Pub Date : 2021-08-02DOI: 10.1080/15427587.2021.1935955
Meghan Corella
ABSTRACT Despite an increased interest in academic language in recent years, critical and sociopolitical perspectives in this area of scholarship remain scarce. This paper presents brings such perspectives to the study of academic language by proposing a framework that highlights its situated social meanings through a focus on social identities and language ideologies. An ethnographically informed discourse analysis of a second-grade student’s interactions with peers and adults shows how she used language locally understood as “academic” as a resource for positioning herself as authoritative, intellectually able, and appropriately behaving. Her constructions of these identities tended to reproduce hegemonic ideologies of language, class, race, gender, sexuality, the body, and emotionality, although at times her practices unsettled other dominant discourses, such as adult–child hierarchies. The theoretical and pedagogical implications of these findings and the proposed framework are discussed, with an emphasis on the need for critical language scholars and educators to continue countering oppressive language ideologies by attending to the social meanings of academic language.
{"title":"“It’s better language”: The social meanings of academic language in an elementary classroom","authors":"Meghan Corella","doi":"10.1080/15427587.2021.1935955","DOIUrl":"https://doi.org/10.1080/15427587.2021.1935955","url":null,"abstract":"ABSTRACT Despite an increased interest in academic language in recent years, critical and sociopolitical perspectives in this area of scholarship remain scarce. This paper presents brings such perspectives to the study of academic language by proposing a framework that highlights its situated social meanings through a focus on social identities and language ideologies. An ethnographically informed discourse analysis of a second-grade student’s interactions with peers and adults shows how she used language locally understood as “academic” as a resource for positioning herself as authoritative, intellectually able, and appropriately behaving. Her constructions of these identities tended to reproduce hegemonic ideologies of language, class, race, gender, sexuality, the body, and emotionality, although at times her practices unsettled other dominant discourses, such as adult–child hierarchies. The theoretical and pedagogical implications of these findings and the proposed framework are discussed, with an emphasis on the need for critical language scholars and educators to continue countering oppressive language ideologies by attending to the social meanings of academic language.","PeriodicalId":53706,"journal":{"name":"Critical Inquiry in Language Studies","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-08-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/15427587.2021.1935955","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48022519","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 : 2021-08-02DOI: 10.1080/15427587.2021.1949597
Young-woo Son
ABSTRACT This study investigates how a Korean immigrant child in the United States negotiates a sense of herself through the participation in a multicultural book club and critical dialogues in an out-of-school setting. Using the lens of third space, it explores how the 7-year-old girl reveals and negotiates conflicting thoughts and ideas about her multiple identities. The research data include field notes of book club meetings and critical dialogues, transcripts of audio recordings of book discussion and critical dialogues, and the child’s journal entries and written artifacts. The interpretive data analysis reveals that the child brought her own understanding of herself and others based on pro-Eurocentrism to the literacy activities. However, the self-assigned identity was constantly challenged by the book club members. Based on the findings, the study discusses the potential of literacy as a catalyst for children’s negotiation of conflicting selves. It also offers pedagogical implications for literacy practice for Asian children and their identity negotiation.
