Journal of Language Identity and Education最新文献

{"title":"Evidence-based Second Language Pedagogy: A Collection of Instructed Second Language Acquisition Studies, edited by Sato, M. & Loewen, S.","authors":"Jinfen Xu, Zaibo Long","doi":"10.1080/15348458.2021.1961584","DOIUrl":"https://doi.org/10.1080/15348458.2021.1961584","url":null,"abstract":"","PeriodicalId":46978,"journal":{"name":"Journal of Language Identity and Education","volume":"24 1","pages":"443 - 445"},"PeriodicalIF":1.7,"publicationDate":"2021-09-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88500614","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":"Agentive Roles and Metalinguistic Negotiations: The Linguistic Capital in Interactions between Parents and Children from Mexican Immigrant Backgrounds","authors":"Adriana Álvarez","doi":"10.1080/15348458.2021.1954004","DOIUrl":"https://doi.org/10.1080/15348458.2021.1954004","url":null,"abstract":"This qualitative case study examined the interactions between four Mexican parents from immigrant backgrounds and their children during the process of creating two biliteracy family projects that c...","PeriodicalId":46978,"journal":{"name":"Journal of Language Identity and Education","volume":"38 1","pages":""},"PeriodicalIF":1.7,"publicationDate":"2021-09-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76718599","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":"Subverting the Erasure: Decolonial Efforts, Indigenous Language Education and Language Policy in Nepal","authors":"P. Phyak","doi":"10.1080/15348458.2021.1957682","DOIUrl":"https://doi.org/10.1080/15348458.2021.1957682","url":null,"abstract":"ABSTRACT This paper analyzes Nepal’s language education policy from a decolonial perspective, examining how rights-based (neo)liberal ideologies and policies do not necessarily contribute to creating space, either ideological or implementational (Hornberger, 2005), for Indigenous languages in education. Drawing on the theory of “decoloniality” (Quijano, 2007), I have argued that the efforts to create equitable Indigenous language education should go beyond a language-centric perspective and pay attention to recognizing and reinforcing critical historical consciousness of Indigenous communities. The data for this paper are drawn from a larger ethnographic study of multilingualism and language policy in Nepal. The analysis of ethnographically grounded dialogues with teachers and community members and the close observations of community activism and pedagogical practices shows that Indigenous communities transform discriminatory language ideologies, policies, and practices by embracing the centrality of their history, culture, and place as the fundamental aspects of Indigenous language education.","PeriodicalId":46978,"journal":{"name":"Journal of Language Identity and Education","volume":"69 1","pages":"325 - 339"},"PeriodicalIF":1.7,"publicationDate":"2021-09-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74604505","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":"Decolonial Struggles in Indigenous Language Education in Neoliberal Times: Identities, Ideologies, and Activism","authors":"P. Phyak, Peter I. de Costa","doi":"10.1080/15348458.2021.1957683","DOIUrl":"https://doi.org/10.1080/15348458.2021.1957683","url":null,"abstract":"The importance of Indigenous languages and epistemologies for sustainable development, equitable society, and a green environment is acknowledged by a significant body of literature (e.g., Green et al., 2010; Harmsworth, 2002; Magni, 2017). Green et al. (2010), for example, argue that “Indigenous knowledge may well be one of the keys in understanding how best to engage in culturally appropriate climate change adaptation strategies for these [Indigenous] communities” (p. 351). Indigenous languages thus provide a critical and sustainable foundation for protecting ecological knowledge and helping communities to adapt with and to climate change (Nakashima & Krupnik, 2018). Studies have shown that Indigenous peoples’ knowledge about the environment, agriculture, food, language, place and time offer transformative and equitable agency to support their communities, help safeguard the degrading climate, as well as build liveable and equitable communities (Mafongoya & Ajayi, 2017; Nyong et al., 2007). In education, such knowledge plays an equally important role in creating and ensuring an equitable, accessible, and quality learning environment for all children. For Owuor (2007), Indigenous bodies of knowledge play a critical role “in directing the goals of education for sustainable development [. . .] and in addressing local problems affecting societies, especially the devastating effects of HIV/AIDS pandemic [in Africa]” (p. 27). Consequently, researchers from across the globe have consistently argued that the implementation of Indigenous language policies in education systems contributes to building strong literacy and developing the cognitive, ecological, and cultural knowledge of learners (Hornberger, 2006; Romero-Little, 2006). More importantly, Indigenous language education is necessary to sustain Indigenous peoples’ right to speak and promote their cultural and linguistic practices (May, 2013). Acknowledging the multidimensional value of Indigenous languages, the United Nations launched the International Decade of Indigenous Languages (2022–2032) to empower users of Indigenous languages around the world. With its slogan “nothing for us without us,” the U.N. declaration acknowledges the value of Indigenous languages for building inclusive communities. This declaration also helps guarantee that the cultural and linguistic rights of Indigenous people are upheld and that they are treated in a socially just way. In addition, the declaration recognizes the significance