Pub Date : 2022-07-25DOI: 10.1080/15427587.2022.2102014
I. Cushing
{"title":"Word rich or word poor? Deficit discourses, raciolinguistic ideologies and the resurgence of the ‘word gap’ in England’s education policy","authors":"I. Cushing","doi":"10.1080/15427587.2022.2102014","DOIUrl":"https://doi.org/10.1080/15427587.2022.2102014","url":null,"abstract":"","PeriodicalId":53706,"journal":{"name":"Critical Inquiry in Language Studies","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-07-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41434138","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 : 2022-07-25DOI: 10.1080/15427587.2022.2102010
Heather Macias
ABSTRACT This comparative multi-case study investigated the language ideologies of six Latina/Mexican American mothers raising emergent bilingual children. Qualitative data analysis of mother interviews revealed important commonalities in multilingual parenting ideologies and family language socialization practices. The results demonstrate how the mothers tie language to cultural identity and to potential future economic success. These ideologies demonstrated how the mothers view language and how they worked against surrounding English-only, monolingual attitudes that threaten their children’s ability to maintain their home language.
{"title":"Language as a marker of cultural identity and commodification: The language socialization practices of multilingual, Latina/Mexican American mothers","authors":"Heather Macias","doi":"10.1080/15427587.2022.2102010","DOIUrl":"https://doi.org/10.1080/15427587.2022.2102010","url":null,"abstract":"ABSTRACT This comparative multi-case study investigated the language ideologies of six Latina/Mexican American mothers raising emergent bilingual children. Qualitative data analysis of mother interviews revealed important commonalities in multilingual parenting ideologies and family language socialization practices. The results demonstrate how the mothers tie language to cultural identity and to potential future economic success. These ideologies demonstrated how the mothers view language and how they worked against surrounding English-only, monolingual attitudes that threaten their children’s ability to maintain their home language.","PeriodicalId":53706,"journal":{"name":"Critical Inquiry in Language Studies","volume":"20 1","pages":"77 - 104"},"PeriodicalIF":0.0,"publicationDate":"2022-07-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44230950","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 : 2022-07-20DOI: 10.1080/15427587.2022.2102013
R. Chandrasoma, C. Jayathilake
ABSTRACT Characterized by specific and rigid boundaries of institutional practices and expectations in the academy, student writing is a synergistic literacy practice where students are required to construct generically diverse texts by yoking concepts with appropriate linguistic resources. This empirical study involving 196 first-year ESL students at a university in Sri Lanka explores why conceptual incongruities occur in argumentative essays constructed by them, and how they defend their arguments. We analyzed all their timed essays and noticed that 72 out of them contained conceptual incongruities. By “conceptual incongruities, we refer to instances where students” conceptualization process is not aligned or coherent with the essay topic. For our analysis of student texts, we have introduced two social cognitive perspectives: untutored competencies and tutored competencies. The former includes inherited, social, and ideological identities emerging from societal epistemologies whereas disciplinarity and interdisciplinarity constitute the latter. This empirical research demonstrates how students’ conceptualization process is mediated by a labyrinthine repertoire of knowledge premised in students’ untutored competencies and tutored competencies, signaling deviations from their essay topic.
