Journal of Language Identity and Education最新文献

{"title":"Adapting the Verbal-Guise Technique: A STEM-Focused U.S. Campus Community’s Attitudes Toward Nonnative Englishes","authors":"Sarah E. Hercula, Jessica L. Cundiff","doi":"10.1080/15348458.2023.2252491","DOIUrl":"https://doi.org/10.1080/15348458.2023.2252491","url":null,"abstract":"ABSTRACTThis study evaluates attitudes toward nonnative Englishes among students, faculty, and staff at a STEM-focused U.S. university. The study utilizes the verbal-guise technique: Participants listened to and rated three summaries of the same short story as told by native speakers of U.S. English, Chinese, and Arabic. This adapted verbal-guise methodology allows for the inclusion and analysis of grammatical and lexical features—in addition to phonological features—in speaker recordings. Results reveal preferential bias in favor of native-speaker U.S. English, yet each nonnative English speaker was rated significantly differently. The native Arabic speaker was rated as less likeable and competent than the native Chinese and English speakers, while also receiving higher ratings in speech similarity and pleasantness than the native Chinese speaker. Participants’ attitudes toward and confidence with intercultural communication moderated ratings of the nonnative Englishes: Participants with more positive attitudes and greater confidence rated the native speakers of Chinese and Arabic higher on variables including speech pleasantness and willingness to interact. Findings suggest ways to improve attitudes toward nonnative Englishes on college campuses—STEM-focused campuses, specifically.KEYWORDS: Diversity and inclusionhigher educationlanguage attitudeslinguistic prejudicenonnative Englishesverbal-guise technique Disclosure statementNo potential conflict of interest was reported by the author(s).Additional informationFundingThis research was supported by funding from the First-Year Research Experience (FYRE) program in the College of Arts, Sciences, and Education at Missouri University of Science and Technology. Special thanks also to Taylor McNamee and Anna Peacock, who served as undergraduate research assistants on this project through the FYRE program.Notes on contributorsSarah E. HerculaSarah E. Hercula is an associate professor of applied linguistics in the Department of English and Technical Communication at Missouri University of Science and Technology in Rolla, MO. She holds a PhD in English studies with a specialization in linguistics from Illinois State University. Her research interests include English language variation, language attitudes and ideologies, and linguistics pedagogy, among others. Her most recent book is entitled Fostering Linguistic Equality: The SISE Approach to the Introductory Linguistics Course (Palgrave Macmillan 2020).Jessica L. CundiffJessica L. Cundiff is an Associate Professor in the Department of Psychological Science and Director of the S&T ADVANCE program at Missouri University of Science & Technology. She earned a dual PhD in Social Psychology and Women’s Studies at Penn State University. Her research examines stereotyping and discrimination, with a focus on gender bias and identifying effective strategies (and pitfalls) for addressing bias.","PeriodicalId":46978,"journal":{"name":"Journal of Language Identity and Education","volume":"61 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135199187","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Routine Literacy Practices as a Cultural Agenda: Children’s Experiences of Writing “Difficult” Chinese Characters in Australia","authors":"Wen XU, Stahl Garth","doi":"10.1080/15348458.2023.2252515","DOIUrl":"https://doi.org/10.1080/15348458.2023.2252515","url":null,"abstract":"ABSTRACTThis paper illustrates how spaces were created for children from culturally and linguistically diverse backgrounds to emotionally engage in traditional Chinese literacy practices in a primary school in Sydney, Australia. The ethnographic data allow insight into how ordinary activities organised around character tracing and writing can pedagogically evoke students’ “discomforting” emotions while socialising them into ways of becoming and embodying a “real Chinese.” By providing a range of alternative readings that counter and challenge the hegemonic and essentialised discourses, we instantiate that repetitive, non-challenging Chinese literacy practices are charged with a cultural agenda that teaches the students to think, behave and feel (or be) “more Chinese” in CFL learning and their interface with Chinese communities. Such work has implications for future research agenda in the Australian and global context regarding how students’ emotional experiences help shape and reshape their emerging and dynamic learner identities when pedagogies of