Critical Inquiry in Language Studies最新文献_第5页

Word rich or word poor? Deficit discourses, raciolinguistic ideologies and the resurgence of the ‘word gap’ in England’s education policy 单词丰富还是单词贫乏？话语缺陷、种族主义意识形态与英国教育政策中“词汇差距”的死灰复燃

Critical Inquiry in Language Studies Pub Date : 2022-07-25 DOI: 10.1080/15427587.2022.2102014

I. Cushing

引用次数: 16

Language as a marker of cultural identity and commodification: The language socialization practices of multilingual, Latina/Mexican American mothers 语言作为文化身份和商品化的标志：多语言拉丁裔/墨西哥裔美国母亲的语言社会化实践

Critical Inquiry in Language Studies Pub Date : 2022-07-25 DOI: 10.1080/15427587.2022.2102010

Heather Macias

引用次数: 2

Argumentative essays and conceptual incongruities: students mediated by identity and interdisciplinarity 议论文和概念不协调:学生的身份和跨学科调解

Critical Inquiry in Language Studies Pub Date : 2022-07-20 DOI: 10.1080/15427587.2022.2102013

R. Chandrasoma, C. Jayathilake

{"title":"Argumentative essays and conceptual incongruities: students mediated by identity and interdisciplinarity","authors":"R. Chandrasoma, C. Jayathilake","doi":"10.1080/15427587.2022.2102013","DOIUrl":"https://doi.org/10.1080/15427587.2022.2102013","url":null,"abstract":"ABSTRACT Characterized by specific and rigid boundaries of institutional practices and expectations in the academy, student writing is a synergistic literacy practice where students are required to construct generically diverse texts by yoking concepts with appropriate linguistic resources. This empirical study involving 196 first-year ESL students at a university in Sri Lanka explores why conceptual incongruities occur in argumentative essays constructed by them, and how they defend their arguments. We analyzed all their timed essays and noticed that 72 out of them contained conceptual incongruities. By “conceptual incongruities, we refer to instances where students” conceptualization process is not aligned or coherent with the essay topic. For our analysis of student texts, we have introduced two social cognitive perspectives: untutored competencies and tutored competencies. The former includes inherited, social, and ideological identities emerging from societal epistemologies whereas disciplinarity and interdisciplinarity constitute the latter. This empirical research demonstrates how students’ conceptualization process is mediated by a labyrinthine repertoire of knowledge premised in students’ untutored competencies and tutored competencies, signaling deviations from their essay topic.","PeriodicalId":53706,"journal":{"name":"Critical Inquiry in Language Studies","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-07-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41356739","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

Can language be commodified? Toward a Marxist theory of language commodification 语言可以商品化吗?走向马克思主义的语言商品化理论

Critical Inquiry in Language Studies Pub Date : 2022-07-19 DOI: 10.1080/15427587.2022.2102012

Alberto Bruzos

引用次数: 0

Resisting and creating alternatives to neoliberalism in ELT: a case study of three transnational language teachers in Saudi Arabia 在英语教学中抵制和创造新自由主义的替代方案——以沙特阿拉伯三位跨国语言教师为例

Critical Inquiry in Language Studies Pub Date : 2022-07-19 DOI: 10.1080/15427587.2022.2102015

Osman Z. Barnawi

{"title":"Resisting and creating alternatives to neoliberalism in ELT: a case study of three transnational language teachers in Saudi Arabia","authors":"Osman Z. Barnawi","doi":"10.1080/15427587.2022.2102015","DOIUrl":"https://doi.org/10.1080/15427587.2022.2102015","url":null,"abstract":"ABSTRACT The effects of neoliberal ideologies in higher education (HE) today are manifested in different forms including self-reliance, intellectual fatigue, academic burnout, incessant competition, and constant frustration among teachers/students, and other precarious working conditions. Conceptualized through the arguments on creating possible alternatives to neoliberalism in relation to English language teaching (ELT), this article examines the ways in which three transnational TESOL teachers are negotiating, resisting, and creating alternatives to neoliberal ELT in their everyday pedagogical practices. The data emerged from two sources: (i) reflective journals and (ii) semi-structured interviews. The findings reveal that while the teachers were subverting neoliberal ELT in their workplace, they became embroiled in complex mental situations, including self-consciousness, tensions, ambivalent positions, strong emotions, and other negative states of mind. In this context, extensive reading as a means for subverting neoliberalizing practices in ELT; father–son conversations as resistance to fierce competition in ELT; and portfolio reflection letters as tools for solidarity in neoliberal ELT are all possible strategies used by the three participants at their workplace. The paper closes with reflections on the forms of alternatives that have been exhibited by each teacher and implications for ELT.","PeriodicalId":53706,"journal":{"name":"Critical Inquiry in Language Studies","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-07-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43435618","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: 1

Simultaneous multiplicity: new materialist ontologies and the apprehension of language as assemblage and phenomenon 同时多重性：新唯物主义本体论与语言作为集合和现象的理解

Critical Inquiry in Language Studies Pub Date : 2022-07-19 DOI: 10.1080/15427587.2022.2102011

L. Gurney, E. Demuro

引用次数: 1

Blending translanguaging and CLIL: pedagogical benefits and ideological challenges in a Bangladeshi classroom 混合译语和CLIL:孟加拉课堂教学的益处和意识形态挑战