{"title":"Argumentative essays and conceptual incongruities: students mediated by identity and interdisciplinarity","authors":"R. Chandrasoma, C. Jayathilake","doi":"10.1080/15427587.2022.2102013","DOIUrl":"https://doi.org/10.1080/15427587.2022.2102013","url":null,"abstract":"ABSTRACT Characterized by specific and rigid boundaries of institutional practices and expectations in the academy, student writing is a synergistic literacy practice where students are required to construct generically diverse texts by yoking concepts with appropriate linguistic resources. This empirical study involving 196 first-year ESL students at a university in Sri Lanka explores why conceptual incongruities occur in argumentative essays constructed by them, and how they defend their arguments. We analyzed all their timed essays and noticed that 72 out of them contained conceptual incongruities. By “conceptual incongruities, we refer to instances where students” conceptualization process is not aligned or coherent with the essay topic. For our analysis of student texts, we have introduced two social cognitive perspectives: untutored competencies and tutored competencies. The former includes inherited, social, and ideological identities emerging from societal epistemologies whereas disciplinarity and interdisciplinarity constitute the latter. This empirical research demonstrates how students’ conceptualization process is mediated by a labyrinthine repertoire of knowledge premised in students’ untutored competencies and tutored competencies, signaling deviations from their essay topic.","PeriodicalId":53706,"journal":{"name":"Critical Inquiry in Language Studies","volume":"20 1","pages":"179 - 203"},"PeriodicalIF":0.0,"publicationDate":"2022-07-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41356739","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 : 2022-07-19DOI: 10.1080/15427587.2022.2102012
Alberto Bruzos
ABSTRACT This article begins with an overview of the literature on language commodification and the Marxist critiques of this concept. I argue that, while these critiques have raised pertinent issues surrounding the concept of language commodification, they are limited by their reliance on Karl Polanyi’s notion of fictitious commodification, which suggests that entities like land, labor, money and, likewise, language cannot be commodities because they have not been produced to be sold in the market. Drawing on Nancy Fraser, who suggests that fictitious commodities are different from regular commodities not because of their ontological status but because of the role they play in maintaining the conditions of possibility for human life, I try to reorient the debate on language commodification by proposing a new theoretical understanding of this term, grounded in a Marxist approach to language as a social, historical and ideological practice.
{"title":"Can language be commodified? Toward a Marxist theory of language commodification","authors":"Alberto Bruzos","doi":"10.1080/15427587.2022.2102012","DOIUrl":"https://doi.org/10.1080/15427587.2022.2102012","url":null,"abstract":"ABSTRACT This article begins with an overview of the literature on language commodification and the Marxist critiques of this concept. I argue that, while these critiques have raised pertinent issues surrounding the concept of language commodification, they are limited by their reliance on Karl Polanyi’s notion of fictitious commodification, which suggests that entities like land, labor, money and, likewise, language cannot be commodities because they have not been produced to be sold in the market. Drawing on Nancy Fraser, who suggests that fictitious commodities are different from regular commodities not because of their ontological status but because of the role they play in maintaining the conditions of possibility for human life, I try to reorient the debate on language commodification by proposing a new theoretical understanding of this term, grounded in a Marxist approach to language as a social, historical and ideological practice.","PeriodicalId":53706,"journal":{"name":"Critical Inquiry in Language Studies","volume":"20 1","pages":"150 - 178"},"PeriodicalIF":0.0,"publicationDate":"2022-07-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42823642","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 : 2022-07-19DOI: 10.1080/15427587.2022.2102015
Osman Z. Barnawi
ABSTRACT The effects of neoliberal ideologies in higher education (HE) today are manifested in different forms including self-reliance, intellectual fatigue, academic burnout, incessant competition, and constant frustration among teachers/students, and other precarious working conditions. Conceptualized through the arguments on creating possible alternatives to neoliberalism in relation to English language teaching (ELT), this article examines the ways in which three transnational TESOL teachers are negotiating, resisting, and creating alternatives to neoliberal ELT in their everyday pedagogical practices. The data emerged from two sources: (i) reflective journals and (ii) semi-structured interviews. The findings reveal that while the teachers were subverting neoliberal ELT in their workplace, they became embroiled in complex mental situations, including self-consciousness, tensions, ambivalent positions, strong emotions, and other negative states of mind. In this context, extensive reading as a means for subverting neoliberalizing practices in ELT; father–son conversations as resistance to fierce competition in ELT; and portfolio reflection letters as tools for solidarity in neoliberal ELT are all possible strategies used by the three participants at their workplace. The paper closes with reflections on the forms of alternatives that have been exhibited by each teacher and implications for ELT.
