Critical Inquiry in Language Studies最新文献_第3页

Southern multilingual moves in education: agency, citizenship, and reciprocity 南方多语言教育运动：代理、公民身份和互惠

Critical Inquiry in Language Studies Pub Date : 2023-07-03 DOI: 10.1080/15427587.2023.2244099

J. Windle, K. Heugh, Mei French, Janet S. Armitage, Gabriel Nascimento dos Santos

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Relanguaging translingual writing in a Khayelitshan primary school 哈依里特山小学的跨语言写作重新语言化

Critical Inquiry in Language Studies Pub Date : 2023-07-03 DOI: 10.1080/15427587.2023.2258242

Lara-Stephanie Krause-Alzaidi

{"title":"Relanguaging translingual writing in a Khayelitshan primary school","authors":"Lara-Stephanie Krause-Alzaidi","doi":"10.1080/15427587.2023.2258242","DOIUrl":"https://doi.org/10.1080/15427587.2023.2258242","url":null,"abstract":"ABSTRACT Linguistic heterogeneity and fluidity – prominently captured in the notion of ‘translanguaging’– are starting to be seen as normative and natural. In turn, homogeneity and fixity, instantiated for example in standard languages, are becoming the ‘odd-ones-out.’ I challenge the dichotomy between linguistic fluidity (languaging) and fixity (named languages), in a situated conceptual account of translingual writing practices in English classrooms in a Khayelitshan primary school. These spaces fold the linguistic fluidity typical of South African townships, and the fixity of two standard languages, into one complex spatial repertoire. Operationalizing this spatial perspective, I suggest that students are constantly engaged in relanguaging, recursively sorting out the classroom repertoire according to the various linguistic norms enfolded in the space, and of bringing together linguistic resources in various combinations. Relanguaging systematically unsettles the dichotomy between fluid languaging and fix institutional language norms retained in dominant conceptualizations of translanguaging. This way it opens up new conceptual and analytical perspectives with possible pedagogical implication for writing instruction and testing. Standard English could, for example, be assessed beyond its own confines, using writing tasks that can make visible increasingly sophisticated linguistic sorting skills as students.","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":"139363719","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}

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A Call for Raciolinguistic Epistemologies: Transnational Languaging of Immigrant Literacy Teacher Educators 对种族语言学认识论的呼唤：移民识字教师教育工作者的跨国语言

Critical Inquiry in Language Studies Pub Date : 2023-06-12 DOI: 10.1080/15427587.2023.2218618

Patriann Smith

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Privatizing creation: neoliberal creativity in the language classroom 私有化创造：语言课堂中的新自由主义创造力

Critical Inquiry in Language Studies Pub Date : 2023-06-02 DOI: 10.1080/15427587.2023.2219455

Catherine Tebaldi

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“Se me sale el Español y se me pega el Spanglish!”: Latina/o bilingual teacher candidates’ racialized notions of bilingualism “see me sale el Español y see me pega el spanlish !”:拉丁裔/非拉丁裔双语教师候选人对双语的种族化观念

Critical Inquiry in Language Studies Pub Date : 2023-05-30 DOI: 10.1080/15427587.2023.2218507

Christian Fallas-Escobar

{"title":"“Se me sale el Español y se me pega el Spanglish!”: Latina/o bilingual teacher candidates’ racialized notions of bilingualism","authors":"Christian Fallas-Escobar","doi":"10.1080/15427587.2023.2218507","DOIUrl":"https://doi.org/10.1080/15427587.2023.2218507","url":null,"abstract":"ABSTRACTThis article examines the ways Latino/a bilingual teacher candidates (TCs) talk about their own and others’ language practices and the ways this talk reflects and reproduces racialized notions of bilingualism. Drawing on data from a one-year critical ethnography at a Hispanic-serving institution in Southwest Texas, this article demonstrates that TCs have been socialized into raciolinguistic ideologies of Spanish as language to be contained and Spanglish/code-switching as disease or bad habit. TCs’ unconscious adoption of raciolinguistic ideologies was evident in their use of the phrases ‘se me sale’ and ‘se me pega’ to characterize fluid and dynamic languaging in a variety of settings. Findings have implications for bilingual teacher education research and practice, as regards bringing attention to the ways TCs depict the language practices of racialized individuals and encouraging TCs to critically engage marginalizing notions of bilingualism that might be in circulation in Latinx homes and communities.KEYWORDS: Latina/o bilingualsbilingual teacher educationraciolinguistic ideologiesraciolinguistic metacommentaryracialized notions of bilingualism AcknowledgmentsPart of this research was supported by The International Research Foundation (TIRF) for English Language Education via a doctoral dissertation grant.Disclosure statementNo potential conflict of interest was reported by the author.Notes1. I use Latinx as an inclusive term for non-gender conforming individuals. I employ Latina/o to refer to the participants in this study, all of whom self-identified as either male or female. Occasionally, I also employ the term Hispanic when refering to census data and institutional classifications (e.g., Hispanic-serving). Also, in this study I understand Latina/o/x as a racial category referring to individuals who have historically been the subject of multiple colonialisms: the Spanish conquest on the one hand and U.S. imperialism on the other (Chávez-Moreno, Citation2021b).2. I acknowledge that many language scholars have moved from framing fluid language practices as Spanglish to translanguaging. However, in this article I continue to use Spanglish because that was the term participants used to describe their own and others’ linguistic repertoires.3. I acknowledge that the Mexican American and Chicana/o/x community has gradually taken the concept of Spanglish and given it a positive meaning that celebrates and takes pride in their linguistic and cultural hybridity. However, in the broader study from which this article draws, most participants (except for two) mobilized negative meanings of the term in connection to U.S. Latinxs’ language practices.Additional informationFundingThe work was supported by the The International Research Foundation (TIRF) for English Language Education.","PeriodicalId":53706,"journal":{"name":"Critical Inquiry in Language Studies","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-05-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135643521","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

