Pub Date : 2022-06-07DOI: 10.1080/15427587.2022.2086553
J. Park
ABSTRACT This paper discusses how critiquing the convergence of neoliberalism and coloniality can become a crucial juncture for imagining alternatives to neoliberal foreign language education. Neoliberalism and coloniality are both mediated by aspects of subjectivity, which not only obscures their co-dependence, but also naturalizes their logic as they become embedded in dimensions of affect, desire, and morality. Discourses of educational reform that do not attend to this link risk being appropriated by neoliberal ideologies, as they may fail to situate neoliberal conditions of education within broader historical conditions of inequality. This paper illustrates this point through a critical analysis of debates on education reform in Korea, with a focus on a Korean television documentary which argues for liberal reforms emphasizing creativity, individuality, and excellence. The analysis shows how the voice of white Westerners as perceiving subjects is frequently invoked to problematize the Korean education system for its supposed irrationality and backwardness, naturalizing the mutual constitution of historical conditions of capitalism and colonialism through representations of affect. Based on this discussion, this paper argues that alternatives to neoliberal language education must be rooted in policy and practice that questions deeply entrenched subjectivities of capitalism and colonialism.
{"title":"Foreign language education at the nexus of neoliberalism and coloniality: subjectivity in South Korean discourses of education reform","authors":"J. Park","doi":"10.1080/15427587.2022.2086553","DOIUrl":"https://doi.org/10.1080/15427587.2022.2086553","url":null,"abstract":"ABSTRACT This paper discusses how critiquing the convergence of neoliberalism and coloniality can become a crucial juncture for imagining alternatives to neoliberal foreign language education. Neoliberalism and coloniality are both mediated by aspects of subjectivity, which not only obscures their co-dependence, but also naturalizes their logic as they become embedded in dimensions of affect, desire, and morality. Discourses of educational reform that do not attend to this link risk being appropriated by neoliberal ideologies, as they may fail to situate neoliberal conditions of education within broader historical conditions of inequality. This paper illustrates this point through a critical analysis of debates on education reform in Korea, with a focus on a Korean television documentary which argues for liberal reforms emphasizing creativity, individuality, and excellence. The analysis shows how the voice of white Westerners as perceiving subjects is frequently invoked to problematize the Korean education system for its supposed irrationality and backwardness, naturalizing the mutual constitution of historical conditions of capitalism and colonialism through representations of affect. Based on this discussion, this paper argues that alternatives to neoliberal language education must be rooted in policy and practice that questions deeply entrenched subjectivities of capitalism and colonialism.","PeriodicalId":53706,"journal":{"name":"Critical Inquiry in Language Studies","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-06-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44523568","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 : 2022-02-23DOI: 10.1080/15427587.2022.2030228
C. Brown
ABSTRACT This article reports on a case study investigating how Norwegian upper secondary EFL learners develop multiple perspectives in facilitated dialogue about images before and after being familiarized with critical visual literacy (CVL) practices. Focus group interviews were conducted with learners before and after a 16-week intervention in which CVL was introduced as an approach to teaching about culture in the English foreign language (EFL) classroom. An in-depth analysis of the interactions during pre-interviews demonstrates how through the dialogue, facilitated by authentic and critical questions, the learners explored several different perspectives, thus expanding the images’ meaning-making potential even without any prior CVL instruction. Furthermore, the analysis of the post-interviews shows how the learners display agency in taking up a critical stance when familiarized with CVL practices. These findings suggest that given the right time and space, EFL learners can engage reflectively and critically with images even as a one-off event, but also that engaging in CVL practices over time supports EFL learners to become socialized into critical inquiry, enabling them to take a critical stance more independently.
