JOURNAL OF THE MIDWEST MODERN LANGUAGE ASSOCIATION最新文献

{"title":"Decolonial and antiracist teacher education practice: Challenges and alternatives","authors":"Ryuko Kubota, Suhanthie Motha","doi":"10.1111/modl.13015","DOIUrl":"https://doi.org/10.1111/modl.13015","url":null,"abstract":"Decolonial and antiracist perspectives offer critical and humanizing approaches to supporting justice‐affirming language teacher education. In this commentary, we provide a conceptual grounding for decolonial and antiracist pedagogies as constitutive of justice‐affirming language education. These pedagogical approaches encourage students, teachers, and teacher educators to question normalized assumptions that reinforce inequality among groups of people from diverse backgrounds, perpetuate colonial oppression of Indigenous peoples, and undermine our relationality and respect for land and environment. While decolonial and antiracist approaches envision the construction of more just societies and human relations, some caveats need to be addressed and overcome. These include the tendency to conflate decoloniality with social justice, which leads to neglecting the ongoing colonial oppression experienced by Indigenous people; scholars’ complicity with the neoliberal pressure and competition that exacerbate the theory–practice gap; the misconception that North American justice discourse is universal; and injudicious participation in cancel culture as an exclusive approach to promoting a social justice agenda. We advocate for more open, contextual, and restorative practice by centering the intertwined synergy of teacher identity and critical reflexivity in teacher education and, simultaneously, demanding that our institutions take equal responsibility for transformation.","PeriodicalId":42049,"journal":{"name":"JOURNAL OF THE MIDWEST MODERN LANGUAGE ASSOCIATION","volume":"17 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2025-09-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145003095","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Critical reflection for transformative praxis in decolonizing language teacher education: Toward ontoepistemic freedom and pluralism","authors":"Katrina Liu","doi":"10.1111/modl.13018","DOIUrl":"https://doi.org/10.1111/modl.13018","url":null,"abstract":"This article first provides a quick overview of language education in the context of colonialism and epistemicide, summarizing some of the roles that different approaches to language education and language teacher education have taken within those systems. It then briefly describes the theoretical foundations of critical reflection for transformative learning and its potential application as both analytical and pedagogical tools in teacher education before commenting on each article in this special issue in relation to its unique contribution to the development of transformative language teacher education through the engagement with stages in the cycle of critical reflection for transformative learning. It ends with notes toward a framework of critical reflection for transformative praxis in the context of decolonizing language teacher education for the ultimate goal of ontoepistemic freedom and pluralism.","PeriodicalId":42049,"journal":{"name":"JOURNAL OF THE MIDWEST MODERN LANGUAGE ASSOCIATION","volume":"33 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2025-09-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145003094","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Introducing the special issue. Critical reflections on colonial pedagogies: Lessons learned for language teacher education","authors":"Michele Back, Romina Peña‐Pincheira, Daniela Silva","doi":"10.1111/modl.13014","DOIUrl":"https://doi.org/10.1111/modl.13014","url":null,"abstract":"This introduction to the special issue situates critical reflection as a central praxis for decolonizing language teacher education (LTE). Against the backdrop of persistent colonial, racial, and neoliberal injustices in global educational systems, we propose a critical reflection framework as an organizing structure through which to examine and disrupt dominant pedagogical paradigms in LTE. We clarify the nuanced distinctions and interconnections among decolonial, antiracist, and critical pedagogies, and articulate a vision of LTE that foregrounds Indigenous sovereignty, epistemic plurality, and relational transformation. The articles in this issue reflect a diversity of theoretical and methodological orientations but share a collective commitment to praxis‐oriented, collaborative, and contextually grounded approaches to research and teaching. We argue that decolonial LTE requires not only critical awareness but also sustained, recursive cycles of reflection and action—rooted in community engagement and onto‐epistemic responsibility. This special issue offers tools, models, and provocations for language teacher educators seeking to engage in such transformative work.","PeriodicalId":42049,"journal":{"name":"JOURNAL OF THE MIDWEST MODERN LANGUAGE ASSOCIATION","volume":"11 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2025-08-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144898110","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Conquistador–settler grammars: Borders and boundaries of the colonial geographies of language","authors":"Romina Stephanie Peña‐Pincheira, Alexandra Allweiss","doi":"10.1111/modl.13019","DOIUrl":"https://doi.org/10.1111/modl.13019","url":null,"abstract":"This article explores the coloniality of language from decolonial feminist and critical ecological linguistic frameworks, centering and building on the notion of conquistador–settler grammars. Through moments in our research in Chile, Guatemala, and the United States, we analyze the multiple ways conquistador–settler grammars are embedded in language (teacher) education and enact violence and erasure. In particular, through the cycles of critical