Symbolic annihilation: processes influencing English language policy and teaching practice 符号湮灭:影响英语语言政策和教学实践的过程

Critical Inquiry in Language Studies Pub Date : 2023-05-21 DOI: 10.1080/15427587.2023.2215361

Yecid Ortega

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Conflicting understandings of multicultural society, global world, and English: Multimodal content analysis of 5 Korean elementary EFL textbooks 多元文化社会、全球世界与英语的冲突理解:5本韩国小学英语教材的多模态内容分析

Critical Inquiry in Language Studies Pub Date : 2023-04-06 DOI: 10.1080/15427587.2023.2198130

Gyewon Jang, Gertrude M. Tinker Sachs, J. Park

引用次数: 0

Social structures, everyday interactions, and subjectivity—where (and how) does decolonizing begin?—Attending to desires, fears, and pains 社会结构、日常互动和主体性——去殖民化是从哪里(以及如何)开始的?-关注欲望、恐惧和痛苦

Critical Inquiry in Language Studies Pub Date : 2023-04-03 DOI: 10.1080/15427587.2023.2219059

Qinghua Chen, Angel M. Y. Lin

{"title":"Social structures, everyday interactions, and subjectivity—where (and how) does decolonizing begin?—Attending to desires, fears, and pains","authors":"Qinghua Chen, Angel M. Y. Lin","doi":"10.1080/15427587.2023.2219059","DOIUrl":"https://doi.org/10.1080/15427587.2023.2219059","url":null,"abstract":"ABSTRACT When ‘decoloniality’ and ‘decolonizing’ have become words frequently used in conferences and journal publications in our field of Applied Linguistics/Language and Education, as well as on many academics’ lips, we start to worry about how they too can be easily co-opted as buzz words emptied of their critical meaning and actional potential and become appropriated as discourses with symbolic capital to add to one’s portfolio for academic promotion. What Kubota (2016) has cautioned about translanguaging can be equally true of the scholarship on decoloniality: … its knowledge is becoming another canon – a canon which is integrated into a neoliberal capitalist academic culture of incessant knowledge production and competition for economic and symbolic capital (p. 475). In this paper, we write about the pains, memories, fears, hopes and desires associated with experiencing colonizing acts across different timescales: in one’s everyday life (e.g. micro aggressions in social interactions), in how one’s own sense of self and the world (subjectivity) is shaped and reshaped (e.g. through academic socialization), and in embarking on what can be done to change the various social structures of (both colonial and other kinds of) domination and subordination. The journey is never purely academic or intellectual as it is always embodied, evoking painful memories, fears and discomfort. And from this journey of sorting out what has happened to us (and many people like us) who have been subjected to the exercising of colonial power mediated through many diverse agents, across many shorter-timescales happenings as well as longer-timescales events and processes (Lemke, 2000, 2008), we aim at finding a pathway ahead that is over and beyond just research publications and presentations. No doubt, research publications and presentations are important as a starting point, but they must lead to some further actions for them to be truly decolonizing (and not just ‘knowledge about decolonizing’). Then we’ll propose a tentative thinking and planning tool to work with teachers, students, administrators, policy makers and most importantly ourselves, to grasp what it means/what it takes, and simultaneously begin to work, to ‘decolonize’ ourselves, our curriculum, our pedagogy, our scholarship and then gradually our field of Language Studies and Education.","PeriodicalId":53706,"journal":{"name":"Critical Inquiry in Language Studies","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41967642","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

The discursive construction of academic capitalism in HE: the case of Catalan university websites 高等教育中学术资本主义的话语建构:以加泰罗尼亚大学网站为例

Critical Inquiry in Language Studies Pub Date : 2023-03-21 DOI: 10.1080/15427587.2023.2187394

P. Bori, D. Block

引用次数: 1

Thinking queer with Vietnamese EFL textbooks 对越南英语教材的思考

Critical Inquiry in Language Studies Pub Date : 2023-03-15 DOI: 10.1080/15427587.2023.2190524

Ethan Trinh, Gertrude M. Tinker Sachs

引用次数: 2