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International Journal of Literacy, Culture, and Language Education最新文献

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Refugees in Canada 加拿大的难民
International Journal of Literacy, Culture, and Language Education Pub Date : 2022-10-06 DOI: 10.14434/ijlcle.v3i.35384
Melody Lynch-Kimery
{"title":"Refugees in Canada","authors":"Melody Lynch-Kimery","doi":"10.14434/ijlcle.v3i.35384","DOIUrl":"https://doi.org/10.14434/ijlcle.v3i.35384","url":null,"abstract":"Humans are on the move. As refugees are forced and flow over borders due to war, violence, upheaval, and opportunity, the value of their language and professional experience is constantly questioned and often dismissed. Past and present research holds that learning a new home country's language is the critical component in refugee adjustment, success, and connection (Chiswick & Miller, 1995; Kosyakova et al., 2022). Much attention is focused on providing basic language training to refugees as a path to self-sufficiency, but there is little focus on language training for specific professions of expertise to help refugees retain and contribute to highly skilled professions. With Refugees in Canada: On the Loss of Social and Cultural Capital, Ricento fills a void by examining the need to recognize the capital that refugees bring and the pressing demand to refocus the language curriculum to better support and promote professional transitions.","PeriodicalId":424949,"journal":{"name":"International Journal of Literacy, Culture, and Language Education","volume":"129 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-10-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114485170","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}
引用次数: 0
Translanguaging in Multilingual English Classrooms 多语种英语课堂中的翻译
International Journal of Literacy, Culture, and Language Education Pub Date : 2022-10-06 DOI: 10.14434/ijlcle.v3i.35385
S. Kwon
{"title":"Translanguaging in Multilingual English Classrooms","authors":"S. Kwon","doi":"10.14434/ijlcle.v3i.35385","DOIUrl":"https://doi.org/10.14434/ijlcle.v3i.35385","url":null,"abstract":"Recently, translanguaging has gained much attention in multilingual education scholarship from scholars who question the strict division of languages. Ofelia García and Li Wei (2014) maintain that translanguaging is a creative meaning-making process that allows multilingual speakers to actively participate in linguistically diverse social contexts. Subsequently, a growing amount of research has extended the notion of translanguaging from its theoretical framework to include pedagogical implications. Missing from this body of literature is an attempt to apply translanguaging from an Asian perspective, particularly in terms of its practices in multilingual classrooms. In response to this need, Viniti Vaish’s recently published book, Translanguaging in Multilingual English Classrooms: An Asian Perspective and Contexts, offers ways translanguaging can be implemented to support students who are struggling to read in English. This review provides a summary of the book and its key points, followed by an evaluation and implications for how teachers and teacher educators could use it.","PeriodicalId":424949,"journal":{"name":"International Journal of Literacy, Culture, and Language Education","volume":"26 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-10-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114246849","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}
引用次数: 1
Decolonizing Foreign Language Education 非殖民化外语教育
International Journal of Literacy, Culture, and Language Education Pub Date : 2022-10-06 DOI: 10.14434/ijlcle.v3i.35386
C. M. Vélez Salas
{"title":"Decolonizing Foreign Language Education","authors":"C. M. Vélez Salas","doi":"10.14434/ijlcle.v3i.35386","DOIUrl":"https://doi.org/10.14434/ijlcle.v3i.35386","url":null,"abstract":"Interdisciplinary pedagogical interventions in second language education take time to be produced. Reading Mignolo’s Local Histories/Global Designs and Gloria Anzaldúa’s Borderlands/La frontera more than ten years ago in my doctoral studies, I would start envisioning curricular and pedagogical interventions among future generalist and bilingual teachers in Texas. There is no doubt that the critical scholarship published in English on the teaching and learning of English and other additional colonial and Indigenous languages taking issues of power has been producing important contributions in the last twenty years. In this urgent envisioning journey, we find that newer scholarship in our field continues deconstructing these issues of power and language, now framing these interventions considering a decolonial turn in the social sciences and humanities, and which incorporates noncolonial epistemologies in this dialogue (Dos Santos, 2014).","PeriodicalId":424949,"journal":{"name":"International Journal of Literacy, Culture, and Language Education","volume":"37 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-10-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130780210","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}
引用次数: 0
Empirical Study on Syllabus Designing and English Language Teaching in Calicut University 教学大纲设计与加州大学英语教学的实证研究
International Journal of Literacy, Culture, and Language Education Pub Date : 2022-10-06 DOI: 10.14434/ijlcle.v3i.32777
Jithin Devassy Karingen
{"title":"Empirical Study on Syllabus Designing and English Language Teaching in Calicut University","authors":"Jithin Devassy Karingen","doi":"10.14434/ijlcle.v3i.32777","DOIUrl":"https://doi.org/10.14434/ijlcle.v3i.32777","url":null,"abstract":"The study investigates English education in Kerala with the support of the communicative approach. This research evaluates the effectiveness of the course “The Four Skills of Communication” from students’ and teachers’ points of view. This is a common course taught in different colleges affiliated with Calicut University. This research investigates the English textbook and syllabus for its ability to help students improve their proficiency in the English language. This empirical study observes the development of language skills of learners and highlights the positive and negative aspects of this syllabus and textbook. As the course name indicates “the four language skills,” the paper evaluates the language skills taught by the teachers as instructed by the course developers. This study is an enlightening lesson for course and textbook developers to check whether the course and the syllabus are relevant for improving students’ proficiency in English.","PeriodicalId":424949,"journal":{"name":"International Journal of Literacy, Culture, and Language Education","volume":"13 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-10-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125147100","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}