of Indigenous languages to sustainable development and the protection of biodiversity. While such global efforts play critical roles in creating space for Indigenous languages in the public sphere, Indigenous communities and language users continue to face linguistic, cultural, and epistemic discrimination (Rousseau & Dargent, 2019), however. Such forms of discrimination largely stem from state policies that embrace colonial, nationalist, and neoliberal ideologies in education. Although th","PeriodicalId":46978,"journal":{"name":"Journal of Language Identity and Education","volume":"34 1","pages":"291 - 295"},"PeriodicalIF":1.7,"publicationDate":"2021-09-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73131300","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":"“A Viable Path for Education”—Indigenous-Language Immersion and Sustainable Self-Determination","authors":"T. Mccarty, Joaquín Noguera, T. Lee, S. Nicholas","doi":"10.1080/15348458.2021.1957681","DOIUrl":"https://doi.org/10.1080/15348458.2021.1957681","url":null,"abstract":"ABSTRACT This article examines Indigenous-language immersion (ILI) schooling, an innovative approach in which most or all instruction occurs in the Indigenous language, with a strong culture-based curriculum. With the goals of promoting language revitalization, academic/holistic wellbeing, and cultural identity and continuance, ILI is a form of sustainable self-determination. We ground our analysis in a growing body of ILI scholarship and preliminary findings from our research in a mixed-method, multisite, US-wide study of ILI schooling. The study asks: What can ILI teach us to improve education practice for Native American learners? How can such a study inform research, theory, practice, and policy for Indigenous and other minoritized learners? We begin with a brief history of ILI movements in the US and then discuss ILI’s de/anticolonial aims, highlighting connections to sustainable self-determination. We illustrate these processes with examples of pedagogical, communal, and nation-building goals and practices evident in our national study. We conclude with the broader implications of ILI as a “viable path for education” for sustainable enactments of Indigenous self-determination.","PeriodicalId":46978,"journal":{"name":"Journal of Language Identity and Education","volume":"168 1","pages":"340 - 354"},"PeriodicalIF":1.7,"publicationDate":"2021-09-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88458187","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":"“Las Del Istmo Son Muy Cabronas”: Teaching an Indigenous Language in a Language Teaching Preparation BA Program","authors":"Mario E. López-Gopar, Vilma Huerta Córdova, Kiara Ríos Ríos, William M. Sughrua","doi":"10.1080/15348458.2021.1957680","DOIUrl":"https://doi.org/10.1080/15348458.2021.1957680","url":null,"abstract":"ABSTRACT Language teaching preparation programs in Mexico have been part of the modernity/coloniality legacy favoring so-called “modern” languages (e.g., English and French) over Indigenous languages. The alleged neoliberal benefits these languages bring and their connection to “modernized” individuals and cultures overshadows the learning of Indigenous languages, whose speakers struggle with the colonial difference, the discourse that transforms otherness into inferiority. Situated in Oaxaca, the most culturally and linguistically diverse state in Mexico, the purpose of this paper is to present the results of an ongoing, longitudinal, critical-ethnographic-action-research project that has documented the recent inclusion of the Indigenous language Diidxazá/Isthmus Zapotec as part of a Bachelor of Arts (BA) degree program in language teaching. Adopting a decolonizing theoretical lens and using vignettes co-constructed from participatory classroom and extra-curricular activity observations, photographs, and video recordings, ethnographic field notes, and on-going dialogue in formal and informal debriefing sessions, this paper presents the story of Kiara, the first Diidxazá teacher in this BA program. Based on an iterative analysis of the data, this paper addresses three main themes: (a) Indigenous teachers challenging the coloniality of being; (b) (Indigenous) women repositioning themselves; and (c) reflective activism decolonizing language teaching.","PeriodicalId":46978,"journal":{"name":"Journal of Language Identity and Education","volume":"1950 1","pages":"311 - 324"},"PeriodicalIF":1.7,"publicationDate":"2021-09-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"91184219","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":"Indigenous Language Revitalization: How Education Can Help Reclaim “Sleeping” Languages","authors":"Peter I. de Costa","doi":"10.1080/15348458.2021.1957684","DOIUrl":"https://doi.org/10.1080/15348458.2021.1957684","url":null,"abstract":"On June 7, 2021, The New York Times (NYT) reported the discovery of the remains of 215 Indigenous children on the grounds of a former residential school in British Columbia, Canada (Austen, 2021). News of this mass murder and its subsequent cover up rocked the world and came at a time when Canada and many other countries have mounted reconciliation efforts as they attempt to come to terms with a brutal past involving Indigenous populations. The residential school context described in the NYT story is representative of residential school educational arrangements in the last century that saw children from numerous First Nations forcibly removed from their homes and forbidden to speak their languages for generations (McIvor, 2020). By detaching these children from language, culture, and place, stateand church-sponsored schooling sought to train Indigenous students for subservience. Sadly, these cruel efforts inflicted unimaginable harm—both epistemological