{"title":"A Korean immigrant child’s identity negotiation in multicultural book club and critical dialogue as third space","authors":"Young-woo Son","doi":"10.1080/15427587.2021.1949597","DOIUrl":"https://doi.org/10.1080/15427587.2021.1949597","url":null,"abstract":"ABSTRACT This study investigates how a Korean immigrant child in the United States negotiates a sense of herself through the participation in a multicultural book club and critical dialogues in an out-of-school setting. Using the lens of third space, it explores how the 7-year-old girl reveals and negotiates conflicting thoughts and ideas about her multiple identities. The research data include field notes of book club meetings and critical dialogues, transcripts of audio recordings of book discussion and critical dialogues, and the child’s journal entries and written artifacts. The interpretive data analysis reveals that the child brought her own understanding of herself and others based on pro-Eurocentrism to the literacy activities. However, the self-assigned identity was constantly challenged by the book club members. Based on the findings, the study discusses the potential of literacy as a catalyst for children’s negotiation of conflicting selves. It also offers pedagogical implications for literacy practice for Asian children and their identity negotiation.","PeriodicalId":53706,"journal":{"name":"Critical Inquiry in Language Studies","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-08-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/15427587.2021.1949597","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42373730","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 : 2021-07-25DOI: 10.1080/15427587.2021.1953383
T. Nguyen
ABSTRACT This article examines English and Chinese language ideologies among Vietnamese students in Taiwan, focusing on their beliefs about the value or benefits of the languages and their self-construction as reflected in these beliefs. Data were obtained from semi-structured interviews with students of English-medium programs in Taiwanese universities. The students suggested a number of benefits of English and Mandarin Chinese, thereby associating the languages with human capital and/or marketable commodities. In that process, they may be relating their personhood to an ideal neoliberal self – the person who possesses the capital and commodities valued by the market. The ideal neoliberal self as imagined by the students, however, is not necessarily a comprehensive image for them to construct and not necessarily connected with their future actual self. It is also suggested that in addition to English, competence in another powerful language such as Chinese is a strong plus for individuals to be more employable and competitive.
{"title":"English and Chinese language ideologies among Vietnamese students in Taiwan: the construction of an ideal neoliberal self","authors":"T. Nguyen","doi":"10.1080/15427587.2021.1953383","DOIUrl":"https://doi.org/10.1080/15427587.2021.1953383","url":null,"abstract":"ABSTRACT This article examines English and Chinese language ideologies among Vietnamese students in Taiwan, focusing on their beliefs about the value or benefits of the languages and their self-construction as reflected in these beliefs. Data were obtained from semi-structured interviews with students of English-medium programs in Taiwanese universities. The students suggested a number of benefits of English and Mandarin Chinese, thereby associating the languages with human capital and/or marketable commodities. In that process, they may be relating their personhood to an ideal neoliberal self – the person who possesses the capital and commodities valued by the market. The ideal neoliberal self as imagined by the students, however, is not necessarily a comprehensive image for them to construct and not necessarily connected with their future actual self. It is also suggested that in addition to English, competence in another powerful language such as Chinese is a strong plus for individuals to be more employable and competitive.","PeriodicalId":53706,"journal":{"name":"Critical Inquiry in Language Studies","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-07-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/15427587.2021.1953383","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46015504","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 : 2021-07-03DOI: 10.1080/15427587.2021.1935957
Ofelia García, N. Flores, K. Seltzer, Li Wei, Ricardo Otheguy, J. Rosa
ABSTRACT Following Boaventura de Sousa Santos, the authors of this article reject the type of “abyssal thinking” that erases the existence of counter-hegemonic knowledges and lifeways, adopting instead the “from the inside out” perspective that is required for thinking constructively about the language and education of racialized bilinguals. On the basis of deep personal experience and extensive field-work research, we challenge prevailing assumptions about language, bilingualism, and education that are based on raciolinguistic ideologies with roots in colonialism. Adopting a translanguaging perspective that rejects rigid colonial boundaries of named languages, we argue that racialized bilingual learners, like all students, draw from linguistic-semiotic, cultural, and historical repertoires. The decolonial approach that guides our work reveals these students making a world by means of cultural and linguistic practices derived from their own knowledge systems. We propose that in order to attain justice and success, a decolonial education must center non-hegemonic modes of “otherwise thinking” by attending to racialized bilinguals’ knowledges and abilities that have always existed yet have continually been distorted and erased through abyssal thinking.
