies","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-12-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44772988","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-11-06DOI: 10.1080/15427587.2022.2136672
R. Mata
{"title":"Bilingualism is good but codeswitching is bad: attitudes about Spanish in contact with English in the Tijuana - San Diego border area","authors":"R. Mata","doi":"10.1080/15427587.2022.2136672","DOIUrl":"https://doi.org/10.1080/15427587.2022.2136672","url":null,"abstract":"","PeriodicalId":53706,"journal":{"name":"Critical Inquiry in Language Studies","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-11-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45601427","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-10-02DOI: 10.1080/15427587.2022.2147071
Andrew Littlejohn
Abstract The paper first reviews how conventionalized uses of dialogue in the language classroom have facilitated a neoliberalist agenda, mainly by positioning learners in a reproductive, consumer role, and teachers as deskilled operatives of scripted interactions. It then discusses three other conceptualizations of the role of dialogue which may offer an alternative. The first derives from assumptions about how language is best acquired, by emphasizing exposure to, and engagement in, natural language use. The limitations of this in relation to the role that conscious attention to language may offer and in relation to how it similarly positions learners as consumers and teachers as managers, are then discussed. A second conceptualization of the use of dialogue derives from education theory and emphasizes dialogic approaches involving exploratory talk as a means of helping learners construct their own understandings of language knowledge and the learning process. The paper argues, however, that neither of these conceptualizations of the use of dialogue offer effective alternatives to the pressure to replicate neoliberalism. The paper then sets out some key requirements for an alternative and argues that a third view, emphasizing participatory dialogue, may provide this. A model is outlined, emphasizing negotiated classroom work, with examples for implementation.
{"title":"Dialogue and neoliberalism: alternative conceptions for the second language classroom","authors":"Andrew Littlejohn","doi":"10.1080/15427587.2022.2147071","DOIUrl":"https://doi.org/10.1080/15427587.2022.2147071","url":null,"abstract":"Abstract The paper first reviews how conventionalized uses of dialogue in the language classroom have facilitated a neoliberalist agenda, mainly by positioning learners in a reproductive, consumer role, and teachers as deskilled operatives of scripted interactions. It then discusses three other conceptualizations of the role of dialogue which may offer an alternative. The first derives from assumptions about how language is best acquired, by emphasizing exposure to, and engagement in, natural language use. The limitations of this in relation to the role that conscious attention to language may offer and in relation to how it similarly positions learners as consumers and teachers as managers, are then discussed. A second conceptualization of the use of dialogue derives from education theory and emphasizes dialogic approaches involving exploratory talk as a means of helping learners construct their own understandings of language knowledge and the learning process. The paper argues, however, that neither of these conceptualizations of the use of dialogue offer effective alternatives to the pressure to replicate neoliberalism. The paper then sets out some key requirements for an alternative and argues that a third view, emphasizing participatory dialogue, may provide this. A model is outlined, emphasizing negotiated classroom work, with examples for implementation.","PeriodicalId":53706,"journal":{"name":"Critical Inquiry in Language Studies","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48413288","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-09-14DOI: 10.1080/15427587.2022.2090363
E. Babaii
ABSTRACT English language teaching has always been treated as a socio-cultural issue in post-revolutionary Iran. Fueled by anti-imperialist sentiment, the political authorities diagnosed Western influence as the major ailment of the society. Having to accommodate for the undeniable virtue of learning English for international communication, educationalists prescribed limited, censured doses of culture-free, localized English input to bring up a new generation immune to the Western values. The analysis of the educational goals in Iranian macro educational documents and their realization in teaching materials reveals an organized effort to resist and undo the influence of neoliberal education and provide an alternative rooted in national-religious heritage of the country. To examine whether this localized version can survive amid neoliberal forces in education and compete with its imported goods, the present article attempts to provide a bird’s eye view about the interplay of policy, culture, and political ideology in the curriculum through content analysis of the Iranian macro official documents and their manifestations in local ELT textbooks, supplemented by the researcher’s perspectives as an insider with prolonged engagement in this educational system. Hopefully, careful scrutiny of Iranian ELT program in its wider socio-cultural context contains lessons about avertable errors when proposing alternatives to neoliberal education.
