Critical Inquiry in Language Studies最新文献_第2页

Teaching as poetry: outlaw emotions and embodied knowledge of injustice 作为诗歌的教学:非法的情感和对不公正的体现

Critical Inquiry in Language Studies Pub Date : 2023-08-16 DOI: 10.1080/15427587.2023.2246610

R. Bhansari

引用次数: 0

Student perceptions of diverse accents of English in a multilingual London post-1992 university 1992年后，伦敦一所多语种大学的学生对不同英语口音的看法

Critical Inquiry in Language Studies Pub Date : 2023-08-01 DOI: 10.1080/15427587.2023.2242988

Viktoria Magne, Giuliana Ferri

引用次数: 0

From colonial celebration to postcolonial performativity: ‘guilty multilingualism’ and ‘performative agency’ in the English Medium Instruction (EMI) context 从殖民庆典到后殖民表演：英语媒介教学语境中的“有罪多语”和“表演代理”

Critical Inquiry in Language Studies Pub Date : 2023-07-31 DOI: 10.1080/15427587.2023.2242989

Syed Abdul Manan, M. Tajik, Anas Hajar, Muhammad Amin

引用次数: 0

Novice teachers in Chile: ELT teaching capability development and social (in)justice awareness in educational marginalization 智利新教师:教育边缘化中的英语教学能力发展与社会正义意识

Critical Inquiry in Language Studies Pub Date : 2023-07-26 DOI: 10.1080/15427587.2023.2240459

Gloria Romero

引用次数: 0

“There’s no separation of Church and state”, a metaphorical analysis of Muslim native speaker teachers’ representations of English language teaching and Islam in Saudi Arabia “没有政教分离”，这是对沙特阿拉伯以穆斯林为母语的教师对英语教学和伊斯兰教的隐喻分析

Critical Inquiry in Language Studies Pub Date : 2023-07-13 DOI: 10.1080/15427587.2023.2235449

Ismael Louber, Mayez Almayez

引用次数: 0

Towards critical translanguaging pedagogy – new ways of raising and answering questions from a Global South perspective 迈向批判性语言转换教学法--从全球南部视角提出和回答问题的新方法

Critical Inquiry in Language Studies Pub Date : 2023-07-03 DOI: 10.1080/15427587.2023.2240457

Li Wei

引用次数: 0

A critical examination of the interaction between translanguaging pedagogy and students’ beliefs and practices of translanguaging in learning EAP 在学习 EAP 的过程中，对翻译语言教学法与学生的翻译语言信念和实践之间的互动关系进行批判性研究

Critical Inquiry in Language Studies Pub Date : 2023-07-03 DOI: 10.1080/15427587.2023.2258538

J. Liu, Yuen Yi Lo, Miao Yang

{"title":"A critical examination of the interaction between translanguaging pedagogy and students’ beliefs and practices of translanguaging in learning EAP","authors":"J. Liu, Yuen Yi Lo, Miao Yang","doi":"10.1080/15427587.2023.2258538","DOIUrl":"https://doi.org/10.1080/15427587.2023.2258538","url":null,"abstract":"ABSTRACT Conducted in a Chinese university, this study tracked eight students’ changes in their beliefs and practices of translanguaging when developing academic literacies throughout a 14-week English for Academic Purposes (EAP) course, where translanguaging pedagogy was systematically planned and implemented. Data were collected from classroom observation, students’ writing drafts and assignments before, during and after the course, and pre- and post- interviews and informal dialogic communication with the students and the teacher. Findings showed that the students generally started with monolingual and language separation beliefs. Throughout the course, the teacher’s demonstration and encouragement of strategic translanguaging had different impact on individual students’ beliefs and practices of translanguaging, and three typical patterns emerged: (1) deepening understanding and developing more strategic practice of translanguaging in academic activities, (2) gradual shifting from monolingual to multilingual mind-set, and (3) conflicting beliefs and lack of strategic practice of translanguaging. In light of these findings, this article examines translanguaging pedagogy with a critical lens, highlighting the complex and dynamic interaction between students’ preexisting beliefs and language ideologies and their responsiveness to teacher’s pedagogy. It also discusses the potential roles translanguaging pedagogy could play in university students’ learning of academic language and content.","PeriodicalId":53706,"journal":{"name":"Critical Inquiry in Language Studies","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139363837","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