引用次数: 0
Shadow ESL Education from North American Tutors’ Perspective 从北美导师的角度看影子ESL教育
International Journal of Literacy, Culture, and Language Education Pub Date : 2022-10-06 DOI: 10.14434/ijlcle.v3i.31861
Emily L. Kerr
{"title":"Shadow ESL Education from North American Tutors’ Perspective","authors":"Emily L. Kerr","doi":"10.14434/ijlcle.v3i.31861","DOIUrl":"https://doi.org/10.14434/ijlcle.v3i.31861","url":null,"abstract":"For-profit, private tutoring services, often referred to as shadow education, are tutoring students for pay and are made use of as a concurrent supplement to their standard academic courses or programs. These tutoring sessions are often online and given by tutors who work for companies that are for-profit businesses in the education services industry. Tutors are often subject matter “experts” working as independent contractors, many of whom have little or no formal training as teachers. This is a qualitative case pilot study consisting of semistructured interviews with two such tutors working at a company that offers online tutoring in content areas and ESL to Chinese international undergraduate students studying abroad in Canada, the US, Australia, and the UK. Data reveal that these tutors have concerns with their sense of professional identity as teachers. These results elicit questions of who has the privilege of being called a “teacher” and the status of online for-profit tutors as compared to classroom teachers. Findings also include that tutors’ perceptions of working for a for-profit shadow education company impacts their teaching practices.","PeriodicalId":424949,"journal":{"name":"International Journal of Literacy, Culture, and Language Education","volume":"17 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-10-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134251311","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}
引用次数: 0
Unpacking Language Weaponization in Spanish(es) 西班牙语语言武器化揭秘(上)
International Journal of Literacy, Culture, and Language Education Pub Date : 2022-05-02 DOI: 10.14434/ijlcle.v2imay.34391
C. Sánchez-Martín, Laura Gonzales
{"title":"Unpacking Language Weaponization in Spanish(es)","authors":"C. Sánchez-Martín, Laura Gonzales","doi":"10.14434/ijlcle.v2imay.34391","DOIUrl":"https://doi.org/10.14434/ijlcle.v2imay.34391","url":null,"abstract":"One of the ways in which White supremacy remains largely unchallenged in the context of US Spanish-speaking communities is language (Lloréns & Dinzey-Flores, 2021). While many advocate for language access for Spanish-speaking communities in the US, few acknowledge the fact that there are multiple varieties of Spanish, and that in Spanish, language and race are also co-constructed (Flores & Rosa, 2015). As such, the adaptation and standardization of White Spanishes upholds White supremacy and erases Black and Indigenous languages of the Americas (Cusicanqui, 2012). In this article, we argue for a need to center Black Latinx and Indigenous experiences in discussions and definitions of Spanish and Spanish-speaking communities in the US. We put into conversation anticolonial and relational language work (Leonard, 2021) with transnational antiracist Black language education (Milu, 2021) to demonstrate how we can intentionally work to redress language weaponization in Spanish.","PeriodicalId":424949,"journal":{"name":"International Journal of Literacy, Culture, and Language Education","volume":"4 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-05-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128651941","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}
引用次数: 1
Problematizing Fluent Speakers’ Unintentional Exclusion of Emergent Bilinguals 英语流利者无意中排斥新兴双语者的问题
International Journal of Literacy, Culture, and Language Education Pub Date : 2022-05-02 DOI: 10.14434/ijlcle.v2imay.34385
Akiko Kiyota
{"title":"Problematizing Fluent Speakers’ Unintentional Exclusion of Emergent Bilinguals","authors":"Akiko Kiyota","doi":"10.14434/ijlcle.v2imay.34385","DOIUrl":"https://doi.org/10.14434/ijlcle.v2imay.34385","url":null,"abstract":"In English-medium instruction (EMI) classrooms in Japan, less proficient English speakers are often marginalized, positioned as powerless, and quiet (e.g., Iino, 2019). This situation is problematic for inequitable access to activity and the possible consequences for their identity and emotional wellbeing. However, few studies have examined how exclusion is co- constructed in such a context. This study addresses that lack, illustrating how exclusion is co- constructed by shedding light on the microlevel social interactions in an EMI classroom. In the study, observation notes, students’ weekly journals, and interview data were gathered. The findings show that fast-paced interactions and some gestures made the emergent bilinguals hesitant to participate in the discussions. Also, a mismatch of expectations from both the emergent bilinguals and the fluent speakers suggested that the exclusion was unintentional. An analysis of the findings underscores how social interactions, if not sensitive enough towards less proficient speakers, may cause unintentional exclusion and inflict emotional harm in the classroom.","PeriodicalId":424949,"journal":{"name":"International Journal of Literacy, Culture, and Language Education","volume":"139 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-05-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114756743","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}
引用次数: 1
Is the Language you Teach Racist? 你教的语言是种族主义的吗?
