Pub Date : 2021-01-11DOI: 10.1080/15427587.2020.1867552
Liudmila Klimanova, Emily A. Hellmich
The physical environments where we work, play, live are not neutral. They are not blank backdrops, silent witnesses to human activity. Rather, place – the physical surroundings – and space – practiced place – are shaped by unique social, cultural, historical, and political variables, the products of histories and the creators of tomorrows (Blommaert, 2013). Importantly, place and space are infused with power: while geopolitical boundaries and state borders may delineate geographies into countries and cultures, they also impose linguistic, cultural, and political divides on peoples and communities and create power asymmetries that perpetuate the ideologies of the colonizer and the colonized (Marston et al., 2005). An acknowledgment of the significant role of place and space in language education means seeing both as integral components and reflections of larger socio-political human realities (Higgins, 2017), but also recognizing the potential perils of monoglossic, monolingual approaches to language studies and educational practices that flatten local plurilingual and pluricultural realities in favor of generalizable monolithic geopolitical superficiality. This latter contradiction explains why attending to place and space holds great pedagogical potential for second/foreign language teaching, opening a wide span of multiand interdisciplinary opportunities for critical cultural education (Gruenewald, 2003) and situating language study in cultural, historical, geographic, and cross-cultural frames within the context of humanistic learning (Modern Language Association (MLA) Report, 2007, p. 4). Among current methodologies and practices in intercultural education, virtual exchange (VE) is a potential pedagogical platform for such placeconscious education: A staple in language learning research and practice for the last 20 years, virtual exchange connects students from geographically
{"title":"Crossing transcultural liminalities with critical virtual exchange: a study of shifting border discourses","authors":"Liudmila Klimanova, Emily A. Hellmich","doi":"10.1080/15427587.2020.1867552","DOIUrl":"https://doi.org/10.1080/15427587.2020.1867552","url":null,"abstract":"The physical environments where we work, play, live are not neutral. They are not blank backdrops, silent witnesses to human activity. Rather, place – the physical surroundings – and space – practiced place – are shaped by unique social, cultural, historical, and political variables, the products of histories and the creators of tomorrows (Blommaert, 2013). Importantly, place and space are infused with power: while geopolitical boundaries and state borders may delineate geographies into countries and cultures, they also impose linguistic, cultural, and political divides on peoples and communities and create power asymmetries that perpetuate the ideologies of the colonizer and the colonized (Marston et al., 2005). An acknowledgment of the significant role of place and space in language education means seeing both as integral components and reflections of larger socio-political human realities (Higgins, 2017), but also recognizing the potential perils of monoglossic, monolingual approaches to language studies and educational practices that flatten local plurilingual and pluricultural realities in favor of generalizable monolithic geopolitical superficiality. This latter contradiction explains why attending to place and space holds great pedagogical potential for second/foreign language teaching, opening a wide span of multiand interdisciplinary opportunities for critical cultural education (Gruenewald, 2003) and situating language study in cultural, historical, geographic, and cross-cultural frames within the context of humanistic learning (Modern Language Association (MLA) Report, 2007, p. 4). Among current methodologies and practices in intercultural education, virtual exchange (VE) is a potential pedagogical platform for such placeconscious education: A staple in language learning research and practice for the last 20 years, virtual exchange connects students from geographically","PeriodicalId":53706,"journal":{"name":"Critical Inquiry in Language Studies","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-01-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/15427587.2020.1867552","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45437139","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 : 2021-01-02DOI: 10.1080/15427587.2021.1872151
Yiqi Liu, P. Iida, J. Ho
{"title":"Disrupting and recreating beliefs in language studies: introduction to the special issue","authors":"Yiqi Liu, P. Iida, J. Ho","doi":"10.1080/15427587.2021.1872151","DOIUrl":"https://doi.org/10.1080/15427587.2021.1872151","url":null,"abstract":"","PeriodicalId":53706,"journal":{"name":"Critical Inquiry in Language Studies","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/15427587.2021.1872151","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47928525","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 : 2021-01-02DOI: 10.1080/15427587.2020.1839347
Shelley D. Wong, Thuy Tu, Kirsten Woitek, Sara A. Field, Ava Afra, G. Brown, T. Austin
ABSTRACT On Saturday, January 21, 2017, the day after the inauguration of Donald Trump as the 45th President of the United States, there was an impressive Women’s March in Washington, D.C., the nation’s capital. The guiding vision and definition of principles of the Women’s March equated Women’s Rights with Human Rights and called for the liberation of “Black women, Native Women, poor women, immigrant women, disabled women, Muslim women, Lesbian, queer and, trans women,” whose perspectives had too often been ignored or excluded from the predominately white mainstream women’s movement in the past. The demonstration represented a massive intergenerational protest of women, transgendered, and men from 50 states who, having donned their hand-made knitted and crocheted pink pussy hats, gathered to brandish their posters such as “Asian Pacific Islander Queers from San Francisco,” “Science is REAL,” “Take your BROKEN HEART and make ART.” The authors examine protest signs, symbols, and artifacts from the Women’s March for intersectionality of issues posed by the march organizers and participants. Critical discourse analysis is utilized to explore the messages, movements, values, and identities through the combination of images, text, historical moment (setting and time), and participants in the demonstration.