{"title":"Resisting and creating alternatives to neoliberalism in ELT: a case study of three transnational language teachers in Saudi Arabia","authors":"Osman Z. Barnawi","doi":"10.1080/15427587.2022.2102015","DOIUrl":"https://doi.org/10.1080/15427587.2022.2102015","url":null,"abstract":"ABSTRACT The effects of neoliberal ideologies in higher education (HE) today are manifested in different forms including self-reliance, intellectual fatigue, academic burnout, incessant competition, and constant frustration among teachers/students, and other precarious working conditions. Conceptualized through the arguments on creating possible alternatives to neoliberalism in relation to English language teaching (ELT), this article examines the ways in which three transnational TESOL teachers are negotiating, resisting, and creating alternatives to neoliberal ELT in their everyday pedagogical practices. The data emerged from two sources: (i) reflective journals and (ii) semi-structured interviews. The findings reveal that while the teachers were subverting neoliberal ELT in their workplace, they became embroiled in complex mental situations, including self-consciousness, tensions, ambivalent positions, strong emotions, and other negative states of mind. In this context, extensive reading as a means for subverting neoliberalizing practices in ELT; father–son conversations as resistance to fierce competition in ELT; and portfolio reflection letters as tools for solidarity in neoliberal ELT are all possible strategies used by the three participants at their workplace. The paper closes with reflections on the forms of alternatives that have been exhibited by each teacher and implications for ELT.","PeriodicalId":53706,"journal":{"name":"Critical Inquiry in Language Studies","volume":"19 1","pages":"377 - 399"},"PeriodicalIF":0.0,"publicationDate":"2022-07-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43435618","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 : 2022-07-19DOI: 10.1080/15427587.2022.2102011
L. Gurney, E. Demuro
ABSTRACT This paper explores two prominent strands of inquiry within new materialism – Deleuze and Guattari’s assemblage thinking and Karen Barad’s agential realism – and situates them in relation to language studies. While a singular definition of new materialist scholarship is not feasible, we argue that the selected approaches have potential to come together to reconfigure the trajectory of language studies and critical applied linguistics, as they have begun to do in other fields of inquiry. We draw on new materialism to develop accounts of how language may be ontologically apprehended as assemblage and as phenomenon. However, rather than presenting these accounts as definitive, we invite further consideration of the implications of new materialist ontologies for our capacity to apprehend simultaneous multiplicities, and particularly, for the consequences of these on the conceptions of language that are mobilized through our theoretical and methodological tools.
{"title":"Simultaneous multiplicity: new materialist ontologies and the apprehension of language as assemblage and phenomenon","authors":"L. Gurney, E. Demuro","doi":"10.1080/15427587.2022.2102011","DOIUrl":"https://doi.org/10.1080/15427587.2022.2102011","url":null,"abstract":"ABSTRACT This paper explores two prominent strands of inquiry within new materialism – Deleuze and Guattari’s assemblage thinking and Karen Barad’s agential realism – and situates them in relation to language studies. While a singular definition of new materialist scholarship is not feasible, we argue that the selected approaches have potential to come together to reconfigure the trajectory of language studies and critical applied linguistics, as they have begun to do in other fields of inquiry. We draw on new materialism to develop accounts of how language may be ontologically apprehended as assemblage and as phenomenon. However, rather than presenting these accounts as definitive, we invite further consideration of the implications of new materialist ontologies for our capacity to apprehend simultaneous multiplicities, and particularly, for the consequences of these on the conceptions of language that are mobilized through our theoretical and methodological tools.","PeriodicalId":53706,"journal":{"name":"Critical Inquiry in Language Studies","volume":"20 1","pages":"127 - 149"},"PeriodicalIF":0.0,"publicationDate":"2022-07-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46562859","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 : 2022-07-04DOI: 10.1080/15427587.2022.2090361
A. Rafi, A. Morgan
ABSTRACT The study employed a blended approach of translanguaging pedagogy and Content and Language Integrated Learning (CLIL) in an Anthropology class of a Bangladeshi public university. Data were collected through classroom observation, a pedagogical intervention, a focus group discussion with six students, and a semi-structured interview with the class teacher. The results show that the blended approach created a dynamic learning space in an otherwise teacher-centered classroom, keeping students intrinsically engaged and enhancing the acquisition of Anthropology content knowledge and institutionally appropriate language conventions. The students acknowledged the positive potential of the blended approach. In contrast, the teacher opposed this approach by appraising the ideological complexities that might derive from the socio-political realities of the Bangladeshi context. The study recommended initiating conversation among education communities, prestige planning of translanguaging practices and teacher education programmes to benefit from the blended approach of translanguaging pedagogies and CLIL.