International Journal of Literacy, Culture, and Language Education Pub Date : 2022-05-02 DOI: 10.14434/ijlcle.v2imay.34390
Luis Javier Pentón Herrera
{"title":"Is the Language you Teach Racist?","authors":"Luis Javier Pentón Herrera","doi":"10.14434/ijlcle.v2imay.34390","DOIUrl":"https://doi.org/10.14434/ijlcle.v2imay.34390","url":null,"abstract":"In this manuscript, I weave personal and professional stories with available literature to advocate for the necessity of decolonizing language education, taking a primary interest in the English and Spanish languages and in the Indigenous Peoples of the Americas and the Caribbean islands. Thus, I first set the stage by providing a brief historical overview of the effects caused by colonialism on the Indigenous Peoples, languages, and cultures of the Americas and the Caribbean islands. Then, I introduce my journey toward personal and professional decolonization and share practical examples of how I decolonize my teaching with the vision that this information will be helpful to readers. I end this article with final thoughts and an open invitation for further dialogue. My hope is that language (teacher) educators will use this essay as a critical reading for their language teacher pre- and in-service preparation programs and in other academic spaces.","PeriodicalId":424949,"journal":{"name":"International Journal of Literacy, Culture, and Language Education","volume":"39 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-05-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115497939","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}
引用次数: 0
Language Weaponization in Society and Education 社会与教育中的语言武器化
International Journal of Literacy, Culture, and Language Education Pub Date : 2022-05-02 DOI: 10.14434/ijlcle.v2imay.34380
Luis Javier Pentón Herrera, Kisha C. Bryan
{"title":"Language Weaponization in Society and Education","authors":"Luis Javier Pentón Herrera, Kisha C. Bryan","doi":"10.14434/ijlcle.v2imay.34380","DOIUrl":"https://doi.org/10.14434/ijlcle.v2imay.34380","url":null,"abstract":"In this article, we introduce the special issue Language Weaponization in Society and Education. We begin the manuscript with a preface, sharing an event that transpired during the dissemination of the Call for Proposals. We then situate the special issue in the literature by providing a brief overview of the term language weaponization and by providing a clear definition to frame the special issue. We end the article by introducing all the articles in the special issue.","PeriodicalId":424949,"journal":{"name":"International Journal of Literacy, Culture, and Language Education","volume":"13 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-05-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131201122","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}
引用次数: 0
Weaponization of Mandarin Chinese 普通话武器化
International Journal of Literacy, Culture, and Language Education Pub Date : 2022-05-02 DOI: 10.14434/ijlcle.v2imay.34394
Xu Bian
{"title":"Weaponization of Mandarin Chinese","authors":"Xu Bian","doi":"10.14434/ijlcle.v2imay.34394","DOIUrl":"https://doi.org/10.14434/ijlcle.v2imay.34394","url":null,"abstract":"This article investigates the weaponization of Mandarin Chinese by analyzing four components of weaponized language: propaganda, disinformation, censorship, and mundane discourse deployed by the Chinese Communist Party (CCP). The weaponization of Mandarin Chinese particularly targets religious people, including Christians, Falun Gong practitioners, and believers of sects unsanctioned by CCP, minorities, and prodemocracy activists. The weaponization of the Chinese language demonstrates that the CCP authorities possess the power to manipulate language so that it shapes public discourse and affects public perception, opinion, and behavior.","PeriodicalId":424949,"journal":{"name":"International Journal of Literacy, Culture, and Language Education","volume":"14 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-05-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115741729","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}
引用次数: 0
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