继Boaventura de Sousa Santos之后，本文作者拒绝了抹掉反霸权知识和生活方式存在的“深渊思维”类型，而是采用了建设性地思考种族化双语者的语言和教育所需要的“由内而外”的视角。基于深刻的个人经验和广泛的实地工作研究，我们挑战基于殖民主义的种族语言意识形态的关于语言、双语和教育的普遍假设。采用跨语言的观点，拒绝命名语言的严格殖民边界，我们认为种族化的双语学习者，像所有学生一样，从语言符号学，文化和历史的技能中汲取灵感。指导我们工作的非殖民化方法揭示了这些学生通过源自他们自己知识体系的文化和语言实践来创造世界。我们建议，为了获得正义和成功，非殖民化的教育必须以非霸权的“其他思维”模式为中心，通过关注种族化的双语者的知识和能力，这些知识和能力一直存在，但却不断被深邃的思维扭曲和抹去。
{"title":"Rejecting abyssal thinking in the language and education of racialized bilinguals: A manifesto","authors":"Ofelia García, N. Flores, K. Seltzer, Li Wei, Ricardo Otheguy, J. Rosa","doi":"10.1080/15427587.2021.1935957","DOIUrl":"https://doi.org/10.1080/15427587.2021.1935957","url":null,"abstract":"ABSTRACT Following Boaventura de Sousa Santos, the authors of this article reject the type of “abyssal thinking” that erases the existence of counter-hegemonic knowledges and lifeways, adopting instead the “from the inside out” perspective that is required for thinking constructively about the language and education of racialized bilinguals. On the basis of deep personal experience and extensive field-work research, we challenge prevailing assumptions about language, bilingualism, and education that are based on raciolinguistic ideologies with roots in colonialism. Adopting a translanguaging perspective that rejects rigid colonial boundaries of named languages, we argue that racialized bilingual learners, like all students, draw from linguistic-semiotic, cultural, and historical repertoires. The decolonial approach that guides our work reveals these students making a world by means of cultural and linguistic practices derived from their own knowledge systems. We propose that in order to attain justice and success, a decolonial education must center non-hegemonic modes of “otherwise thinking” by attending to racialized bilinguals’ knowledges and abilities that have always existed yet have continually been distorted and erased through abyssal thinking.","PeriodicalId":53706,"journal":{"name":"Critical Inquiry in Language Studies","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42708275","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 : 2021-06-15DOI: 10.1080/15427587.2021.1935956
Elise M. DuBord, Elizabeth Becker
ABSTRACT The language practices of Heritage Learners (HLs) of Spanish are frequently regulated and stigmatized in academic and community settings when their Spanish is perceived as deficient. By ignoring institutional structures that accelerate Spanish loss, the “inadequacy” of Latinxs’ Spanish is regularly perceived to be the fault of individuals or families. This study examines language ideologies that emerge in popular television shows for pre-teens (i.e. tweens), revealing that HLs are regularly portrayed as failing Spanish in academic settings and unable to complete everyday communicative tasks in Spanish. When their lack of Spanish is woven into the narrative of a sitcom problem, the resolution of these conflicts leads youth, parents, and grandparents to reflect on their individual responsibility to maintain the language and culture, which reinforces a neoliberal ideology of family responsibility for language maintenance.
