亚洲语境下的英语种族化教学:导论

IF 2.4 1区 文学 Q1 EDUCATION & EDUCATIONAL RESEARCH Language, Culture and Curriculum Pub Date : 2022-03-03 DOI:10.1080/07908318.2022.2048000
Ryuko Kubota
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引用次数: 6

摘要

种族、种族化和种族主义问题在应用语言学和语言教育领域日益受到关注,尤其是在北美和其他英语主导地区。这期特刊通过关注亚洲语境下的英语教学(ELT),对这一学术和专业讨论做出了贡献。在亚洲语境下,随着白人母语英语主义的盛行,英语教学得到了大力推广,这不仅是由许多外籍教师带来的,而且得到了亚洲学习者和教师自己的支持。它提出了定性研究,批判性地审视种族化、种族主义和种族语言意识形态如何影响种族多样化教师的身份、欲望、经历和抵抗。这篇介绍性文章概述了特刊文章的主题和一般主题,阐明了本地亚洲学习者/教师与来自不同种族背景的旅居教师(包括黑人、亚洲人和混血儿)之间的接触区域。这些身份被定位为-à-vis白人,强化了母语主义。这些文章共同提请我们注意交叉性,确定挑战,并设想教育转型的可能方法。
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Racialised teaching of English in Asian contexts: introduction
ABSTRACT Issues of race, racialisation, and racism have been increasingly raised in the field of applied linguistics and language education especially in the contexts of North America and other English-dominant regions. This special issue contributes to this scholarly and professional discussion by focusing on English language teaching (ELT) in Asian contexts, where ELT is aggressively promoted with the prevalence of White native-English-speakerism which is not only brought by many sojourner teachers but also endorsed by Asian learners and teachers themselves. It presents qualitative studies that critically examine how racialisation, racism, and raciolinguistic ideologies influence racially diverse teachers’ identities, desires, experiences, and resistance. This introductory article provides an overview of the topic and general themes of the articles in the special issue that illuminate contact zones between local Asian learners/teachers and sojourner teachers from diverse racial backgrounds, including Black, Asian, and bi-racial. These identities are positioned vis-à-vis Whiteness that reinforces native speakerism. The articles collectively draw our attention to intersectionality, identify challenges, and envision possible approaches for educational transformation.
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来源期刊
CiteScore
7.00
自引率
5.70%
发文量
28
期刊介绍: Language, Culture and Curriculum is a well-established journal that seeks to enhance the understanding of the relations between the three dimensions of its title. It welcomes work dealing with a wide range of languages (mother tongues, global English, foreign, minority, immigrant, heritage, or endangered languages) in the context of bilingual and multilingual education and first, second or additional language learning. It focuses on research into cultural content, literacy or intercultural and transnational studies, usually related to curriculum development, organisation or implementation. The journal also includes studies of language instruction, teacher training, teaching methods and language-in-education policy. It is open to investigations of language attitudes, beliefs and identities as well as to contributions dealing with language learning processes and language practices inside and outside of the classroom. Language, Culture and Curriculum encourages submissions from a variety of disciplinary approaches. Since its inception in 1988 the journal has tried to cover a wide range of topics and it has disseminated articles from authors from all continents.
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