{"title":"Developing multiple perspectives with EFL learners through facilitated dialogue about images","authors":"C. Brown","doi":"10.1080/15427587.2022.2030228","DOIUrl":"https://doi.org/10.1080/15427587.2022.2030228","url":null,"abstract":"ABSTRACT This article reports on a case study investigating how Norwegian upper secondary EFL learners develop multiple perspectives in facilitated dialogue about images before and after being familiarized with critical visual literacy (CVL) practices. Focus group interviews were conducted with learners before and after a 16-week intervention in which CVL was introduced as an approach to teaching about culture in the English foreign language (EFL) classroom. An in-depth analysis of the interactions during pre-interviews demonstrates how through the dialogue, facilitated by authentic and critical questions, the learners explored several different perspectives, thus expanding the images’ meaning-making potential even without any prior CVL instruction. Furthermore, the analysis of the post-interviews shows how the learners display agency in taking up a critical stance when familiarized with CVL practices. These findings suggest that given the right time and space, EFL learners can engage reflectively and critically with images even as a one-off event, but also that engaging in CVL practices over time supports EFL learners to become socialized into critical inquiry, enabling them to take a critical stance more independently.","PeriodicalId":53706,"journal":{"name":"Critical Inquiry in Language Studies","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-02-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45148930","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 : 2022-02-01DOI: 10.1080/15427587.2022.2030229
Hatice Çelebi
ABSTRACT The purpose of this study is to investigate the role of place-consciousness in teaching through critical literacies pedagogies and how place-consciousness shapes a teacher’s decision-making in critical literacy practices. This classroom-based ethnographic study was carried out at a school in the Northeastern United States. One language teacher was observed and interviewed in her school over a period of one year. Throughout the study period, data from semi-structured interviews, fieldnotes, observation notes, informal conversations, and artifacts were coded and interpreted. Based on the findings, this paper suggests that critical literacies pedagogies and place-based education are complementary and inseparable. The findings of the study further reveals that a teacher’s conceptualization of space and place and how the teacher responds to the place have significant ramifications for integrating critical literacies pedagogies into curriculum. No theory of critical literacies can be considered complete without a theory of place-based education but how space and place are conceptualized are of great underlying significance.
{"title":"Teaching communities: working to effect social change through critical literacies and place-conscious pedagogies","authors":"Hatice Çelebi","doi":"10.1080/15427587.2022.2030229","DOIUrl":"https://doi.org/10.1080/15427587.2022.2030229","url":null,"abstract":"ABSTRACT The purpose of this study is to investigate the role of place-consciousness in teaching through critical literacies pedagogies and how place-consciousness shapes a teacher’s decision-making in critical literacy practices. This classroom-based ethnographic study was carried out at a school in the Northeastern United States. One language teacher was observed and interviewed in her school over a period of one year. Throughout the study period, data from semi-structured interviews, fieldnotes, observation notes, informal conversations, and artifacts were coded and interpreted. Based on the findings, this paper suggests that critical literacies pedagogies and place-based education are complementary and inseparable. The findings of the study further reveals that a teacher’s conceptualization of space and place and how the teacher responds to the place have significant ramifications for integrating critical literacies pedagogies into curriculum. No theory of critical literacies can be considered complete without a theory of place-based education but how space and place are conceptualized are of great underlying significance.","PeriodicalId":53706,"journal":{"name":"Critical Inquiry in Language Studies","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41584591","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 : 2022-01-27DOI: 10.1080/15427587.2022.2030231
Jhuliane Evelyn da Silva
{"title":"Duoethnography in English language teaching: a solid encounter between collaboration, reflection and classroom practice","authors":"Jhuliane Evelyn da Silva","doi":"10.1080/15427587.2022.2030231","DOIUrl":"https://doi.org/10.1080/15427587.2022.2030231","url":null,"abstract":"","PeriodicalId":53706,"journal":{"name":"Critical Inquiry in Language Studies","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-01-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45420635","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 : 2022-01-02DOI: 10.1080/15427587.2021.2007772
Patricia Gubitosi, Paola Medina González
ABSTRACT The analysis of a community’s linguistic landscape has proven to be an excellent tool not only in portraying, but also in evaluating and interpreting what languages are used in a single place (and what languages seem to be invisible), what the vitality of any of these languages is, and the relative influence that each linguistic variety within that community has and how it relates to the other varieties in terms of power, visibility and functionality. The presence or absence of a language in the public space conveys a message that directly and indirectly exposes its significance versus its marginality in the community. The present study analyzes languages used in the public space of a neighborhood in Oviedo, the capital city of Asturias in Spain, where Spanish is the majority language and Asturian is the regional language. While Asturian is present in some of the official street signs, stores’ signages only utilize Spanish along with other minority languages such as Arabic. Using a mixed research approach, this article analyzes attitudes and power relations among Spanish, Asturian and other immigrant languages used in the LL of a neighborhood in Oviedo, Asturias, while also revealing public perceptions of language hierarchies and prestige in the area.