{"title":"Resistance, solidarity, and sisterhood in the age of Trump: images from the Women’s March in Washington, D.C","authors":"Shelley D. Wong, Thuy Tu, Kirsten Woitek, Sara A. Field, Ava Afra, G. Brown, T. Austin","doi":"10.1080/15427587.2020.1839347","DOIUrl":"https://doi.org/10.1080/15427587.2020.1839347","url":null,"abstract":"ABSTRACT On Saturday, January 21, 2017, the day after the inauguration of Donald Trump as the 45th President of the United States, there was an impressive Women’s March in Washington, D.C., the nation’s capital. The guiding vision and definition of principles of the Women’s March equated Women’s Rights with Human Rights and called for the liberation of “Black women, Native Women, poor women, immigrant women, disabled women, Muslim women, Lesbian, queer and, trans women,” whose perspectives had too often been ignored or excluded from the predominately white mainstream women’s movement in the past. The demonstration represented a massive intergenerational protest of women, transgendered, and men from 50 states who, having donned their hand-made knitted and crocheted pink pussy hats, gathered to brandish their posters such as “Asian Pacific Islander Queers from San Francisco,” “Science is REAL,” “Take your BROKEN HEART and make ART.” The authors examine protest signs, symbols, and artifacts from the Women’s March for intersectionality of issues posed by the march organizers and participants. Critical discourse analysis is utilized to explore the messages, movements, values, and identities through the combination of images, text, historical moment (setting and time), and participants in the demonstration.","PeriodicalId":53706,"journal":{"name":"Critical Inquiry in Language Studies","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/15427587.2020.1839347","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42721362","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 : 2020-12-20DOI: 10.1080/15427587.2020.1864635
Kevin S Carroll, Alissia de Vries, Anyeliz Pagán Muñoz
ABSTRACT As the de facto language of science, English proficiency often serves as a gatekeeper for aspiring medical students in Puerto Rico because they encounter English-language instruction, textbooks, and high-stakes standardized tests throughout their studies. Employing ethnographic research methods, this case study documents the language practices in an Evolution course at a bilingual Puerto Rican university, which was cotaught by two non-Puerto Rican professors, neither of whom use English as their native language. Using interviews, a focus group, and video-recorded data, this study analyzes the language practices and pedagogies of both professors as they teach the same course and attempt to make the content comprehensible for their students. Our findings document the nonpurist linguistic behavior of the professors and how they built on their students’ linguistic repertoires. Findings also point to how they adopted a nonprescriptive pedagogy that challenges pervasive monolingual ideologies in STEM.
{"title":"Future doctors in training: translanguaging in an evolution course","authors":"Kevin S Carroll, Alissia de Vries, Anyeliz Pagán Muñoz","doi":"10.1080/15427587.2020.1864635","DOIUrl":"https://doi.org/10.1080/15427587.2020.1864635","url":null,"abstract":"ABSTRACT As the de facto language of science, English proficiency often serves as a gatekeeper for aspiring medical students in Puerto Rico because they encounter English-language instruction, textbooks, and high-stakes standardized tests throughout their studies. Employing ethnographic research methods, this case study documents the language practices in an Evolution course at a bilingual Puerto Rican university, which was cotaught by two non-Puerto Rican professors, neither of whom use English as their native language. Using interviews, a focus group, and video-recorded data, this study analyzes the language practices and pedagogies of both professors as they teach the same course and attempt to make the content comprehensible for their students. Our findings document the nonpurist linguistic behavior of the professors and how they built on their students’ linguistic repertoires. Findings also point to how they adopted a nonprescriptive pedagogy that challenges pervasive monolingual ideologies in STEM.","PeriodicalId":53706,"journal":{"name":"Critical Inquiry in Language Studies","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/15427587.2020.1864635","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44345925","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 : 2020-08-24DOI: 10.1080/15427587.2020.1805612
Hyesun Cho, Peter Johnson
ABSTRACT This study provides a situated account of a native English-speaking teacher who implements critical literacy in the English as a foreign language (EFL) classroom at a Korean high school. Teacher interview data and student presentations are analyzed to depict how a third space created by the EFL teacher and his students allowed meaningful and relevant critical literacy activities for the female high school students. Mutual trust between the teacher and students as well as support from co-teachers and school administration emerge as central themes in the third space in which students conduct research on and present social topics, such as gender equality in Korea and beyond. Findings reveal that EFL learners are capable of enacting critical literacy despite the assumptions about the instructional challenges due to their linguistic and cultural backgrounds if they are given opportunities for critical conversations about controversial topics.