{"title":"Blending translanguaging and CLIL: pedagogical benefits and ideological challenges in a Bangladeshi classroom","authors":"A. Rafi, A. Morgan","doi":"10.1080/15427587.2022.2090361","DOIUrl":"https://doi.org/10.1080/15427587.2022.2090361","url":null,"abstract":"ABSTRACT The study employed a blended approach of translanguaging pedagogy and Content and Language Integrated Learning (CLIL) in an Anthropology class of a Bangladeshi public university. Data were collected through classroom observation, a pedagogical intervention, a focus group discussion with six students, and a semi-structured interview with the class teacher. The results show that the blended approach created a dynamic learning space in an otherwise teacher-centered classroom, keeping students intrinsically engaged and enhancing the acquisition of Anthropology content knowledge and institutionally appropriate language conventions. The students acknowledged the positive potential of the blended approach. In contrast, the teacher opposed this approach by appraising the ideological complexities that might derive from the socio-political realities of the Bangladeshi context. The study recommended initiating conversation among education communities, prestige planning of translanguaging practices and teacher education programmes to benefit from the blended approach of translanguaging pedagogies and CLIL.","PeriodicalId":53706,"journal":{"name":"Critical Inquiry in Language Studies","volume":"20 1","pages":"20 - 45"},"PeriodicalIF":0.0,"publicationDate":"2022-07-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43977558","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 : 2022-06-28DOI: 10.1080/15427587.2022.2086552
Mi Yung Park, L. Choi
ABSTRACT This narrative study focuses on how Gina, a Korean learner with a Korean immigrant mother and a European-descent New Zealander father, constructed her identities and engaged with Korean as a heritage language (HL) before, during, and after studying abroad in Korea. Gina’s transformative experiences illustrate the links between HL learning and learners’ understanding of themselves in racial/ethnic/cultural terms. The study highlights raciolinguistic ideologies’ complex influence on the HL development and identity (re)construction of learners who consider themselves to have multiple racial/ethnic/cultural heritages. Although Gina’s HL learner identity hampered her classroom education during study abroad, her family background provided her opportunities outside the classroom that strengthened her sense of belonging and encouraged her (re)construction of her identities. The study provides practical implications for study-abroad program developers and educators concerning the raciolinguistic ideologies that HL learners who identify as having multiple heritages might bring to their HL learning and participation in study-abroad programs. Being aware of raciolinguistic ideologies, preparing students for how their own and others’ ideologies might impact their experiences during study abroad, and providing the means for multiheritage HL learners to share their experiences could all contribute positively to these learners’ continued identity (re)construction, HL development, and study-abroad experiences.
{"title":"Study abroad, heritage language learning, and identity: a study of a mixed-heritage learner of Korean","authors":"Mi Yung Park, L. Choi","doi":"10.1080/15427587.2022.2086552","DOIUrl":"https://doi.org/10.1080/15427587.2022.2086552","url":null,"abstract":"ABSTRACT This narrative study focuses on how Gina, a Korean learner with a Korean immigrant mother and a European-descent New Zealander father, constructed her identities and engaged with Korean as a heritage language (HL) before, during, and after studying abroad in Korea. Gina’s transformative experiences illustrate the links between HL learning and learners’ understanding of themselves in racial/ethnic/cultural terms. The study highlights raciolinguistic ideologies’ complex influence on the HL development and identity (re)construction of learners who consider themselves to have multiple racial/ethnic/cultural heritages. Although Gina’s HL learner identity hampered her classroom education during study abroad, her family background provided her opportunities outside the classroom that strengthened her sense of belonging and encouraged her (re)construction of her identities. The study provides practical implications for study-abroad program developers and educators concerning the raciolinguistic ideologies that HL learners who identify as having multiple heritages might bring to their HL learning and participation in study-abroad programs. Being aware of raciolinguistic ideologies, preparing students for how their own and others’ ideologies might impact their experiences during study abroad, and providing the means for multiheritage HL learners to share their experiences could all contribute positively to these learners’ continued identity (re)construction, HL development, and study-abroad experiences.","PeriodicalId":53706,"journal":{"name":"Critical Inquiry in Language Studies","volume":"19 1","pages":"286 - 306"},"PeriodicalIF":0.0,"publicationDate":"2022-06-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45215542","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 : 2022-06-17DOI: 10.1080/15427587.2022.2090362
P. Bori, Germán Canale
ABSTRACT In the past decades, neoliberalism has permeated (foreign) language education, as has been discussed by critical research in the fields of: curriculum theory, applied linguistics, discourse analysis, language policy, language assessment, to name a few. Despite the fact that research on foreign language education and neoliberalism is certainly growing, less attention has been paid to actual “ways out” or alternatives to neoliberal foreign language education. This introductory paper delineates the domain and scope of the present Special Issue entitled “Alternatives to Neoliberal Foreign Language Education.” The paper critically discusses three discourses/processes that are key to understanding the effects of neoliberalism in language education worldwide: language as skill, standardization and profit, and devaluing education. Then, it moves to briefly introduce each of the four remaining papers, which critically discuss alternatives to neoliberal foreign language education in different countries. The full issue hopes to contribute to critical research in the field of foreign language education and neoliberalism but, more importantly, to the search for feasible alternatives that help us move from negative critique of the current situation of foreign language education to actual praxis with a view to transforming it.