discomfort are implemented in foreign languages education.KEYWORDS: Chinese charactersChinese language and cultureidentitypedagogies of discomfort Disclosure statementNo potential conflict of interest was reported by the author(s).Additional informationNotes on contributorsWen XUWen XU is Assistant Professor at Shanghai Jiao Tong University. Research interests focus on language policy and planning, international students/migrants and Chinese language education.Stahl GarthStahl Garth is Associate Professor at the University of Queensland. His research interests focus on the relationship between education and society, socio-cultural studies of education, student identities, equity/inequality, and social change.","PeriodicalId":46978,"journal":{"name":"Journal of Language Identity and Education","volume":"90 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136308322","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Introduction to the Special Issue","authors":"Jessie Hutchison Curtis, Qianqian Zhang‐Wu, Chris K. Chang‐Bacon","doi":"10.1080/15348458.2023.2202582","DOIUrl":"https://doi.org/10.1080/15348458.2023.2202582","url":null,"abstract":"Welcome to this special issue, which centers on critical language awareness (CLA) as a framework for working with multilingual students in U.S. schools. The seminal idea for the issue arose from a colloquium, Language Aware Teaching in Multilingual and Remote Contexts, organized by TESOL’s Research Professional Council and held during the 2021 TESOL Convention. By 2021, the educational community was reeling from the effects of COVID-19 and the inescapable evidence that the pandemic had exacerbated already-existing educational inequities globally. These were especially seen in lower-income urban and rural school districts—social geographies that tend to overlap with racialized and linguistically marginalized communities. In the U.S., the disproportionate impact on schools in these communities was widely reported. With educational equity both an ongoing and urgent concern, the research colloquium highlighted instructional approaches that center multilingual students’ linguistic and cultural knowledge in school curricula through critical and liberatory teaching that seeks social change. This issue unpacks the ideological, pedagogical, and practical complexities, as well as the possibilities reported by teacher educators, preand in-service teachers, and students as they engaged these approaches in their multilingual classrooms. Instructional approaches committed to leveraging community languages, language practices, and knowledge in school curricula have gained traction in teacher education programs over the past three decades. Among these approaches, funds of knowledge research (Moll et al., 1992); linguistically and culturally sustaining pedagogies (Paris & Alim, 2017); linguistic landscape research (Shohamy & Gorter, 2009); youth participatory action research (Cammarota & Fine, 2008); and translanguaging (García et al., 2017) are represented in this issue. Yet those involved in the work of education have reported tensions between these approaches and established ideologies and practices in school settings. In the U.S., where English monolingualism rather than bilingualism has been predominantly promoted as an educational goal, there is a need to recognize and affirm the multilingual nature of schools as the worldwide norm (García, 2016), and to support and de-isolate teachers as they take up instructional approaches that value diverse forms of community knowledge. The articles in this issue demonstrate how CLA offers such an avenue. By illustrating how centering students’ languages, language practices, and knowledge unearths ideological and structural challenges, these CLAfocused articles offer possibilities for how teachers and students can be empowered by alternative pedagogies that engage their own decision-making along the way.","PeriodicalId":46978,"journal":{"name":"Journal of Language Identity and Education","volume":"120-121 1","pages":"301 - 307"},"PeriodicalIF":1.7,"publicationDate":"2023-07-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79092657","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Intersectional Perspectives on LGBTQ+ Issues in Modern Language Teaching and Learning, by Paiz, Joshua M. & Coda, James E. (2021).","authors":"Reviewed by Frida Akmalia","doi":"10.1080/15348458.2023.2216107","DOIUrl":"https://doi.org/10.1080/15348458.2023.2216107","url":null,"abstract":"Click to increase image sizeClick to decrease image size Additional informationFundingThe work was supported by the Lembaga Pengelola Dana Pendidikan.","PeriodicalId":46978,"journal":{"name":"Journal of Language Identity and Education","volume":"9 