{"title":"“We have to focus on improving our and our next generation’s rights!” Exploring critical literacy in a third space for Korean female high school students","authors":"Hyesun Cho, Peter Johnson","doi":"10.1080/15427587.2020.1805612","DOIUrl":"https://doi.org/10.1080/15427587.2020.1805612","url":null,"abstract":"ABSTRACT This study provides a situated account of a native English-speaking teacher who implements critical literacy in the English as a foreign language (EFL) classroom at a Korean high school. Teacher interview data and student presentations are analyzed to depict how a third space created by the EFL teacher and his students allowed meaningful and relevant critical literacy activities for the female high school students. Mutual trust between the teacher and students as well as support from co-teachers and school administration emerge as central themes in the third space in which students conduct research on and present social topics, such as gender equality in Korea and beyond. Findings reveal that EFL learners are capable of enacting critical literacy despite the assumptions about the instructional challenges due to their linguistic and cultural backgrounds if they are given opportunities for critical conversations about controversial topics.","PeriodicalId":53706,"journal":{"name":"Critical Inquiry in Language Studies","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-08-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/15427587.2020.1805612","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45220182","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 : 2020-08-20DOI: 10.1080/15427587.2020.1805613
Giuliana Ferri, Viktoria Magne
ABSTRACT The current study qualitatively examines 23 interviews with English second language users focusing on their lived experiences of communicating in the context of multicultural and multilingual interactions in Montreal. The interpretative phenomenological analysis of data reveals two superordinate themes: the idealized native speaker of English and ambivalent attitudes toward linguistic diversity which uncover the contested and shifting nature of language ideologies. The themes offer a narrative of the ideology of nativeness, intersecting with current studies in multilingual practices in globalized contexts. The authors suggest that the model of idealized native speech creates unrealistic expectations in English second language users regarding their own linguistic performance and their self-image as users of English. The study proposes the adoption of Lx speaker in order to challenge the monolingual bias inherent in the native and non-native speaker dichotomy.
{"title":"Exploring the language ideology of nativeness in narrative accounts of English second language users in Montreal","authors":"Giuliana Ferri, Viktoria Magne","doi":"10.1080/15427587.2020.1805613","DOIUrl":"https://doi.org/10.1080/15427587.2020.1805613","url":null,"abstract":"ABSTRACT The current study qualitatively examines 23 interviews with English second language users focusing on their lived experiences of communicating in the context of multicultural and multilingual interactions in Montreal. The interpretative phenomenological analysis of data reveals two superordinate themes: the idealized native speaker of English and ambivalent attitudes toward linguistic diversity which uncover the contested and shifting nature of language ideologies. The themes offer a narrative of the ideology of nativeness, intersecting with current studies in multilingual practices in globalized contexts. The authors suggest that the model of idealized native speech creates unrealistic expectations in English second language users regarding their own linguistic performance and their self-image as users of English. The study proposes the adoption of Lx speaker in order to challenge the monolingual bias inherent in the native and non-native speaker dichotomy.","PeriodicalId":53706,"journal":{"name":"Critical Inquiry in Language Studies","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-08-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/15427587.2020.1805613","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43012705","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 : 2020-08-14DOI: 10.1080/15427587.2020.1807986
Florent Domenach, Naoko Araki, M. Agnello
ABSTRACT This discussion examines the ever-increasing impact of top-down nation-wide educational reforms on teachers in Japan, exemplified in the 2020 reform. Its unique contribution is a suggestion of an interdisciplinary framework: programming education and English as a foreign language education in elementary schools. Many elementary school teachers are not specialists in computer programming or English education as discipline specialties, yet they face the obligation to teach both subject areas under the authority of the Japanese Ministry of Education, Culture, Sports, Science, and Technology. Their lack of training in these curricular areas creates a high level of anxiety as they initially perceived daunting new challenges in their work performances. Concerning programming education, many teachers are not even digital natives, working in schools where “IT rooms [are] covered with dust”. The research highlighted here resulted from the authors’ engagement in professional development workshops for teachers, Integrated Programming English Education, demonstrating how much these two disciplines share commonalities and how teachers can effectively use them in their daily teaching. The study results reveal how interdisciplinary frameworks can disrupt deficit norms in teaching single-disciplinary subjects overly used in Japanese education, and simultaneously increase teacher agency through the connectivity of programming and English language education.