{"title":"Language-power relationship, linguistic identity and the struggle for survival: the case of Asturian in Oviedo, Spain","authors":"Patricia Gubitosi, Paola Medina González","doi":"10.1080/15427587.2021.2007772","DOIUrl":"https://doi.org/10.1080/15427587.2021.2007772","url":null,"abstract":"ABSTRACT The analysis of a community’s linguistic landscape has proven to be an excellent tool not only in portraying, but also in evaluating and interpreting what languages are used in a single place (and what languages seem to be invisible), what the vitality of any of these languages is, and the relative influence that each linguistic variety within that community has and how it relates to the other varieties in terms of power, visibility and functionality. The presence or absence of a language in the public space conveys a message that directly and indirectly exposes its significance versus its marginality in the community. The present study analyzes languages used in the public space of a neighborhood in Oviedo, the capital city of Asturias in Spain, where Spanish is the majority language and Asturian is the regional language. While Asturian is present in some of the official street signs, stores’ signages only utilize Spanish along with other minority languages such as Arabic. Using a mixed research approach, this article analyzes attitudes and power relations among Spanish, Asturian and other immigrant languages used in the LL of a neighborhood in Oviedo, Asturias, while also revealing public perceptions of language hierarchies and prestige in the area.","PeriodicalId":53706,"journal":{"name":"Critical Inquiry in Language Studies","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42635581","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 : 2022-01-02DOI: 10.1080/15427587.2022.2032712
Erin A. Mikulec, Jennifer Wooten
Paul Chamness Iida worked as an editor of Critical Inquiry for Language Studies (CILS) for ten years, first as the Media Review Editor (2011–2014) and then as Editor (2015–2021). During that time, Paul worked closely with authors to disseminate work that furthered the aims of critical pedagogy and social justice. The hours that he spent corresponding with authors and reviewers, editing manuscripts, and typesetting issues of CILS were given freely. Like other leadership positions in the International Society for Language Studies (ISLS), CILS editors are volunteers. Paul dedicated tremendous amounts of time and energy, though, because he believed in the mission of ISLS and CILS. After attending ISLS 2009 in Orlando, he told Erin that he was motivated to dive into the organization. Jennifer and Paul met at the registration area at that conference; ISLS founding member Terry Osborn introduced Jennifer to a few other ISLS members in the area as “ISLS President in ten years,” pausing briefly to nod at Paul and add “and Paul in eight.” In fact, Paul would be elected ISLS President only a few years later, serving from 2013–2015. Paul’s passing on June 13, 2021 was devastating to those who knew him, including those in ISLS who recognized him as the heart and soul of our organization. We are privileged to have spent time with him working on the minutiae of ISLS; it was often in those moments that we saw over and over the incisive, dynamic, fun, and generous man Paul was. In these pages of the journal that he edited for a decade, we want to share with you some of his most personal scholarship and some of our memories. We each selected three texts to show who he was, what he valued, and what he contributed to our understanding of being a language learner, a language teacher, and a language advocate today.
