“Speak English”: A Comment on English Language Instruction in an Era of Neo‐Nationalism

IF 3 1区 文学 Q1 EDUCATION & EDUCATIONAL RESEARCH
Tesol Quarterly Pub Date : 2023-08-06 DOI:10.1002/tesq.3250
Maureen A. Eger, Sarah Valdez
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引用次数: 0

Abstract

Previous research on neo‐nationalism has largely focused on the political arena, analyzing voters, parties, and policies. The scholarship featured in this special issue moves beyond the analysis of neo‐nationalism in contemporary politics to show how the ideology is enacted at the micro level. The stage for these dynamic interactions is educational settings related to the teaching of English. In this article, we comment on this new research that illustrates the variety of ways English language instruction can either advance or combat neo‐nationalism. Despite the diversity of roles that English plays across different geographic and national‐level contexts, this corpus of work makes evident the importance of language in maintaining national group boundaries. Inspired by this knowledge, we use data from the International Social Survey Program (ISSP) to explore how attitudes about speaking the national language are related to neo‐nationalist stances cross‐nationally. Our findings, which echo the micro‐level evidence presented in the special issue, show that national languages are inextricably linked to the maintenance of national group boundaries and associated with neo‐nationalist concerns about the erosion of national culture, economy, and political institutions due to perceived foreign threats.
“说英语”:新民族主义时代英语教学述评
先前对新民族主义的研究主要集中在政治领域,分析选民、政党和政策。本期特刊的学术研究超越了对当代政治中的新民族主义的分析,展示了这种意识形态是如何在微观层面上实施的。这些动态互动的舞台是与英语教学相关的教育环境。在这篇文章中,我们评论了这一新的研究,说明了英语语言教学可以促进或打击新民族主义的各种方式。尽管英语在不同地域和国家层面的语境中扮演着不同的角色,但这一作品的语料库表明了语言在维持民族群体边界方面的重要性。受此启发,我们使用来自国际社会调查项目(ISSP)的数据来探索说本国语言的态度与跨国新民族主义立场之间的关系。我们的研究结果与特刊中提出的微观层面的证据相呼应,表明民族语言与维护民族群体边界有着密不可分的联系,并与新民族主义者对民族文化、经济和政治制度因感知到外国威胁而受到侵蚀的担忧有关。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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来源期刊
Tesol Quarterly
Tesol Quarterly Multiple-
CiteScore
6.40
自引率
6.20%
发文量
84
期刊介绍: TESOL Quarterly, a professional, refereed journal, was first published in 1967. The Quarterly encourages submission of previously unpublished articles on topics of significance to individuals concerned with English language teaching and learning and standard English as a second dialect. As a publication that represents a variety of cross-disciplinary interests, both theoretical and practical, the Quarterly invites manuscripts on a wide range of topics, especially in the following areas: -psychology and sociology of language learning and teaching -issues in research and research methodology -testing and evaluation -professional preparation -curriculum design and development -instructional methods, materials, and techniques -language planning -professional standards Because the Quarterly is committed to publishing manuscripts that contribute to bridging theory and practice in our profession, it particularly welcomes submissions that address the implications and applications of research in, for example, -anthropology -applied and theoretical linguistics -communication education -English education, including reading and writing theory -psycholinguistics -psychology -first and second language acquisition -sociolinguistics The Quarterly prefers that all submissions be written in a style that is accessible to a broad readership, including those individuals who may not be familiar with the subject matter. TESOL Quarterly is an international journal. It welcomes submissions from English language contexts around the world.
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