{"title":"Disrupting discipline based learning: integrating English and programming education","authors":"Florent Domenach, Naoko Araki, M. Agnello","doi":"10.1080/15427587.2020.1807986","DOIUrl":"https://doi.org/10.1080/15427587.2020.1807986","url":null,"abstract":"ABSTRACT This discussion examines the ever-increasing impact of top-down nation-wide educational reforms on teachers in Japan, exemplified in the 2020 reform. Its unique contribution is a suggestion of an interdisciplinary framework: programming education and English as a foreign language education in elementary schools. Many elementary school teachers are not specialists in computer programming or English education as discipline specialties, yet they face the obligation to teach both subject areas under the authority of the Japanese Ministry of Education, Culture, Sports, Science, and Technology. Their lack of training in these curricular areas creates a high level of anxiety as they initially perceived daunting new challenges in their work performances. Concerning programming education, many teachers are not even digital natives, working in schools where “IT rooms [are] covered with dust”. The research highlighted here resulted from the authors’ engagement in professional development workshops for teachers, Integrated Programming English Education, demonstrating how much these two disciplines share commonalities and how teachers can effectively use them in their daily teaching. The study results reveal how interdisciplinary frameworks can disrupt deficit norms in teaching single-disciplinary subjects overly used in Japanese education, and simultaneously increase teacher agency through the connectivity of programming and English language education.","PeriodicalId":53706,"journal":{"name":"Critical Inquiry in Language Studies","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-08-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/15427587.2020.1807986","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45019836","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 : 2020-08-12DOI: 10.1080/15427587.2020.1796485
Khawla Badwan
ABSTRACT Unmooring language is a proposal for a language-based social justice concept that aims to go beyond national and local epistemologies of language in place. This article contributes to current discussions in critical sociolinguistics about how to conceptualize language bearing in mind the primacy of mobility and fluidity. Drawing on folk linguistics, local metalinguistic talk, and citizen sociolinguistics; this study explores how young people (aged 18–25 years) talk about the relationship between language and place in the urban city of Manchester, UK. Through 57 online questionnaires and eight semi-structured interviews, the study finds that participants’ descriptions of their linguistic repertoires foreground the primacy of motion and invite the fluidity of unmooring. It also indicates that while young people tend to have positive attitudes toward linguistic diversity in the city, some reported exposure to language-based discrimination, and others expressed different views on linguistic diversity. The article concludes by emphasizing the importance of language-based advocacy and activism to ensure that linguistic diversity has a right to the city, a step to combat linguistic hostility and ethnolinguistic nationalism.
{"title":"Unmooring language for social justice: young people talking about language in place in Manchester, UK","authors":"Khawla Badwan","doi":"10.1080/15427587.2020.1796485","DOIUrl":"https://doi.org/10.1080/15427587.2020.1796485","url":null,"abstract":"ABSTRACT Unmooring language is a proposal for a language-based social justice concept that aims to go beyond national and local epistemologies of language in place. This article contributes to current discussions in critical sociolinguistics about how to conceptualize language bearing in mind the primacy of mobility and fluidity. Drawing on folk linguistics, local metalinguistic talk, and citizen sociolinguistics; this study explores how young people (aged 18–25 years) talk about the relationship between language and place in the urban city of Manchester, UK. Through 57 online questionnaires and eight semi-structured interviews, the study finds that participants’ descriptions of their linguistic repertoires foreground the primacy of motion and invite the fluidity of unmooring. It also indicates that while young people tend to have positive attitudes toward linguistic diversity in the city, some reported exposure to language-based discrimination, and others expressed different views on linguistic diversity. The article concludes by emphasizing the importance of language-based advocacy and activism to ensure that linguistic diversity has a right to the city, a step to combat linguistic hostility and ethnolinguistic nationalism.","PeriodicalId":53706,"journal":{"name":"Critical Inquiry in Language Studies","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-08-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/15427587.2020.1796485","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44254172","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 : 2020-08-09DOI: 10.1080/15427587.2020.1796483
Min Wang
ABSTRACT This study investigated two TESOL teacher candidates’ positioning, agency, and pedagogy through a narrative analysis of their journal entries about their satellite baby students’ lived experiences. Using narrative analysis, TESOL teacher candidates revealed their satellite baby students’ difficult adjustment to the new environment, mainly their classroom culture. Positioning their satellite baby students as human beings and special individuals who required extra attention, care, and patience and themselves as responsible, supportive, understanding, and empathetic teachers, their agency – informed and promoted by their emotions and feeling for the students – emerged from their narrations of the satellite baby students’ life stories, which became the inspiration for their positive positioning and agentic pedagogical decisions. The TESOL teacher candidates reported that they tried to transform their pedagogical practices to ease satellite baby students’ struggles as they transitioned into US schools. I argue that satellite baby students’ life stories can become a source for the teachers’ agentic positioning and culturally relevant pedagogy if the teachers give the students time and space to share their complicated and difficult realities. I thus suggest that satellite baby students’ life stories have the value to be included into curriculum and instruction.