Paul Chamness Iida在《语言研究批判性探究》(Critical Inquiry for Language Studies, CILS)担任编辑10年，先后担任媒体评论编辑(2011-2014)和编辑(2015-2021)。在那段时间里，保罗与作家密切合作，传播那些促进批判性教学法和社会正义目标的作品。他花在与作者和审稿人通信、编辑稿件和CILS排版问题上的时间都是免费的。与国际语言学会(ISLS)的其他领导职位一样，CILS编辑也是志愿者。保罗投入了大量的时间和精力，因为他相信ISLS和CILS的使命。在奥兰多参加ISLS 2009之后，他告诉艾琳，他有动力进入这个组织。詹妮弗和保罗在会议的注册区相遇;ISLS的创始成员Terry Osborn向该地区的其他几位ISLS成员介绍Jennifer时，说她是“十年后的ISLS主席”，他停顿了一下，对Paul点点头，补充说“八年后的Paul”。事实上，几年后，保罗当选为ISLS主席，任期为2013-2015年。保罗于2021年6月13日去世，对那些认识他的人来说是毁灭性的打击，包括那些认为他是我们组织的核心和灵魂的人。我们很荣幸能和他一起研究ISLS的细节;正是在这些时刻，我们一次又一次地看到保罗是一个敏锐、有活力、有趣和慷慨的人。在这些他编辑了十年的杂志中，我们想与你分享一些他最个人的学术成就和我们的一些回忆。我们每人选择了三篇文章来展示他是谁，他看重什么，以及他对我们今天作为一名语言学习者、一名语言教师和一名语言倡导者的理解做出了什么贡献。
{"title":"In loving tribute to Paul Chamness Iida","authors":"Erin A. Mikulec, Jennifer Wooten","doi":"10.1080/15427587.2022.2032712","DOIUrl":"https://doi.org/10.1080/15427587.2022.2032712","url":null,"abstract":"Paul Chamness Iida worked as an editor of Critical Inquiry for Language Studies (CILS) for ten years, first as the Media Review Editor (2011–2014) and then as Editor (2015–2021). During that time, Paul worked closely with authors to disseminate work that furthered the aims of critical pedagogy and social justice. The hours that he spent corresponding with authors and reviewers, editing manuscripts, and typesetting issues of CILS were given freely. Like other leadership positions in the International Society for Language Studies (ISLS), CILS editors are volunteers. Paul dedicated tremendous amounts of time and energy, though, because he believed in the mission of ISLS and CILS. After attending ISLS 2009 in Orlando, he told Erin that he was motivated to dive into the organization. Jennifer and Paul met at the registration area at that conference; ISLS founding member Terry Osborn introduced Jennifer to a few other ISLS members in the area as “ISLS President in ten years,” pausing briefly to nod at Paul and add “and Paul in eight.” In fact, Paul would be elected ISLS President only a few years later, serving from 2013–2015. Paul’s passing on June 13, 2021 was devastating to those who knew him, including those in ISLS who recognized him as the heart and soul of our organization. We are privileged to have spent time with him working on the minutiae of ISLS; it was often in those moments that we saw over and over the incisive, dynamic, fun, and generous man Paul was. In these pages of the journal that he edited for a decade, we want to share with you some of his most personal scholarship and some of our memories. We each selected three texts to show who he was, what he valued, and what he contributed to our understanding of being a language learner, a language teacher, and a language advocate today.","PeriodicalId":53706,"journal":{"name":"Critical Inquiry in Language Studies","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45296558","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 : 2022-01-02DOI: 10.1080/15427587.2022.2030230
R. Anderson
ABSTRACT Representations of bilingualism and foreign cultures on American television merit investigation. This case study examines one fictionalized show focusing on international cooperation. CBS’s Madam Secretary (2014–2019) showcased American diplomats managing international crises. Analyzing all episodes across four seasons, this study examines the representations of spoken languages other than English by quantifying scenes depicting such speech. It found that such scenes were recurrent and highly varied. Within them, violence was absent from most, including scenes with Arabic speakers. Interpreters were rarely depicted. American characters most often spoke languages other English in individual words/phrases. These findings align with a trend of increasing openness to other languages pursuant of “realism,” while bucking a trend to depict Arabs as inevitably villainous. Such depictions both advance and retreat from plurilingualism, or actively promoting the use of multiple languages. This study is novel in examining one cultural product’s representation of bilingualism/ foreign cultures.