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136287036","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Developing Teacher Critical Language Awareness Through Narrative (Funds of) Knowledging","authors":"Meredith McConnochie, Eileen M. González","doi":"10.1080/15348458.2023.2202585","DOIUrl":"https://doi.org/10.1080/15348458.2023.2202585","url":null,"abstract":"ABSTRACT This paper examines how in-service teachers enrolled in an MA in TESOL program demonstrated critical language awareness (CLA) as they designed and implemented ethnographic action research projects anchored in funds of knowledge. The action research project aimed to introduce teachers to school-based ethnographic research and to provide an opportunity to incorporate community funds of knowledge into their unit plans. Drawing from program documents such as the in-service teachers’ research proposals, papers, and unit plans, the study highlights how awareness of the intersections of language and local power dynamics in their schools informed their decision-making about their research and curricular designs. At each stage of the research process, the teachers narrated how they restructured their interactional roles within established classroom routines, school-playtime, community, and family-school events for purposes of inquiring about student and family funds of knowledge. By integrating theories of funds of knowledge and CLA, the analysis shows how teacher understandings of sociopolitical and sociolinguistic contexts shaped which, how, and whose knowledge became resources (or not) in their curricular plans. The study suggests the benefit of professional development that includes CLA for purposes of supporting teachers as they aim to incorporate and leverage funds of knowledge of students, families, and communities in their curricula.","PeriodicalId":46978,"journal":{"name":"Journal of Language Identity and Education","volume":"17 1","pages":"308 - 322"},"PeriodicalIF":1.7,"publicationDate":"2023-06-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80820580","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Translanguaging and Transformative Teaching for Emergent Bilingual Students: Lessons from the CUNY-NYSIEB Project, edited by City University of New York-New York State Initiative on Emergent Bilinguals (CUNY-NYSIEB). (2021).","authors":"William Fox, María Guzmán Antelo","doi":"10.1080/15348458.2023.2202583","DOIUrl":"https://doi.org/10.1080/15348458.2023.2202583","url":null,"abstract":"","PeriodicalId":46978,"journal":{"name":"Journal of Language Identity and Education","volume":"137 33","pages":"396 - 398"},"PeriodicalIF":1.7,"publicationDate":"2023-05-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72370250","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Monolingual Momentum: The Limits of Critical Language Awareness in a Hybrid Science Learning Environment","authors":"Alexis A. Rutt, Chris K. Chang‐Bacon","doi":"10.1080/15348458.2023.2202588","DOIUrl":"https://doi.org/10.1080/15348458.2023.2202588","url":null,"abstract":"ABSTRACT Among inequities faced by multilingual learners, engagement in science education is one of the most persistent. Research suggests leveraging students’ full multilingual repertoires in science education can help address this gap. However, pervasive monolingual norms in schooling may impede multilingual engagement, impacting students’ multilingual identities and self-perceptions as science learners. Using observations and classroom artifacts from four seventh-grade life science classes in a linguistically diverse school district in the Southeastern United States, we documented one teacher’s attempts to engage students’ multilingual repertoires in science education during a four-week instructional unit. Our findings indicated student hesitancy to participate multilingually in science discourse. Using critical language awareness (CLA) as a lens, we draw connections between this reluctance and monolingual schooling norms that impact students’ multilingual identities and present challenges to implementing linguistically sustaining pedagogies in English-medium instructional environments. By focusing on engaging students’ multilingual repertoires in science education, these findings have the potential to advance research on teacher CLA—including its affordances and contextual limitations—in science education and beyond.","PeriodicalId":46978,"journal":{"name":"Journal of Language Identity and Education","volume":"15 1","pages":"323 - 339"},"PeriodicalIF":1.7,"publicationDate":"2023-05-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87176213","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Supporting Asian American Multilingual College Students Through Critical Language Awareness Programming","authors":"Paul Mcpherron, Linh