reflection, we focus on curricular, ecological, and generational refusals in schooling and language teacher education (LTE) as they presented themselves across geographic spaces and moments in our research and embodied experiences and practices. In Chile, we discuss the use, reproduction, and futurity of coloniality through nation–state symbols, religious rituals, and rote memory native‐speakerism. In Guatemala, we share how Maya Chuj students and educators navigated, took up, and resisted persistent policies and practices of Indigenous language bracketing and erasure. We connect these moments and lessons to our roles and experience as teacher educators in the United States. Overall, we trace the colonial entanglements and conquistador–settler grammars that are made visible when we look at LTE geographically and ecologically and center “otherwise” possibilities and decolonial feminist frameworks and (re)imaginings for LTE.","PeriodicalId":42049,"journal":{"name":"JOURNAL OF THE MIDWEST MODERN LANGUAGE ASSOCIATION","volume":"107 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2025-08-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144898020","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Monolingual and multilingual teacher candidates: A critical language‐related events analysis","authors":"Daniela Silva","doi":"10.1111/modl.13021","DOIUrl":"https://doi.org/10.1111/modl.13021","url":null,"abstract":"This study examines critical language‐related events (CLREs) experienced by 28 teacher candidates (TCs) from various content areas at a US Hispanic‐serving institution, employing a critical reflection framework. Through narrative inquiry, it examines how these events shape TCs’ worldviews and behaviors about language use, language learning, and language teaching. The research identifies six main types of CLREs, with language discrimination and translation being the most common. These events primarily occur in educational and work contexts, affecting monolingual and multilingual TCs differently. The study reveals that such experiences often prompt language advocacy among multilingual TCs and increase language awareness among monolingual TCs. The findings highlight the need for language teacher education to address CLREs and support linguistically diverse TCs. By incorporating critical reflection on CLREs, teacher educators can equip future teachers to navigate the complexities of multilingual classrooms and challenge existing language ideologies. The study recommends further research on how TCs implement transformative practices based on their experiences with CLREs, as well as how LTE can effectively support this process.","PeriodicalId":42049,"journal":{"name":"JOURNAL OF THE MIDWEST MODERN LANGUAGE ASSOCIATION","volume":"70 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2025-08-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144792261","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"From problem to right: Imaginative speculation on translanguaging in the world language classroom","authors":"Michele Back","doi":"10.1111/modl.13016","DOIUrl":"https://doi.org/10.1111/modl.13016","url":null,"abstract":"In this study, I analyze how 15 world language (WL) preservice and in‐service teachers in the United States negotiated the concept of translanguaging in an online, asynchronous educational linguistics class. Integrating language orientations, an ecological model of language teacher agency, a critical reflection framework, and a critical translingual stance, I describe how participants imagined the role of translanguaging in the WL classroom on their own and with each other in written assignments. Findings indicate that participants’ initial stances on translanguaging were dependent upon several contextual factors, including linguistic background and contact with multilingual students in their own classrooms. Meso, macro, and micro constraints of standards, ideologies, and school environments were explored, and participants’ language orientations included (trans)language(ing)‐as‐problem, ‐resource, and ‐right. Continued exposure to translanguaging during the course led to shifts even among the more resistant participants from viewing translanguaging as a problem in the WL class to a potentially powerful resource and right. I discuss how language teacher educators can encourage this imaginative speculation, with the important caveat that truly critical, equitable, decolonially oriented translanguaging stances require extended exposure to and additional resources on the topic.","PeriodicalId":42049,"journal":{"name":"JOURNAL OF THE MIDWEST MODERN LANGUAGE ASSOCIATION","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2025-08-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144792264","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Disentangling (de)colonial teacher education in the Andes: Dilemmas and possibilities","authors":"Virginia Zavala","doi":"10.1111/modl.13012","DOIUrl":"https://doi.org/10.1111/modl.13012","url":null,"abstract":"Based on recent discussions on language and decoloniality and employing an ethnographic approach, this article examines a teacher education program in “primary intercultural education” at a public university in the Southern Peruvian Andes, in a context with a majority Quechua‐speaking population and youth with diverse bilingual trajectories. The goal of this article is to complexify the categories of coloniality and decoloniality of language by studying a reflection‐based action conducted by grassroots Quechua activists and teacher educators, which involves developing an academic Quechua register with the aim of empowering students as authors of their texts in the Indigenous language. These activists assume their intervention as a decolonial and critical strategy to neutralize hierarchies with respect to the oppression of the Spanish language, deracialize mother tongue education, and incorporate a social