{"title":"Representations of Spoken Languages Other Than English in an American Television Series:A Case Study of CBS’s Madam Secretary","authors":"R. Anderson","doi":"10.1080/15427587.2022.2030230","DOIUrl":"https://doi.org/10.1080/15427587.2022.2030230","url":null,"abstract":"ABSTRACT Representations of bilingualism and foreign cultures on American television merit investigation. This case study examines one fictionalized show focusing on international cooperation. CBS’s Madam Secretary (2014–2019) showcased American diplomats managing international crises. Analyzing all episodes across four seasons, this study examines the representations of spoken languages other than English by quantifying scenes depicting such speech. It found that such scenes were recurrent and highly varied. Within them, violence was absent from most, including scenes with Arabic speakers. Interpreters were rarely depicted. American characters most often spoke languages other English in individual words/phrases. These findings align with a trend of increasing openness to other languages pursuant of “realism,” while bucking a trend to depict Arabs as inevitably villainous. Such depictions both advance and retreat from plurilingualism, or actively promoting the use of multiple languages. This study is novel in examining one cultural product’s representation of bilingualism/ foreign cultures.","PeriodicalId":53706,"journal":{"name":"Critical Inquiry in Language Studies","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46670986","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 : 2022-01-02DOI: 10.1080/15427587.2022.2030232
A. Pennycook
ABSTRACT Critical applied linguistics remains deeply relevant today, arguably more than ever, but it needs constant renewal. This paper returns to these concerns to assess where this project has got to and where it may be headed. I review first both long-term and short-term political trends, from the rise of neoliberalism to the COVID pandemic. Next, I discuss responses to these conditions – questions of pessimism or hope – and their relevance for applied linguistics. This is followed by a discussion of epistemological changes (or turns) in applied linguistics, and an argument that we need to be both responsive to and skeptical of such shifts. Above all, we need to be adept at looking at them in relation to each other – material and discursive, translingual and raciolinguistic, queer and practice, multilingual and decolonial, for example, – to disrupt their apparent novelty and ensure there is always a critical dimension. Finally I conclude by looking again at a critical applied linguistic agenda for the future, suggesting ten key principles we need to keep in mind.
{"title":"Critical applied linguistics in the 2020s","authors":"A. Pennycook","doi":"10.1080/15427587.2022.2030232","DOIUrl":"https://doi.org/10.1080/15427587.2022.2030232","url":null,"abstract":"ABSTRACT Critical applied linguistics remains deeply relevant today, arguably more than ever, but it needs constant renewal. This paper returns to these concerns to assess where this project has got to and where it may be headed. I review first both long-term and short-term political trends, from the rise of neoliberalism to the COVID pandemic. Next, I discuss responses to these conditions – questions of pessimism or hope – and their relevance for applied linguistics. This is followed by a discussion of epistemological changes (or turns) in applied linguistics, and an argument that we need to be both responsive to and skeptical of such shifts. Above all, we need to be adept at looking at them in relation to each other – material and discursive, translingual and raciolinguistic, queer and practice, multilingual and decolonial, for example, – to disrupt their apparent novelty and ensure there is always a critical dimension. Finally I conclude by looking again at a critical applied linguistic agenda for the future, suggesting ten key principles we need to keep in mind.","PeriodicalId":53706,"journal":{"name":"Critical Inquiry in Language Studies","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44676151","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 : 2021-11-25DOI: 10.1080/15427587.2021.2004147
Jorunn Simonsen Thingnes
ABSTRACT How are processes of language policy formation carried out? Besides, how does one negotiate competing discourses in a policy process to ensure its legitimacy? Such questions sparked the interest for this study, which examines legitimization processes involved in the development of language policy guidelines at a higher education institution in Norway. The article examines how different actors at the institution strive to obtain legitimacy for their different views, as well as for the policy process as a whole. The data collected include audio recordings of meetings in a language policy committee, submissions from a round of consultations, and language policy guidelines. The article shows how actors drawing on different discourses concerning use of English and Norwegian met during the process. Due to tension between discourses, the policy committee had to take several steps in order for the process and the final guidelines to be acknowledged as legitimate. Most importantly, a range of voices and discourses had to be included. The article offers insight for language policy scholarship as it highlights policy formation in higher education settings and draws attention to how the context of policy formation defines what is seen as legitimate, allowing for future comparative perspectives.