{"title":"Flunking the Spanish test: Television portrayals of personal responsibility and language shift in heritage learners","authors":"Elise M. DuBord, Elizabeth Becker","doi":"10.1080/15427587.2021.1935956","DOIUrl":"https://doi.org/10.1080/15427587.2021.1935956","url":null,"abstract":"ABSTRACT The language practices of Heritage Learners (HLs) of Spanish are frequently regulated and stigmatized in academic and community settings when their Spanish is perceived as deficient. By ignoring institutional structures that accelerate Spanish loss, the “inadequacy” of Latinxs’ Spanish is regularly perceived to be the fault of individuals or families. This study examines language ideologies that emerge in popular television shows for pre-teens (i.e. tweens), revealing that HLs are regularly portrayed as failing Spanish in academic settings and unable to complete everyday communicative tasks in Spanish. When their lack of Spanish is woven into the narrative of a sitcom problem, the resolution of these conflicts leads youth, parents, and grandparents to reflect on their individual responsibility to maintain the language and culture, which reinforces a neoliberal ideology of family responsibility for language maintenance.","PeriodicalId":53706,"journal":{"name":"Critical Inquiry in Language Studies","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-06-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/15427587.2021.1935956","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41838865","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 : 2021-04-23DOI: 10.1080/15427587.2021.1893729
Yan Guo
ABSTRACT Language policy research puts little emphasis on parental agency in language policy decision-making for English as an Additional Language (EAL) students. This study investigates how migrant parents and community members interpreted and experienced the effects and outcomes of EAL policies. Through qualitative interviews with 35 migrant parents and community members as well as two focus groups, this study shows that from the parents’ perspectives, there were systemic inequities of the EAL policies that disadvantage EAL students. In light of the existing inequities and discrimination toward EAL, parents made several recommendations to policymakers at the school, district, and provincial levels. This study contributes to both migrant parental engagement and language-in-education policy. The paper underscores parental agency in language policy decision-making for EAL students; the voices are needed for the development of equitable EAL policies. Results of this research will provide directions for EAL policies, programs, and services, as well as new insights into the effectiveness of advocacy and capacity building of EAL parents.
{"title":"Migrant parents as policymakers: advocating for equitable English as an additional language (EAL) policy","authors":"Yan Guo","doi":"10.1080/15427587.2021.1893729","DOIUrl":"https://doi.org/10.1080/15427587.2021.1893729","url":null,"abstract":"ABSTRACT Language policy research puts little emphasis on parental agency in language policy decision-making for English as an Additional Language (EAL) students. This study investigates how migrant parents and community members interpreted and experienced the effects and outcomes of EAL policies. Through qualitative interviews with 35 migrant parents and community members as well as two focus groups, this study shows that from the parents’ perspectives, there were systemic inequities of the EAL policies that disadvantage EAL students. In light of the existing inequities and discrimination toward EAL, parents made several recommendations to policymakers at the school, district, and provincial levels. This study contributes to both migrant parental engagement and language-in-education policy. The paper underscores parental agency in language policy decision-making for EAL students; the voices are needed for the development of equitable EAL policies. Results of this research will provide directions for EAL policies, programs, and services, as well as new insights into the effectiveness of advocacy and capacity building of EAL parents.","PeriodicalId":53706,"journal":{"name":"Critical Inquiry in Language Studies","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-04-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/15427587.2021.1893729","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49545536","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 : 2021-04-23DOI: 10.1080/15427587.2021.1919113
V. Tarrayo, M. Ulla, Panya Lekwilai
ABSTRACT This study explored perceptions of university English language teachers in Thailand regarding Thai English. Using purposive-convenience sampling, 60 teachers of English from two Thai universities answered a survey; 11 of which participated in in-depth semi-structured interviews. An analysis of the survey and interview responses indicated that although the teachers would tend to embrace the legitimacy of World Englishes (WE) or English varieties and Thai English, especially in terms of different accents and the use of Thai English (along with inner circle Englishes) in media and in intranational and international communication, they still preferred American English and British English when they speak and write, and when they teach and use English in the classroom in terms of pronunciation, vocabulary, grammar, examinations, and textbook preference. They were inclined to conform to the “native-speakerism” ideology enshrined in most educational institutions, although they agreed that Thai English exists as a localized variety of English, an indication that Thai English is slowly emerging or developing.
