Critical Inquiry in Language Studies最新文献_第8页

Crossing transcultural liminalities with critical virtual exchange: a study of shifting border discourses 以批判的虚拟交换跨越跨文化的界限:边界话语转移的研究

Critical Inquiry in Language Studies Pub Date : 2021-01-11 DOI: 10.1080/15427587.2020.1867552

Liudmila Klimanova, Emily A. Hellmich

{"title":"Crossing transcultural liminalities with critical virtual exchange: a study of shifting border discourses","authors":"Liudmila Klimanova, Emily A. Hellmich","doi":"10.1080/15427587.2020.1867552","DOIUrl":"https://doi.org/10.1080/15427587.2020.1867552","url":null,"abstract":"The physical environments where we work, play, live are not neutral. They are not blank backdrops, silent witnesses to human activity. Rather, place – the physical surroundings – and space – practiced place – are shaped by unique social, cultural, historical, and political variables, the products of histories and the creators of tomorrows (Blommaert, 2013). Importantly, place and space are infused with power: while geopolitical boundaries and state borders may delineate geographies into countries and cultures, they also impose linguistic, cultural, and political divides on peoples and communities and create power asymmetries that perpetuate the ideologies of the colonizer and the colonized (Marston et al., 2005). An acknowledgment of the significant role of place and space in language education means seeing both as integral components and reflections of larger socio-political human realities (Higgins, 2017), but also recognizing the potential perils of monoglossic, monolingual approaches to language studies and educational practices that flatten local plurilingual and pluricultural realities in favor of generalizable monolithic geopolitical superficiality. This latter contradiction explains why attending to place and space holds great pedagogical potential for second/foreign language teaching, opening a wide span of multiand interdisciplinary opportunities for critical cultural education (Gruenewald, 2003) and situating language study in cultural, historical, geographic, and cross-cultural frames within the context of humanistic learning (Modern Language Association (MLA) Report, 2007, p. 4). Among current methodologies and practices in intercultural education, virtual exchange (VE) is a potential pedagogical platform for such placeconscious education: A staple in language learning research and practice for the last 20 years, virtual exchange connects students from geographically","PeriodicalId":53706,"journal":{"name":"Critical Inquiry in Language Studies","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-01-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/15427587.2020.1867552","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45437139","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

Disrupting and recreating beliefs in language studies: introduction to the special issue 语言研究中信念的破坏与重建:特刊导论

Critical Inquiry in Language Studies Pub Date : 2021-01-02 DOI: 10.1080/15427587.2021.1872151

Yiqi Liu, P. Iida, J. Ho

引用次数: 0

Resistance, solidarity, and sisterhood in the age of Trump: images from the Women’s March in Washington, D.C 特朗普时代的抵抗、团结和姐妹情谊:来自华盛顿特区妇女大游行的图片

Critical Inquiry in Language Studies Pub Date : 2021-01-02 DOI: 10.1080/15427587.2020.1839347

Shelley D. Wong, Thuy Tu, Kirsten Woitek, Sara A. Field, Ava Afra, G. Brown, T. Austin

{"title":"Resistance, solidarity, and sisterhood in the age of Trump: images from the Women’s March in Washington, D.C","authors":"Shelley D. Wong, Thuy Tu, Kirsten Woitek, Sara A. Field, Ava Afra, G. Brown, T. Austin","doi":"10.1080/15427587.2020.1839347","DOIUrl":"https://doi.org/10.1080/15427587.2020.1839347","url":null,"abstract":"ABSTRACT On Saturday, January 21, 2017, the day after the inauguration of Donald Trump as the 45th President of the United States, there was an impressive Women’s March in Washington, D.C., the nation’s capital. The guiding vision and definition of principles of the Women’s March equated Women’s Rights with Human Rights and called for the liberation of “Black women, Native Women, poor women, immigrant women, disabled women, Muslim women, Lesbian, queer and, trans women,” whose perspectives had too often been ignored or excluded from the predominately white mainstream women’s movement in the past. The demonstration represented a massive intergenerational protest of women, transgendered, and men from 50 states who, having donned their hand-made knitted and crocheted pink pussy hats, gathered to brandish their posters such as “Asian Pacific Islander Queers from San Francisco,” “Science is REAL,” “Take your BROKEN HEART and make ART.” The authors examine protest signs, symbols, and artifacts from the Women’s March for intersectionality of issues posed by the march organizers and participants. Critical discourse analysis is utilized to explore the messages, movements, values, and identities through the combination of images, text, historical moment (setting and time), and participants in the demonstration.","PeriodicalId":53706,"journal":{"name":"Critical Inquiry in Language Studies","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/15427587.2020.1839347","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42721362","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

Future doctors in training: translanguaging in an evolution course 培训中的未来医生:进化过程中的翻译语言

Critical Inquiry in Language Studies Pub Date : 2020-12-20 DOI: 10.1080/15427587.2020.1864635

Kevin S Carroll, Alissia de Vries, Anyeliz Pagán Muñoz

引用次数: 2

“We have to focus on improving our and our next generation’s rights!” Exploring critical literacy in a third space for Korean female high school students “我们必须专注于改善我们和下一代的权利!”在韩国女高中生的第三空间探索批判性素养