justice approach to counteract a depoliticized view of interculturalism. However, simultaneously, these activists promote a neat, autonomous, and disembodied Quechua; disfavor translanguaging practices; and erase the signifier of bilingualism, reproducing the coloniality of language and disempowering many of the students. These results confirm the need for further cycles of critical reflection when developing reflection‐based actions.","PeriodicalId":42049,"journal":{"name":"JOURNAL OF THE MIDWEST MODERN LANGUAGE ASSOCIATION","volume":"148 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2025-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144766096","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"It's (in)escapable: Critically reflecting on a second language curriculum in a settler colonial context","authors":"Shawna M. Carroll, Mimi Masson, Robert Grant, Eric Keunne","doi":"10.1111/modl.13010","DOIUrl":"https://doi.org/10.1111/modl.13010","url":null,"abstract":"In this article, we critically examine the Ontario, Canada secondary French as a second language (FSL) curriculum to unpack the ways it both resists and perpetuates colonial, racist, and oppressive discourses. By engaging in this analysis, we aim to inspire language teacher educators to envision and critically engage with alternative, anticolonial, feminist frameworks that challenge dominant paradigms by developing critical reflection, contextual awareness, and fostering equity‐minded language teacher education (LTE). We encourage a shift from merely recognizing inequities to actively reimagining curriculum and pedagogical practices that promote inclusivity, equity, and justice in LTE. To launch our inquiry, we collaboratively examined the curriculum in NVivo to uncover what is said or not said using critical discourse analysis anchored within a feminist anticolonial framework. Findings reveal that, although the curriculum advocates for inclusion and diversity in its introduction, the document superficially includes diversity throughout without white settler accountability and avoids diverging from a liberal multiculturalism framework, allowing white settler privilege to remain intact. Discussion of the findings examines the implications of these illusions of inclusion and the necessity of critically reflecting on oppressive, settler colonial systems and pedagogies in language education and LTE.","PeriodicalId":42049,"journal":{"name":"JOURNAL OF THE MIDWEST MODERN LANGUAGE ASSOCIATION","volume":"26 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2025-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144748172","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Transepistemic language teacher education: A framework for plurilingualism, translanguaging, and challenging colonialingualism","authors":"Paul J. Meighan","doi":"10.1111/modl.13020","DOIUrl":"https://doi.org/10.1111/modl.13020","url":null,"abstract":"Languages shape worldviews, inform teacher values and behaviors, and are not disconnected from local political, sociocultural, and ecological contexts. For Indigenous peoples, language, land, and culture are inseparable. In contrast, English carries a human‐centered, colonial, imperialist, and assimilationist legacy that persists in language teacher education. With the unabated global spread of English, Indigenous and heritage languages—and their speakers—have been disenfranchised, minoritized, or subjected to genocide through cultural and linguistic imperialism and white epistemological supremacy. This article contends the human‐centered and imperialist worldview transmitted through English exemplifies colonialingualism. Colonialingualism upholds colonial legacies, imperial mindsets, and inequitable practices in both pre‐service and in‐service language teacher education. Examples include the dominance of Eurocentric or colonial languages, frameworks, methodologies, and approaches, as well as the marginalization of Indigenous epistemologies and pedagogies. Colonialingual classroom environments perpetuate narratives of epistemic and linguistic superiority, racism, assimilation, and further marginalize Indigenous, heritage, and minoritized language speakers. Moreover, language teacher education often neglects the relational connections between language and place‐based knowledges—crucial in confronting today's climate and humanitarian crises. To address this, I argue that an epistemic (un)learning of the “epistemological error” is required to enable critical reflection and equitable validation of all languages and knowledge systems, including those Indigenous and minoritized, in language teacher education. I illustrate how a biocultural heritage language pedagogy can support reflexivity and action‐oriented epistemic (un)learning, challenge colonialingualism, and foster place‐based transepistemic learning in the Canadian context. Transepistemic language education offers a complementary—not competing—framework to engage a contextual, decolonial, pluriversal sharing of languages and knowledges for more equitable language teacher education. As such, a colonialingual approach to language teacher education is offered to facilitate epistemic (un)learning processes.","PeriodicalId":42049,"journal":{"name":"JOURNAL OF THE MIDWEST MODERN LANGUAGE ASSOCIATION","volume":"9 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2025-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144748174","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Guidelines for authors submitting qualitative research studies","authors":"","doi":"10.1111/modl.13017","DOIUrl":"https://doi.org/10.1111/modl.13017","url":null,"abstract":"","PeriodicalId":42049,"journal":{"name":"JOURNAL OF THE MIDWEST MODERN LANGUAGE ASSOCIATION","volume":"282 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2025-07-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144669826","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}