{"title":"Perceptions toward Thai English: A study of university English language teachers in Thailand","authors":"V. Tarrayo, M. Ulla, Panya Lekwilai","doi":"10.1080/15427587.2021.1919113","DOIUrl":"https://doi.org/10.1080/15427587.2021.1919113","url":null,"abstract":"ABSTRACT This study explored perceptions of university English language teachers in Thailand regarding Thai English. Using purposive-convenience sampling, 60 teachers of English from two Thai universities answered a survey; 11 of which participated in in-depth semi-structured interviews. An analysis of the survey and interview responses indicated that although the teachers would tend to embrace the legitimacy of World Englishes (WE) or English varieties and Thai English, especially in terms of different accents and the use of Thai English (along with inner circle Englishes) in media and in intranational and international communication, they still preferred American English and British English when they speak and write, and when they teach and use English in the classroom in terms of pronunciation, vocabulary, grammar, examinations, and textbook preference. They were inclined to conform to the “native-speakerism” ideology enshrined in most educational institutions, although they agreed that Thai English exists as a localized variety of English, an indication that Thai English is slowly emerging or developing.","PeriodicalId":53706,"journal":{"name":"Critical Inquiry in Language Studies","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-04-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/15427587.2021.1919113","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43111867","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 : 2021-03-29DOI: 10.1080/15427587.2021.1885296
Danielle H. Heinrichs
ABSTRACT This analysis is but one small fragment of a broader project exploring conceptions of response-able Spanish bilingualism in Australian secondary education. An initial thematic analysis revealed patterns and trends in the data but overlooked the nuanced, subtle differences regarding the ways in which Spanish bilingualism might be entangled with a number of troubling discourses and practices. Drawing inspiration from concepts in decolonial, new material, and sociolinguistic theories, I explore how a diffractive inquiry of my conversations with Spanish as a world language teachers (SWLTs) might attend to the affirmative differences and transgressive data they mention. Through this diffractive inquiry of focus group conversations with SWLTs in Australia, a multitude of response-abilities emerged relating to digital antagonisms in and beyond the classroom, the role of experimental practices in supporting Spanish and other named languages and the capacity for us as researchers to remain mindfully attentive to the generative affects present in this type of data. Hence, such an inquiry presents an opportunity to focus on previously unseen data but also invites all those engaging in critical language inquiries to question their response-abilities as researcher/teacher/learners.
{"title":"“Staying with the trouble” of response-able Spanish bilingualism: a diffractive inquiry","authors":"Danielle H. Heinrichs","doi":"10.1080/15427587.2021.1885296","DOIUrl":"https://doi.org/10.1080/15427587.2021.1885296","url":null,"abstract":"ABSTRACT This analysis is but one small fragment of a broader project exploring conceptions of response-able Spanish bilingualism in Australian secondary education. An initial thematic analysis revealed patterns and trends in the data but overlooked the nuanced, subtle differences regarding the ways in which Spanish bilingualism might be entangled with a number of troubling discourses and practices. Drawing inspiration from concepts in decolonial, new material, and sociolinguistic theories, I explore how a diffractive inquiry of my conversations with Spanish as a world language teachers (SWLTs) might attend to the affirmative differences and transgressive data they mention. Through this diffractive inquiry of focus group conversations with SWLTs in Australia, a multitude of response-abilities emerged relating to digital antagonisms in and beyond the classroom, the role of experimental practices in supporting Spanish and other named languages and the capacity for us as researchers to remain mindfully attentive to the generative affects present in this type of data. Hence, such an inquiry presents an opportunity to focus on previously unseen data but also invites all those engaging in critical language inquiries to question their response-abilities as researcher/teacher/learners.","PeriodicalId":53706,"journal":{"name":"Critical Inquiry in Language Studies","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-03-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/15427587.2021.1885296","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48541591","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 : 2021-03-18DOI: 10.1080/15427587.2021.1893730
Alma D. Rodríguez, S. Musanti, A. G. Cavazos
ABSTRACT This case study explored how the translanguaging stance of two instructors from different disciplines was reflected in their course design, instructional decision-making, and interactions with students at a large Hispanic Serving Institution (HSI) in the state of Texas in the United States. The results of the study revealed that the instructors enacted a translanguaging stance in their syllabi and course design. The instructors used translanguaging pedagogies intentionally and purposefully in response to their students’ linguistic diversity, opening translanguaging spaces through their use of language for teaching. As a result, students’ bilingualism and biliteracy were promoted and leveraged to maximize their learning. The results of the study show how instructors in HSIs play a key role in the development of a linguistically inclusive approach to instruction in higher education.