Not for us: Chinese immigrant parents’ perspectives on Mandarin Chinese dual language bilingual education programs 不适合我们：中国移民父母对汉语双语教育项目的看法

Critical Inquiry in Language Studies Pub Date : 2023-07-03 DOI: 10.1080/15427587.2023.2231583

Wenyang Sun, N. Xu, Verónica E. Valdez

引用次数: 1

Translanguaging in higher education: experiences and recommendations of international graduate students from the Global South 高等教育中的跨语言教学：来自全球南部的国际研究生的经验和建议

Critical Inquiry in Language Studies Pub Date : 2023-07-03 DOI: 10.1080/15427587.2023.2242991

Shakina Rajendram, Wenyangzi Shi, Justine Jun

{"title":"Translanguaging in higher education: experiences and recommendations of international graduate students from the Global South","authors":"Shakina Rajendram, Wenyangzi Shi, Justine Jun","doi":"10.1080/15427587.2023.2242991","DOIUrl":"https://doi.org/10.1080/15427587.2023.2242991","url":null,"abstract":"ABSTRACT Canada is among the top three receiving countries for international students globally, and the leading sources of international students consist of countries in the Global South. Despite the multilingual reality of universities in Canada, most institutional language policies require only English or French to be used in instruction and assessment. The consequences of these policies include challenges in ensuring inclusive and equitable education. A translanguaging pedagogy has the potential to affirm and leverage the diverse language practices of international students, but it needs to be centered in the lived experiences, language practices, knowledge systems, and goals of a multilingual student body. This paper reports on the experiences and recommendations of international graduate students from the Global South related to pedagogical translanguaging in higher education. Data sources included interviews with 15 graduate students enrolled in the education faculty of a Canadian university. A thematic analysis of the data suggested that students’ translanguaging practices are restricted to informal spaces and ‘secret talk,’ and influenced by their instructors’ varied attitudes and language policies. Students’ recommendations include affirming translanguaging as a right and pedagogical resource for international students, incorporating translanguaging in academic writing, diversifying hiring practices, and providing training for instructors and prospective teachers.","PeriodicalId":53706,"journal":{"name":"Critical Inquiry in Language Studies","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139363690","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

Centering southern perspectives in translanguaging research 以南方视角为中心的跨语言研究

Critical Inquiry in Language Studies Pub Date : 2023-07-03 DOI: 10.1080/15427587.2023.2249151

Zhongfeng Tian, A. Rafi

{"title":"Centering southern perspectives in translanguaging research","authors":"Zhongfeng Tian, A. Rafi","doi":"10.1080/15427587.2023.2249151","DOIUrl":"https://doi.org/10.1080/15427587.2023.2249151","url":null,"abstract":"ABSTRACT The last decade has witnessed the momentum of “trans-” turn in applied linguistics and language education. Within these conversations, the term translanguaging—as practice, theory, and pedagogy—articulates a paradigmatic shift in how we think about language(s) and how we can serve multilingual learners in ways that are more humanizing and justice-oriented. While there has been an exponential growth in translanguaging research, the majority of the extant studies have taken place in the Global North contexts so far, and we are still missing a broader understanding of translanguaging from a southern perspective. This special issue features four articles, contributed by scholars who are both residing in and have deep connections with the Global South contexts, and a commentary by Professor Li Wei. Using a mixture of methodological tools, the papers offer new possibilities to problematize and expand translanguaging as a construct in various classroom contexts in China, South Africa, Brazil, Australia, and Canada to better understand pertinent issues of (English) language teaching/learning in relation to a broader agenda of achieving linguistic, epistemic and social justice. This special issue emphasizes the significance of (re)centering southern perspectives in translanguaging research and decentralizing traditional knowledge construction that favors the Global North.","PeriodicalId":53706,"journal":{"name":"Critical Inquiry in Language Studies","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43070846","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