International Journal of Literacy, Culture, and Language Education最新文献_第3页

Weaponization of French and Rejection of Maghrebi Arabic in a French High School 法语武器化与法国高中拒绝马格里布阿拉伯语

International Journal of Literacy, Culture, and Language Education Pub Date : 2022-05-02 DOI: 10.14434/ijlcle.v2imay.34387

Sandrine Pell

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Full Vol 2 (2022) Special Issue: Language Weaponization in Society and Education 全文第二卷(2022)特刊: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.34350

Luis Javier Pentón Herrera, Kisha C. Bryan

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Weaponizing and De-weaponizing Antiracist Discourse 将反种族主义言论武器化和去武器化

International Journal of Literacy, Culture, and Language Education Pub Date : 2022-05-02 DOI: 10.14434/ijlcle.v2imay.34393

Peter I. De Costa, L. Her, Vashti Lee

{"title":"Weaponizing and De-weaponizing Antiracist Discourse","authors":"Peter I. De Costa, L. Her, Vashti Lee","doi":"10.14434/ijlcle.v2imay.34393","DOIUrl":"https://doi.org/10.14434/ijlcle.v2imay.34393","url":null,"abstract":"Since the beginning of the COVID-19 pandemic and Trump’s branding of the virus as the “China” or “Wuhan” virus, anti-Asian sentiment has swept through the United States, resulting in developments involving antiracist discourse. Our commentary draws upon these events and other recent incidents in the United States to demonstrate the power that words have when weaponized for particular ideologies or groups. Adopting McConnell-Ginet’s (2020) notions of semantic authority and semantic mastery, the commentary further delves into how racist discourse, when successfully weaponized through social media and political groups, creates tensions for teachers and administrators in the language classroom. Next, we highlight two examples of anti-Asian racism to show not only the psychological but also the physical harm that comes from weaponized language. Our commentary concludes with a call for students to be more critically aware of prevalent discourse through antiracist pedagogical resources (Anya, 2021; Baker-Bell, 2020; Flores & Rosa, 2019) in language and literacy education, and the role professional organizations have in supporting antiracist ideologies through their own form of countermeasures via statements of support.","PeriodicalId":424949,"journal":{"name":"International Journal of Literacy, Culture, and Language Education","volume":"54 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":"124953170","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

(Re)constructing Gay, a Classroom, and a Journey to Rhetorical Listening (二)建构Gay、课堂与修辞学之旅

International Journal of Literacy, Culture, and Language Education Pub Date : 2022-05-02 DOI: 10.14434/ijlcle.v2imay.34392

Gabriel T. Acevedo Velázquez

{"title":"(Re)constructing Gay, a Classroom, and a Journey to Rhetorical Listening","authors":"Gabriel T. Acevedo Velázquez","doi":"10.14434/ijlcle.v2imay.34392","DOIUrl":"https://doi.org/10.14434/ijlcle.v2imay.34392","url":null,"abstract":"This article explores Ratcliffe’s (2005) theory of rhetorical listening and the means of utilizing it to interpret and facilitate conversations around gay identities, especially between teachers and students in the classroom. Conversations around sexual identities in classrooms have changed the way in which teachers and students communicate, as well as the way conversations are approached to the point of becoming nonexistent. By these conversations becoming nonexistent, gay identities become isolated in the classroom, therefore silencing what could become rhetorical opportunities for growth. I utilize rhetorical listening as a pedagogical strategy against the weaponization of the word gay. Using Ratcliffe’s (2005) original theory of listening pedagogically as a foundation, I build on listening’s potential to address controversial or highly charged rhetoric around issues of identity, in this case, utilizing the word gay in the classroom. I elaborate on the theory of rhetorical listening and its implications—raising awareness of identification and constructing conversations that can be applied in listening to identity rhetoric in pedagogical settings. Finally, this paper suggests using rhetorical listening pedagogy in classrooms and illustrates a series of arbitrations that show rhetorical listening as a tool for application in discussing issues of queer identity in the classroom.","PeriodicalId":424949,"journal":{"name":"International Journal of Literacy, Culture, and Language Education","volume":"19 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":"124616179","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

Hard Time Seeing the Relevance 很难看出其中的关联

International Journal of Literacy, Culture, and Language Education Pub Date : 2022-05-02 DOI: 10.14434/ijlcle.v2imay.34386

Tasha Austin

{"title":"Hard Time Seeing the Relevance","authors":"Tasha Austin","doi":"10.14434/ijlcle.v2imay.34386","DOIUrl":"https://doi.org/10.14434/ijlcle.v2imay.34386","url":null,"abstract":"Perceptions of linguistic deficiency represent an extension of the devaluation of Black and racialized speakers which impacts their participation and representation, particularly within language classrooms. Though racism is directly challenged in current education research, language education remains a fertile space for weaponizing seemingly race-neutral terms like ‘culture’ and ‘identity’ as a means of minimizing the importance of race and other sociocultural factors on classroom language learning. Through semistructured interviews, this critical qualitative case study investigates the racial ideologies of three language teacher educators (LTEs) at Franklin University. Findings suggest the de-racialization of ‘culture’ and ‘identity’ influences the goals, design, and execution of instruction in this language teacher preparation program. Implications include guidance for language teacher preparation research and practice inclusive of centering race and clarifying the roles of race and power in language teacher preparation. Critically confronting who benefits or suffers when we use the term ‘culture’ in lieu of race in teacher preparation is also recommended.","PeriodicalId":424949,"journal":{"name":"International Journal of Literacy, Culture, and Language Education","volume":"108 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":"122485767","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

Full Vol 1 (2020): International Journal of Literacy, Culture, and Language Education (IJLCLE) 完整卷1(2020):国际扫盲，文化和语言教育杂志(IJLCLE)

International Journal of Literacy, Culture, and Language Education Pub Date : 2020-12-14 DOI: 10.14434/ijlcle.v1i0.31731

Serafín M. Coronel-Molina, Xin Chen

引用次数: 0

Students Writing across Cultures: Teaching Awareness of Audience in a Co-curricular Service Learning Project 学生跨文化写作:在一个课外服务学习项目中教授读者意识

International Journal of Literacy, Culture, and Language Education Pub Date : 2019-02-15 DOI: 10.14434/ijlcle.v1i0.26827

B. Samuelson, J. Kigamwa

引用次数: 1

One Story, Many Perspectives: Reading and Writing Graphic Novels in the Elementary Social Studies Classroom 一个故事，多种视角:在小学社会课堂上阅读和写作图画小说

International Journal of Literacy, Culture, and Language Education Pub Date : 2019-02-15 DOI: 10.14434/ijlcle.v1i0.26829

Erica M. Christie

引用次数: 0