{"title":"ELT as necessary evil: resisting Western cultural dominance in foreign language policy in the context of Iran","authors":"E. Babaii","doi":"10.1080/15427587.2022.2090363","DOIUrl":"https://doi.org/10.1080/15427587.2022.2090363","url":null,"abstract":"ABSTRACT English language teaching has always been treated as a socio-cultural issue in post-revolutionary Iran. Fueled by anti-imperialist sentiment, the political authorities diagnosed Western influence as the major ailment of the society. Having to accommodate for the undeniable virtue of learning English for international communication, educationalists prescribed limited, censured doses of culture-free, localized English input to bring up a new generation immune to the Western values. The analysis of the educational goals in Iranian macro educational documents and their realization in teaching materials reveals an organized effort to resist and undo the influence of neoliberal education and provide an alternative rooted in national-religious heritage of the country. To examine whether this localized version can survive amid neoliberal forces in education and compete with its imported goods, the present article attempts to provide a bird’s eye view about the interplay of policy, culture, and political ideology in the curriculum through content analysis of the Iranian macro official documents and their manifestations in local ELT textbooks, supplemented by the researcher’s perspectives as an insider with prolonged engagement in this educational system. Hopefully, careful scrutiny of Iranian ELT program in its wider socio-cultural context contains lessons about avertable errors when proposing alternatives to neoliberal education.","PeriodicalId":53706,"journal":{"name":"Critical Inquiry in Language Studies","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-09-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44490683","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-08-22DOI: 10.1080/15427587.2022.2112532
V. Tarrayo, Aileen O. Salonga
{"title":"Queering English language teaching: Insights from teachers in a Philippine state university","authors":"V. Tarrayo, Aileen O. Salonga","doi":"10.1080/15427587.2022.2112532","DOIUrl":"https://doi.org/10.1080/15427587.2022.2112532","url":null,"abstract":"","PeriodicalId":53706,"journal":{"name":"Critical Inquiry in Language Studies","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-08-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45576939","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-08-18DOI: 10.1080/15427587.2022.2112531
Drousioti Kalli
{"title":"Is the sociolinguistic situation in Cyprus diglossic?","authors":"Drousioti Kalli","doi":"10.1080/15427587.2022.2112531","DOIUrl":"https://doi.org/10.1080/15427587.2022.2112531","url":null,"abstract":"","PeriodicalId":53706,"journal":{"name":"Critical Inquiry in Language Studies","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-08-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46846328","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-07-28DOI: 10.1080/15427587.2022.2099863
Joseph Ernest Mambu
ABSTRACT One critical question for English language teachers is how their learners, especially in non-English-speaking developing countries, address global issues as they learn the foreign language. The question seems more viably answered following the United Nations’ dissemination of the Sustainable Development Goals (SDGs) in 2015 to be achieved by 2030. Against this backdrop, the present case study investigates an English language teacher’s attempts in his critically oriented undergraduate course to introduce SDGs as a tool for his Indonesian students to foster criticality through English language teaching and learning (ELTL). Data were generated from teacher-selected SDGs texts, teacher-initiated prompts/questions in worksheets based on the SDGs texts, students’ responses to the worksheets, and their SDG-related remarks elicited by the teacher in multiple meetings in a semester. Different theoretical lenses of criticality at language, cognitive, pedagogical, and philosophical levels were employed to examine the data. The findings suggest that the selected SDGs texts and the teacher’s prompts were prepared in ways that could elicit students’ critical responses at word, sentence, and discourse levels by identifying and addressing global issues before and after SDGs were introduced to them. The data could also be reflexively viewed through Marxist, postmodernist/poststructuralist, and postcolonial lenses of criticality.
{"title":"Embedding Sustainable Development Goals into critical English language teaching and learning","authors":"Joseph Ernest Mambu","doi":"10.1080/15427587.2022.2099863","DOIUrl":"https://doi.org/10.1080/15427587.2022.2099863","url":null,"abstract":"ABSTRACT One critical question for English language teachers is how their learners, especially in non-English-speaking developing countries, address global issues as they learn the foreign language. The question seems more viably answered following the United Nations’ dissemination of the Sustainable Development Goals (SDGs) in 2015 to be achieved by 2030. Against this backdrop, the present case study investigates an English language teacher’s attempts in his critically oriented undergraduate course to introduce SDGs as a tool for his Indonesian students to foster criticality through English language teaching and learning (ELTL). Data were generated from teacher-selected SDGs texts, teacher-initiated prompts/questions in worksheets based on the SDGs texts, students’ responses to the worksheets, and their SDG-related remarks elicited by the teacher in multiple meetings in a semester. Different theoretical lenses of criticality at language, cognitive, pedagogical, and philosophical levels were employed to examine the data. The findings suggest that the selected SDGs texts and the teacher’s prompts were prepared in ways that could elicit students’ critical responses at word, sentence, and discourse levels by identifying and addressing global issues before and after SDGs were introduced to them. The data could also be reflexively viewed through Marxist, postmodernist/poststructuralist, and postcolonial lenses of criticality.","PeriodicalId":53706,"journal":{"name":"Critical Inquiry in Language Studies","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-07-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"59941543","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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