{"title":"Satellite baby students’ lived experiences, TESOL teacher candidates’ positioning, agency, and pedagogy","authors":"Min Wang","doi":"10.1080/15427587.2020.1796483","DOIUrl":"https://doi.org/10.1080/15427587.2020.1796483","url":null,"abstract":"ABSTRACT This study investigated two TESOL teacher candidates’ positioning, agency, and pedagogy through a narrative analysis of their journal entries about their satellite baby students’ lived experiences. Using narrative analysis, TESOL teacher candidates revealed their satellite baby students’ difficult adjustment to the new environment, mainly their classroom culture. Positioning their satellite baby students as human beings and special individuals who required extra attention, care, and patience and themselves as responsible, supportive, understanding, and empathetic teachers, their agency – informed and promoted by their emotions and feeling for the students – emerged from their narrations of the satellite baby students’ life stories, which became the inspiration for their positive positioning and agentic pedagogical decisions. The TESOL teacher candidates reported that they tried to transform their pedagogical practices to ease satellite baby students’ struggles as they transitioned into US schools. I argue that satellite baby students’ life stories can become a source for the teachers’ agentic positioning and culturally relevant pedagogy if the teachers give the students time and space to share their complicated and difficult realities. I thus suggest that satellite baby students’ life stories have the value to be included into curriculum and instruction.","PeriodicalId":53706,"journal":{"name":"Critical Inquiry in Language Studies","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-08-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/15427587.2020.1796483","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42621010","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 : 2020-08-06DOI: 10.1080/15427587.2020.1796486
E. Suh
ABSTRACT This multimodal critical discourse analysis of the Adoptees SPEAK Instagram feed examines how Korean adopted persons create a counterpublic of adoption which recenters the adoption narrative around the agency and identity of adopted persons. First, thematic analysis was conducted to determine dominant themes within the captions. Then, transitivity analysis of the feed’s captions was paired with image analysis. Findings supported the dominant theme of Being an Adopted Person and illustrate how contributors’ use of material processes in text, as well as gaze, distance, and visual metonymy establish adopted persons as the subject of a complex and ongoing adoption narrative. The resulting counterpublic challenges mainstream discourses about adoption as child-rescue and representations of adoptive persons as passive subjects. Through verbal and visual metonymy which complexified historic discourses of adoption, the adopted persons in Adoptees SPEAK (re)positioned themselves within discourses of race, ethnicity, power, language, and social action. This study outlines how marginalized individuals and groups can use language and self-images to reclaim their identities and linguistic agency while simultaneously engaging in social action.
{"title":"Adoptees SPEAK: a multimodal critical discourse analysis of adult Korean adopted persons’ adoption narratives on Instagram","authors":"E. Suh","doi":"10.1080/15427587.2020.1796486","DOIUrl":"https://doi.org/10.1080/15427587.2020.1796486","url":null,"abstract":"ABSTRACT This multimodal critical discourse analysis of the Adoptees SPEAK Instagram feed examines how Korean adopted persons create a counterpublic of adoption which recenters the adoption narrative around the agency and identity of adopted persons. First, thematic analysis was conducted to determine dominant themes within the captions. Then, transitivity analysis of the feed’s captions was paired with image analysis. Findings supported the dominant theme of Being an Adopted Person and illustrate how contributors’ use of material processes in text, as well as gaze, distance, and visual metonymy establish adopted persons as the subject of a complex and ongoing adoption narrative. The resulting counterpublic challenges mainstream discourses about adoption as child-rescue and representations of adoptive persons as passive subjects. Through verbal and visual metonymy which complexified historic discourses of adoption, the adopted persons in Adoptees SPEAK (re)positioned themselves within discourses of race, ethnicity, power, language, and social action. This study outlines how marginalized individuals and groups can use language and self-images to reclaim their identities and linguistic agency while simultaneously engaging in social action.","PeriodicalId":53706,"journal":{"name":"Critical Inquiry in Language Studies","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-08-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/15427587.2020.1796486","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45415951","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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