Critical Inquiry in Language Studies最新文献_第7页

“It’s better language”: The social meanings of academic language in an elementary classroom “这是更好的语言”:小学课堂学术语言的社会意义

Critical Inquiry in Language Studies Pub Date : 2021-08-02 DOI: 10.1080/15427587.2021.1935955

Meghan Corella

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引用次数: 2

A Korean immigrant child’s identity negotiation in multicultural book club and critical dialogue as third space 一个韩国移民儿童在多元文化读书俱乐部的身份协商与作为第三空间的批判性对话

Critical Inquiry in Language Studies Pub Date : 2021-08-02 DOI: 10.1080/15427587.2021.1949597

Young-woo Son

引用次数: 0

English and Chinese language ideologies among Vietnamese students in Taiwan: the construction of an ideal neoliberal self 台湾越南学生的英汉语言意识：理想的新自由主义自我建构

Critical Inquiry in Language Studies Pub Date : 2021-07-25 DOI: 10.1080/15427587.2021.1953383

T. Nguyen

引用次数: 5

Rejecting abyssal thinking in the language and education of racialized bilinguals: A manifesto 拒绝种族化双语者语言和教育中的糟糕思维：一份宣言

Critical Inquiry in Language Studies Pub Date : 2021-07-03 DOI: 10.1080/15427587.2021.1935957

Ofelia García, N. Flores, K. Seltzer, Li Wei, Ricardo Otheguy, J. Rosa

{"title":"Rejecting abyssal thinking in the language and education of racialized bilinguals: A manifesto","authors":"Ofelia García, N. Flores, K. Seltzer, Li Wei, Ricardo Otheguy, J. Rosa","doi":"10.1080/15427587.2021.1935957","DOIUrl":"https://doi.org/10.1080/15427587.2021.1935957","url":null,"abstract":"ABSTRACT Following Boaventura de Sousa Santos, the authors of this article reject the type of “abyssal thinking” that erases the existence of counter-hegemonic knowledges and lifeways, adopting instead the “from the inside out” perspective that is required for thinking constructively about the language and education of racialized bilinguals. On the basis of deep personal experience and extensive field-work research, we challenge prevailing assumptions about language, bilingualism, and education that are based on raciolinguistic ideologies with roots in colonialism. Adopting a translanguaging perspective that rejects rigid colonial boundaries of named languages, we argue that racialized bilingual learners, like all students, draw from linguistic-semiotic, cultural, and historical repertoires. The decolonial approach that guides our work reveals these students making a world by means of cultural and linguistic practices derived from their own knowledge systems. We propose that in order to attain justice and success, a decolonial education must center non-hegemonic modes of “otherwise thinking” by attending to racialized bilinguals’ knowledges and abilities that have always existed yet have continually been distorted and erased through abyssal thinking.","PeriodicalId":53706,"journal":{"name":"Critical Inquiry in Language Studies","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42708275","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: 140

Flunking the Spanish test: Television portrayals of personal responsibility and language shift in heritage learners 西班牙语考试不及格:传统学习者的个人责任和语言转变的电视形象

Critical Inquiry in Language Studies Pub Date : 2021-06-15 DOI: 10.1080/15427587.2021.1935956

Elise M. DuBord, Elizabeth Becker

引用次数: 0

Migrant parents as policymakers: advocating for equitable English as an additional language (EAL) policy 移民父母作为政策制定者：倡导公平的英语作为附加语言（EAL）政策

Critical Inquiry in Language Studies Pub Date : 2021-04-23 DOI: 10.1080/15427587.2021.1893729

Yan Guo

{"title":"Migrant parents as policymakers: advocating for equitable English as an additional language (EAL) policy","authors":"Yan Guo","doi":"10.1080/15427587.2021.1893729","DOIUrl":"https://doi.org/10.1080/15427587.2021.1893729","url":null,"abstract":"ABSTRACT Language policy research puts little emphasis on parental agency in language policy decision-making for English as an Additional Language (EAL) students. This study investigates how migrant parents and community members interpreted and experienced the effects and outcomes of EAL policies. Through qualitative interviews with 35 migrant parents and community members as well as two focus groups, this study shows that from the parents’ perspectives, there were systemic inequities of the EAL policies that disadvantage EAL students. In light of the existing inequities and discrimination toward EAL, parents made several recommendations to policymakers at the school, district, and provincial levels. This study contributes to both migrant parental engagement and language-in-education policy. The paper underscores parental agency in language policy decision-making for EAL students; the voices are needed for the development of equitable EAL policies. Results of this research will provide directions for EAL policies, programs, and services, as well as new insights into the effectiveness of advocacy and capacity building of EAL parents.","PeriodicalId":53706,"journal":{"name":"Critical Inquiry in Language Studies","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-04-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/15427587.2021.1893729","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49545536","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

Perceptions toward Thai English: A study of university English language teachers in Thailand 泰国大学英语教师对泰国英语的认知

Critical Inquiry in Language Studies Pub Date : 2021-04-23 DOI: 10.1080/15427587.2021.1919113