An","doi":"10.1080/15348458.2023.2202587","DOIUrl":"https://doi.org/10.1080/15348458.2023.2202587","url":null,"abstract":"ABSTRACT Critical language awareness (CLA) encourages teachers and students to examine language as social practice and reflect on ideologies and power dynamics embedded within language use. In this article, the authors—both instructors in an Asian American Native American Pacific Islander Serving Institution (AANAPISI) federal grant project at a university in New York City—describe how we integrated a CLA framework to create an Asian American Studies class that uses culturally sustaining pedagogies to affirm student linguistic identities and demystify academic research practices. Specifically, we analyzed a project where we introduced the term linguistic landscapes (LL) and asked students to visit Asian American ethnic enclaves to examine linguistic signage. While implementations of CLA have been based in K-12 instruction, university writing courses, and teacher education courses, this paper presents a successful example of a project based in CLA used in credit-bearing university courses, specifically, in an Asian American Studies program.","PeriodicalId":46978,"journal":{"name":"Journal of Language Identity and Education","volume":"45 10","pages":"340 - 358"},"PeriodicalIF":1.7,"publicationDate":"2023-05-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72409487","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Critical Multilingual Language Awareness: Reflections on a YPAR Program in Teacher Education","authors":"Shuang Fu, R. Harman, Yamileth Aubain","doi":"10.1080/15348458.2023.2202584","DOIUrl":"https://doi.org/10.1080/15348458.2023.2202584","url":null,"abstract":"ABSTRACT This paper examines how two language educators of color developed critical multilingual language awareness (CMLA) in a combined youth participatory action research and teacher education program. Specifically, as a multilingual and diverse group of educators, we chose to use Latin@/o Critical Theory (LatCrit) as our methodology to align with the epistemological framework of YPAR. By sharing the lived experiences and insights of the two educators over the course of the program, our reflexive study demonstrates how multimodal ways of meaning making supported them in challenging deficient perspectives of minoritized languages and in changing their pedagogical practices to be more equitable. By implementing YPAR programs with a clear focus on CMLA, we become aware of our own language ideologies and grow to understand the socio-political discourses that inform our interactions with youth. Implications include the significance of incorporating multimodality and participatory pedagogies into teacher education and thereby facilitating opportunities for teacher candidates to gain awareness of the power dynamics in multilingual education.","PeriodicalId":46978,"journal":{"name":"Journal of Language Identity and Education","volume":"35 1","pages":"359 - 375"},"PeriodicalIF":1.7,"publicationDate":"2023-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73562900","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Raising Critical Language Awareness in a Translanguaging-Infused Teacher Education Course: Opportunities and Challenges","authors":"Qianqian Zhang‐Wu, Zhongfeng Tian","doi":"10.1080/15348458.2023.2202589","DOIUrl":"https://doi.org/10.1080/15348458.2023.2202589","url":null,"abstract":"ABSTRACT In this classroom-based qualitative study, we examine how a small group of content area teacher candidates developed emerging critical language awareness (CLA) during one graduate-level translanguaging-infused teacher education course on multilingual theories and practices. The findings point out the potential of translanguaging in prompting spontaneous reflections on pre-service teachers’ personal experiences with language and languaging, paving way for them to critically rethink the status of English in teaching, learning, and communication for social justice. Yet, although teacher candidates demonstrated their emerging CLA as manifested at the ideological level, they encountered difficulties enacting critical translanguaging into practice. In their lesson plans, English was largely positioned as the end goal of content-area education and translanguaging was often reduced to a translation strategy to scaffold academic language development. Based on the findings, we propose suggestions for teacher education course design and advocate for program-wide efforts in sustaining and strengthening CLA across the curriculum.","PeriodicalId":46978,"journal":{"name":"Journal of Language Identity and Education","volume":"116 1","pages":"376 - 395"},"PeriodicalIF":1.7,"publicationDate":"2023-04-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87735441","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}