Critical Inquiry in Language Studies Pub Date : 2022-07-04 DOI: 10.1080/15427587.2022.2090361

A. Rafi, A. Morgan

引用次数: 6

Study abroad, heritage language learning, and identity: a study of a mixed-heritage learner of Korean 留学、传统语言学习与身份认同——一个韩国混合传统学习者的研究

Critical Inquiry in Language Studies Pub Date : 2022-06-28 DOI: 10.1080/15427587.2022.2086552

Mi Yung Park, L. Choi

{"title":"Study abroad, heritage language learning, and identity: a study of a mixed-heritage learner of Korean","authors":"Mi Yung Park, L. Choi","doi":"10.1080/15427587.2022.2086552","DOIUrl":"https://doi.org/10.1080/15427587.2022.2086552","url":null,"abstract":"ABSTRACT This narrative study focuses on how Gina, a Korean learner with a Korean immigrant mother and a European-descent New Zealander father, constructed her identities and engaged with Korean as a heritage language (HL) before, during, and after studying abroad in Korea. Gina’s transformative experiences illustrate the links between HL learning and learners’ understanding of themselves in racial/ethnic/cultural terms. The study highlights raciolinguistic ideologies’ complex influence on the HL development and identity (re)construction of learners who consider themselves to have multiple racial/ethnic/cultural heritages. Although Gina’s HL learner identity hampered her classroom education during study abroad, her family background provided her opportunities outside the classroom that strengthened her sense of belonging and encouraged her (re)construction of her identities. The study provides practical implications for study-abroad program developers and educators concerning the raciolinguistic ideologies that HL learners who identify as having multiple heritages might bring to their HL learning and participation in study-abroad programs. Being aware of raciolinguistic ideologies, preparing students for how their own and others’ ideologies might impact their experiences during study abroad, and providing the means for multiheritage HL learners to share their experiences could all contribute positively to these learners’ continued identity (re)construction, HL development, and study-abroad experiences.","PeriodicalId":53706,"journal":{"name":"Critical Inquiry in Language Studies","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-06-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45215542","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: 4

Neoliberal foreign language education: the search for alternatives 新自由主义外语教育:寻找替代方案

Critical Inquiry in Language Studies Pub Date : 2022-06-17 DOI: 10.1080/15427587.2022.2090362

P. Bori, Germán Canale

{"title":"Neoliberal foreign language education: the search for alternatives","authors":"P. Bori, Germán Canale","doi":"10.1080/15427587.2022.2090362","DOIUrl":"https://doi.org/10.1080/15427587.2022.2090362","url":null,"abstract":"ABSTRACT In the past decades, neoliberalism has permeated (foreign) language education, as has been discussed by critical research in the fields of: curriculum theory, applied linguistics, discourse analysis, language policy, language assessment, to name a few. Despite the fact that research on foreign language education and neoliberalism is certainly growing, less attention has been paid to actual “ways out” or alternatives to neoliberal foreign language education. This introductory paper delineates the domain and scope of the present Special Issue entitled “Alternatives to Neoliberal Foreign Language Education.” The paper critically discusses three discourses/processes that are key to understanding the effects of neoliberalism in language education worldwide: language as skill, standardization and profit, and devaluing education. Then, it moves to briefly introduce each of the four remaining papers, which critically discuss alternatives to neoliberal foreign language education in different countries. The full issue hopes to contribute to critical research in the field of foreign language education and neoliberalism but, more importantly, to the search for feasible alternatives that help us move from negative critique of the current situation of foreign language education to actual praxis with a view to transforming it.","PeriodicalId":53706,"journal":{"name":"Critical Inquiry in Language Studies","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-06-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47101239","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: 2

Transnational teacher educators’ critical reflection on multilingualism 跨国教师教育家对多语主义的批判性反思

Critical Inquiry in Language Studies Pub Date : 2022-06-13 DOI: 10.1080/15427587.2022.2086551

Hoe Kyeung Kim, Hyunhee Cho

{"title":"Transnational teacher educators’ critical reflection on multilingualism","authors":"Hoe Kyeung Kim, Hyunhee Cho","doi":"10.1080/15427587.2022.2086551","DOIUrl":"https://doi.org/10.1080/15427587.2022.2086551","url":null,"abstract":"ABSTRACT This study explored two teacher educators’ understanding of multilingualism and a change in their perception from monolingual native speakerism to multilingualism. Through exchanging the narrative about learning to be a professional and being a teacher educator in ESL and EFL settings, they deepened their understanding of multilingualism and heightened their critical awareness of monolingualism in their local contexts thereby gaining critical insights into the roles of language ideologies. The findings of the study were twofold. Firstly, native speakerism was still working as a dominant view in teacher education and had a great impact on nonnative English teachers’ identities and their teaching confidence. Secondly, critical reflection through narrative writing allowed the participants to reflect on the hidden sociopolitical influences of native speakerism that shape their perceptions and perspectives and reconstruct their identities as multilingual teacher educators. The findings imply the benefits of collaborative narrative for critical reflection on ideologies about race and language and for building empowered professional identities.","PeriodicalId":53706,"journal":{"name":"Critical Inquiry in Language Studies","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-06-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45576737","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