and emotional— upon these children (McCarty et al., this issue). In fact, Geraldine Bob, a former student, featured in the NYT story disclosed that the school staff members “would just start beating you and lose control and hurl you against the wall, throw you on the floor, kick you, punch you” (Austen, 2021). Such abuse, as we learn, was not uncommon. In starting my commentary with this disturbing anecdote, my goal is to highlight how Indigenous people have been forcibly removed from their land, displaced, and subsequently had their rights revoked and identities rejected (McKinley & Smith, 2019). That their lives are inextricably intertwined with the land is further underscored by Chiblow and Meighan (2021, in press). More importantly, however, as the four papers in this special issue demonstrate, vestiges of coloniality—often mediated through language-in-education policies and practices—have had a lasting impact on disenfranchised Indigenous people. And ultimately what’s at stake is a politics of identity (mis)recognition. Before I proceed any further, I would like to acknowledge that to some extent I am complicit in the settler colonialism that I write about. I want to acknowledge the land upon which my university, Michigan State University (MSU) resides. MSU occupies the ancestral, traditional, and contemporary Lands of the Anishinaabeg, namely, the Three Fires Confederacy of Ojibwe, Odawa, and Potawatomi peoples. But I am also originally from Singapore, a small country in Southeast Asia that was previously inhabited by the Indigenous people (i.e., the bumiputeras, or “Sons of the Soil”) of the region. Over the centuries, however, this region was overrun by colonizers from Portugal (the 15 century), the Netherlands (17 century) and Britain (19 century), all of whom plundered the wealth of and in Southeast Asia. But I am also a product of colonialism, having grown up in a postcolonial Singapore whose government preserved many policy practices (e.g., the implementation of English as a medium of ","PeriodicalId":46978,"journal":{"name":"Journal of Language Identity and Education","volume":"7 3 1","pages":"355 - 361"},"PeriodicalIF":1.7,"publicationDate":"2021-09-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78645546","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":"Identities of Resignation: Threats to Indigenous Languages from Neoliberal Linguistic and Educational Practices","authors":"Satoru Nakagawa, Sandra Kouritzin","doi":"10.1080/15348458.2021.1957679","DOIUrl":"https://doi.org/10.1080/15348458.2021.1957679","url":null,"abstract":"ABSTRACT We suggest that while Indigenous languages are threatened by capitalist and neoliberal encroachments, responses from applied linguists in the academy can be misguided. To make our argument, we must first define neoliberalism, and examine how the broader neoliberal discourses of choice, competition and the free market have percolated and distilled into local Indigenous language contexts, impacting languages, cultures and identities. We ask ourselves what identities are currently available, adopted and valorized by and for Indigenous language speakers, and how positions like Indigenous language speaker, academic/linguist, activist and teacher are altering in response to available neoliberal subject positions? We suggest that neoliberal discursive regimes position Indigenous peoples who do not speak their heritage languages as “victims needing recognition and redress.” The result is that they have become trapped in colonizer ideologies viewing Indigenous peoples as unfit to govern themselves. Colonized now by neoliberalism, Indigenous language speakers forced to live within neoliberal regimes must adopt identities of resignation, meaning engaged in a permanent struggle to accommodate themselves to the world. Instead, we posit that their positions are better framed and respected as identities of refusal, everyday actions of refusing enclosure.","PeriodicalId":46978,"journal":{"name":"Journal of Language Identity and Education","volume":"48 1","pages":"296 - 310"},"PeriodicalIF":1.7,"publicationDate":"2021-09-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88045369","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":"“I Also Like it that People Care about Me.” Children’s Dialogues on Values, Emotions and Feelings in Dialogic Literary Gatherings","authors":"Andrea Khalfaoui-Larrañaga, Pilar Álvarez, Prudencia Gutiérrez-Esteban, R. Flecha","doi":"10.1080/15348458.2021.1956318","DOIUrl":"https://doi.org/10.1080/15348458.2021.1956318","url":null,"abstract":"This study explores the dialogues about social values, emotions and feelings that emerge during the implementation of dialogic literary gatherings (DLG). DLG is a classroom-based program grounded i...","PeriodicalId":46978,"journal":{"name":"Journal of Language Identity and Education","volume":"s3-2 1","pages":""},"PeriodicalIF":1.7,"publicationDate":"2021-09-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90810944","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":"“My Religion Guides Me, Even as a Teacher”: Examining Religious Identities of English Language Teachers in Kuwait","authors":"Silvia Vaccino-Salvadore","doi":"10.1080/15348458.2021.1955685","DOIUrl":"https://doi.org/10.1080/15348458.2021.1955685","url":null,"abstract":"This paper investigates the lived experiences of three Kuwaiti women as they construct and negotiate their professional identities as Muslim English language teachers in Kuwait. Building on the pau...","PeriodicalId":46978,"journal":{"name":"Journal of Language Identity and Education","volume":"20 1","pages":""},"PeriodicalIF":1.7,"publicationDate":"2021-08-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80799300","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}