{"title":"Translanguaging in higher education in the US: leveraging students’ bilingualism","authors":"Alma D. Rodríguez, S. Musanti, A. G. Cavazos","doi":"10.1080/15427587.2021.1893730","DOIUrl":"https://doi.org/10.1080/15427587.2021.1893730","url":null,"abstract":"ABSTRACT This case study explored how the translanguaging stance of two instructors from different disciplines was reflected in their course design, instructional decision-making, and interactions with students at a large Hispanic Serving Institution (HSI) in the state of Texas in the United States. The results of the study revealed that the instructors enacted a translanguaging stance in their syllabi and course design. The instructors used translanguaging pedagogies intentionally and purposefully in response to their students’ linguistic diversity, opening translanguaging spaces through their use of language for teaching. As a result, students’ bilingualism and biliteracy were promoted and leveraged to maximize their learning. The results of the study show how instructors in HSIs play a key role in the development of a linguistically inclusive approach to instruction in higher education.","PeriodicalId":53706,"journal":{"name":"Critical Inquiry in Language Studies","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-03-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/15427587.2021.1893730","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41389560","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 : 2021-01-20DOI: 10.1080/15427587.2020.1863798
J. Ippolito
ABSTRACT This study provides a suggestive reassessment of the extent to which levels of English language ability among adult English language learners impact their ability to get things done in talk and text as discourse in a Canadian context where English is the lingua franca. The data are drawn from a Facebook Group for linguistic minority parents who attend a beginner level adult ESL class. Interpreting the data from within a pragmatics-oriented framework informed by lexical priming, conversation analysis and discursive psychology, microanalysis of a twelve-turn discussion thread is conducted with a view to implications for Canadian citizenship. Findings highlight the capacity of migrants with lower thresholds of English language ability to get substantive discursive work done in English in Anglophone Canada. The study qualifies a prevailing narrative that migrants to English dominant societies are empowered by language ability in English. By focusing on what adult English language learners are able to do rather than on what they cannot say, an implied connection between thresholds of English language ability and discursive agency in English is interrupted. The study advances a vision of Canadian citizenship premised not on benchmarks of English language skills but rather on the actual deployment of rhetorical potential.
{"title":"English language ability and discursive agency: the case of Canadian adult English language learners on facebook","authors":"J. Ippolito","doi":"10.1080/15427587.2020.1863798","DOIUrl":"https://doi.org/10.1080/15427587.2020.1863798","url":null,"abstract":"ABSTRACT This study provides a suggestive reassessment of the extent to which levels of English language ability among adult English language learners impact their ability to get things done in talk and text as discourse in a Canadian context where English is the lingua franca. The data are drawn from a Facebook Group for linguistic minority parents who attend a beginner level adult ESL class. Interpreting the data from within a pragmatics-oriented framework informed by lexical priming, conversation analysis and discursive psychology, microanalysis of a twelve-turn discussion thread is conducted with a view to implications for Canadian citizenship. Findings highlight the capacity of migrants with lower thresholds of English language ability to get substantive discursive work done in English in Anglophone Canada. The study qualifies a prevailing narrative that migrants to English dominant societies are empowered by language ability in English. By focusing on what adult English language learners are able to do rather than on what they cannot say, an implied connection between thresholds of English language ability and discursive agency in English is interrupted. The study advances a vision of Canadian citizenship premised not on benchmarks of English language skills but rather on the actual deployment of rhetorical potential.","PeriodicalId":53706,"journal":{"name":"Critical Inquiry in Language Studies","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-01-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/15427587.2020.1863798","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45414546","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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