V. Tarrayo, M. Ulla, Panya Lekwilai

{"title":"Perceptions toward Thai English: A study of university English language teachers in Thailand","authors":"V. Tarrayo, M. Ulla, Panya Lekwilai","doi":"10.1080/15427587.2021.1919113","DOIUrl":"https://doi.org/10.1080/15427587.2021.1919113","url":null,"abstract":"ABSTRACT This study explored perceptions of university English language teachers in Thailand regarding Thai English. Using purposive-convenience sampling, 60 teachers of English from two Thai universities answered a survey; 11 of which participated in in-depth semi-structured interviews. An analysis of the survey and interview responses indicated that although the teachers would tend to embrace the legitimacy of World Englishes (WE) or English varieties and Thai English, especially in terms of different accents and the use of Thai English (along with inner circle Englishes) in media and in intranational and international communication, they still preferred American English and British English when they speak and write, and when they teach and use English in the classroom in terms of pronunciation, vocabulary, grammar, examinations, and textbook preference. They were inclined to conform to the “native-speakerism” ideology enshrined in most educational institutions, although they agreed that Thai English exists as a localized variety of English, an indication that Thai English is slowly emerging or developing.","PeriodicalId":53706,"journal":{"name":"Critical Inquiry in Language Studies","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-04-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/15427587.2021.1919113","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43111867","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: 7

“Staying with the trouble” of response-able Spanish bilingualism: a diffractive inquiry 应对能力较强的西班牙语双语的“麻烦缠身”：一项衍射调查

Critical Inquiry in Language Studies Pub Date : 2021-03-29 DOI: 10.1080/15427587.2021.1885296

Danielle H. Heinrichs

{"title":"“Staying with the trouble” of response-able Spanish bilingualism: a diffractive inquiry","authors":"Danielle H. Heinrichs","doi":"10.1080/15427587.2021.1885296","DOIUrl":"https://doi.org/10.1080/15427587.2021.1885296","url":null,"abstract":"ABSTRACT This analysis is but one small fragment of a broader project exploring conceptions of response-able Spanish bilingualism in Australian secondary education. An initial thematic analysis revealed patterns and trends in the data but overlooked the nuanced, subtle differences regarding the ways in which Spanish bilingualism might be entangled with a number of troubling discourses and practices. Drawing inspiration from concepts in decolonial, new material, and sociolinguistic theories, I explore how a diffractive inquiry of my conversations with Spanish as a world language teachers (SWLTs) might attend to the affirmative differences and transgressive data they mention. Through this diffractive inquiry of focus group conversations with SWLTs in Australia, a multitude of response-abilities emerged relating to digital antagonisms in and beyond the classroom, the role of experimental practices in supporting Spanish and other named languages and the capacity for us as researchers to remain mindfully attentive to the generative affects present in this type of data. Hence, such an inquiry presents an opportunity to focus on previously unseen data but also invites all those engaging in critical language inquiries to question their response-abilities as researcher/teacher/learners.","PeriodicalId":53706,"journal":{"name":"Critical Inquiry in Language Studies","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-03-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/15427587.2021.1885296","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48541591","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: 3

Translanguaging in higher education in the US: leveraging students’ bilingualism 美国高等教育中的翻译:利用学生的双语能力

Critical Inquiry in Language Studies Pub Date : 2021-03-18 DOI: 10.1080/15427587.2021.1893730

Alma D. Rodríguez, S. Musanti, A. G. Cavazos

引用次数: 2

English language ability and discursive agency: the case of Canadian adult English language learners on facebook 英语语言能力与话语代理:加拿大成人英语学习者在facebook上的案例

Critical Inquiry in Language Studies Pub Date : 2021-01-20 DOI: 10.1080/15427587.2020.1863798

J. Ippolito

{"title":"English language ability and discursive agency: the case of Canadian adult English language learners on facebook","authors":"J. Ippolito","doi":"10.1080/15427587.2020.1863798","DOIUrl":"https://doi.org/10.1080/15427587.2020.1863798","url":null,"abstract":"ABSTRACT This study provides a suggestive reassessment of the extent to which levels of English language ability among adult English language learners impact their ability to get things done in talk and text as discourse in a Canadian context where English is the lingua franca. The data are drawn from a Facebook Group for linguistic minority parents who attend a beginner level adult ESL class. Interpreting the data from within a pragmatics-oriented framework informed by lexical priming, conversation analysis and discursive psychology, microanalysis of a twelve-turn discussion thread is conducted with a view to implications for Canadian citizenship. Findings highlight the capacity of migrants with lower thresholds of English language ability to get substantive discursive work done in English in Anglophone Canada. The study qualifies a prevailing narrative that migrants to English dominant societies are empowered by language ability in English. By focusing on what adult English language learners are able to do rather than on what they cannot say, an implied connection between thresholds of English language ability and discursive agency in English is interrupted. The study advances a vision of Canadian citizenship premised not on benchmarks of English language skills but rather on the actual deployment of rhetorical potential.","PeriodicalId":53706,"journal":{"name":"Critical Inquiry in Language Studies","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-01-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/15427587.2020.1863798","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45414546","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