{"title":"Neoliberal foreign language education: the search for alternatives","authors":"P. Bori, Germán Canale","doi":"10.1080/15427587.2022.2090362","DOIUrl":"https://doi.org/10.1080/15427587.2022.2090362","url":null,"abstract":"ABSTRACT In the past decades, neoliberalism has permeated (foreign) language education, as has been discussed by critical research in the fields of: curriculum theory, applied linguistics, discourse analysis, language policy, language assessment, to name a few. Despite the fact that research on foreign language education and neoliberalism is certainly growing, less attention has been paid to actual “ways out” or alternatives to neoliberal foreign language education. This introductory paper delineates the domain and scope of the present Special Issue entitled “Alternatives to Neoliberal Foreign Language Education.” The paper critically discusses three discourses/processes that are key to understanding the effects of neoliberalism in language education worldwide: language as skill, standardization and profit, and devaluing education. Then, it moves to briefly introduce each of the four remaining papers, which critically discuss alternatives to neoliberal foreign language education in different countries. The full issue hopes to contribute to critical research in the field of foreign language education and neoliberalism but, more importantly, to the search for feasible alternatives that help us move from negative critique of the current situation of foreign language education to actual praxis with a view to transforming it.","PeriodicalId":53706,"journal":{"name":"Critical Inquiry in Language Studies","volume":"19 1","pages":"307 - 316"},"PeriodicalIF":0.0,"publicationDate":"2022-06-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47101239","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 : 2022-06-13DOI: 10.1080/15427587.2022.2086551
Hoe Kyeung Kim, Hyunhee Cho
ABSTRACT This study explored two teacher educators’ understanding of multilingualism and a change in their perception from monolingual native speakerism to multilingualism. Through exchanging the narrative about learning to be a professional and being a teacher educator in ESL and EFL settings, they deepened their understanding of multilingualism and heightened their critical awareness of monolingualism in their local contexts thereby gaining critical insights into the roles of language ideologies. The findings of the study were twofold. Firstly, native speakerism was still working as a dominant view in teacher education and had a great impact on nonnative English teachers’ identities and their teaching confidence. Secondly, critical reflection through narrative writing allowed the participants to reflect on the hidden sociopolitical influences of native speakerism that shape their perceptions and perspectives and reconstruct their identities as multilingual teacher educators. The findings imply the benefits of collaborative narrative for critical reflection on ideologies about race and language and for building empowered professional identities.
{"title":"Transnational teacher educators’ critical reflection on multilingualism","authors":"Hoe Kyeung Kim, Hyunhee Cho","doi":"10.1080/15427587.2022.2086551","DOIUrl":"https://doi.org/10.1080/15427587.2022.2086551","url":null,"abstract":"ABSTRACT This study explored two teacher educators’ understanding of multilingualism and a change in their perception from monolingual native speakerism to multilingualism. Through exchanging the narrative about learning to be a professional and being a teacher educator in ESL and EFL settings, they deepened their understanding of multilingualism and heightened their critical awareness of monolingualism in their local contexts thereby gaining critical insights into the roles of language ideologies. The findings of the study were twofold. Firstly, native speakerism was still working as a dominant view in teacher education and had a great impact on nonnative English teachers’ identities and their teaching confidence. Secondly, critical reflection through narrative writing allowed the participants to reflect on the hidden sociopolitical influences of native speakerism that shape their perceptions and perspectives and reconstruct their identities as multilingual teacher educators. The findings imply the benefits of collaborative narrative for critical reflection on ideologies about race and language and for building empowered professional identities.","PeriodicalId":53706,"journal":{"name":"Critical Inquiry in Language Studies","volume":"19 1","pages":"264 - 285"},"PeriodicalIF":0.0,"publicationDate":"2022-06-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45576737","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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