{"title":"Language policy formation in higher education: discursive tension and legitimacy-seeking deliberation","authors":"Jorunn Simonsen Thingnes","doi":"10.1080/15427587.2021.2004147","DOIUrl":"https://doi.org/10.1080/15427587.2021.2004147","url":null,"abstract":"ABSTRACT How are processes of language policy formation carried out? Besides, how does one negotiate competing discourses in a policy process to ensure its legitimacy? Such questions sparked the interest for this study, which examines legitimization processes involved in the development of language policy guidelines at a higher education institution in Norway. The article examines how different actors at the institution strive to obtain legitimacy for their different views, as well as for the policy process as a whole. The data collected include audio recordings of meetings in a language policy committee, submissions from a round of consultations, and language policy guidelines. The article shows how actors drawing on different discourses concerning use of English and Norwegian met during the process. Due to tension between discourses, the policy committee had to take several steps in order for the process and the final guidelines to be acknowledged as legitimate. Most importantly, a range of voices and discourses had to be included. The article offers insight for language policy scholarship as it highlights policy formation in higher education settings and draws attention to how the context of policy formation defines what is seen as legitimate, allowing for future comparative perspectives.","PeriodicalId":53706,"journal":{"name":"Critical Inquiry in Language Studies","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-11-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42650243","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 : 2021-09-05DOI: 10.1080/15427587.2021.1974300
Gerdine M. Ulysse, Katharine E. Burns
ABSTRACT This targeted, qualitative study examines language attitudes, educational language policy, and literacy in an underrepresented segment of Haiti’s multilingual society. Drawing on decolonizing theory, we take a critical stance, arguing that colonial language ideologies that privilege French and disempower Kreyòl are reproduced in the marginalization of Kreyòl in Haitian schools, which results in low literacy levels and exacerbates postcolonial power dynamics and socioeconomic inequalities. Most Haitians are monolingual speakers of Kreyòl, but most schooling is conducted in French, a language spoken only by an elite minority. Previous studies on Creolophones’ language attitudes have not focused on beliefs about community language use and have excluded the voices of Haitians who are non-urban and who have basic literacy or are illiterate. This study is an important first step in addressing this gap. Thirteen participant interviews were analyzed using content analysis. Findings revealed a complex set of attitudes and orientations toward Kreyòl, French, and educational language policy, with participants at times resisting and at times aligning with colonial ideologies. Overall, the majority displayed positive language attitudes toward Kreyòl as a language of cultural identity, and believed Kreyòl should be used for literacy education. Preliminary implications for language policy and future research are discussed.
{"title":"French and Kreyòl in multilingual Haiti: insights on the relationship between language attitudes, language policy, and literacy from Haitian Gonâviens","authors":"Gerdine M. Ulysse, Katharine E. Burns","doi":"10.1080/15427587.2021.1974300","DOIUrl":"https://doi.org/10.1080/15427587.2021.1974300","url":null,"abstract":"ABSTRACT This targeted, qualitative study examines language attitudes, educational language policy, and literacy in an underrepresented segment of Haiti’s multilingual society. Drawing on decolonizing theory, we take a critical stance, arguing that colonial language ideologies that privilege French and disempower Kreyòl are reproduced in the marginalization of Kreyòl in Haitian schools, which results in low literacy levels and exacerbates postcolonial power dynamics and socioeconomic inequalities. Most Haitians are monolingual speakers of Kreyòl, but most schooling is conducted in French, a language spoken only by an elite minority. Previous studies on Creolophones’ language attitudes have not focused on beliefs about community language use and have excluded the voices of Haitians who are non-urban and who have basic literacy or are illiterate. This study is an important first step in addressing this gap. Thirteen participant interviews were analyzed using content analysis. Findings revealed a complex set of attitudes and orientations toward Kreyòl, French, and educational language policy, with participants at times resisting and at times aligning with colonial ideologies. Overall, the majority displayed positive language attitudes toward Kreyòl as a language of cultural identity, and believed Kreyòl should be used for literacy education. Preliminary implications for language policy and future research are discussed.","PeriodicalId":53706,"journal":{"name":"Critical Inquiry in Language Studies","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-09-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48598422","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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