Critical Inquiry in Language Studies Pub Date : 2020-08-24 DOI: 10.1080/15427587.2020.1805612

Hyesun Cho, Peter Johnson

引用次数: 5

Exploring the language ideology of nativeness in narrative accounts of English second language users in Montreal 蒙特利尔英语第二语言使用者叙事叙述中的本土性语言意识形态探析

Critical Inquiry in Language Studies Pub Date : 2020-08-20 DOI: 10.1080/15427587.2020.1805613

Giuliana Ferri, Viktoria Magne

引用次数: 3

Disrupting discipline based learning: integrating English and programming education 颠覆性的学科学习：整合英语和编程教育

Critical Inquiry in Language Studies Pub Date : 2020-08-14 DOI: 10.1080/15427587.2020.1807986

Florent Domenach, Naoko Araki, M. Agnello

{"title":"Disrupting discipline based learning: integrating English and programming education","authors":"Florent Domenach, Naoko Araki, M. Agnello","doi":"10.1080/15427587.2020.1807986","DOIUrl":"https://doi.org/10.1080/15427587.2020.1807986","url":null,"abstract":"ABSTRACT This discussion examines the ever-increasing impact of top-down nation-wide educational reforms on teachers in Japan, exemplified in the 2020 reform. Its unique contribution is a suggestion of an interdisciplinary framework: programming education and English as a foreign language education in elementary schools. Many elementary school teachers are not specialists in computer programming or English education as discipline specialties, yet they face the obligation to teach both subject areas under the authority of the Japanese Ministry of Education, Culture, Sports, Science, and Technology. Their lack of training in these curricular areas creates a high level of anxiety as they initially perceived daunting new challenges in their work performances. Concerning programming education, many teachers are not even digital natives, working in schools where “IT rooms [are] covered with dust”. The research highlighted here resulted from the authors’ engagement in professional development workshops for teachers, Integrated Programming English Education, demonstrating how much these two disciplines share commonalities and how teachers can effectively use them in their daily teaching. The study results reveal how interdisciplinary frameworks can disrupt deficit norms in teaching single-disciplinary subjects overly used in Japanese education, and simultaneously increase teacher agency through the connectivity of programming and English language education.","PeriodicalId":53706,"journal":{"name":"Critical Inquiry in Language Studies","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-08-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/15427587.2020.1807986","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45019836","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

Unmooring language for social justice: young people talking about language in place in Manchester, UK 为社会公正而放弃语言:英国曼彻斯特年轻人谈论语言

Critical Inquiry in Language Studies Pub Date : 2020-08-12 DOI: 10.1080/15427587.2020.1796485

Khawla Badwan

{"title":"Unmooring language for social justice: young people talking about language in place in Manchester, UK","authors":"Khawla Badwan","doi":"10.1080/15427587.2020.1796485","DOIUrl":"https://doi.org/10.1080/15427587.2020.1796485","url":null,"abstract":"ABSTRACT Unmooring language is a proposal for a language-based social justice concept that aims to go beyond national and local epistemologies of language in place. This article contributes to current discussions in critical sociolinguistics about how to conceptualize language bearing in mind the primacy of mobility and fluidity. Drawing on folk linguistics, local metalinguistic talk, and citizen sociolinguistics; this study explores how young people (aged 18–25 years) talk about the relationship between language and place in the urban city of Manchester, UK. Through 57 online questionnaires and eight semi-structured interviews, the study finds that participants’ descriptions of their linguistic repertoires foreground the primacy of motion and invite the fluidity of unmooring. It also indicates that while young people tend to have positive attitudes toward linguistic diversity in the city, some reported exposure to language-based discrimination, and others expressed different views on linguistic diversity. The article concludes by emphasizing the importance of language-based advocacy and activism to ensure that linguistic diversity has a right to the city, a step to combat linguistic hostility and ethnolinguistic nationalism.","PeriodicalId":53706,"journal":{"name":"Critical Inquiry in Language Studies","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-08-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/15427587.2020.1796485","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44254172","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: 10

Satellite baby students’ lived experiences, TESOL teacher candidates’ positioning, agency, and pedagogy 卫星宝宝学生的生活体验，TESOL教师候选人的定位、代理、教学法

Critical Inquiry in Language Studies Pub Date : 2020-08-09 DOI: 10.1080/15427587.2020.1796483

Min Wang

{"title":"Satellite baby students’ lived experiences, TESOL teacher candidates’ positioning, agency, and pedagogy","authors":"Min Wang","doi":"10.1080/15427587.2020.1796483","DOIUrl":"https://doi.org/10.1080/15427587.2020.1796483","url":null,"abstract":"ABSTRACT This study investigated two TESOL teacher candidates’ positioning, agency, and pedagogy through a narrative analysis of their journal entries about their satellite baby students’ lived experiences. Using narrative analysis, TESOL teacher candidates revealed their satellite baby students’ difficult adjustment to the new environment, mainly their classroom culture. Positioning their satellite baby students as human beings and special individuals who required extra attention, care, and patience and themselves as responsible, supportive, understanding, and empathetic teachers, their agency – informed and promoted by their emotions and feeling for the students – emerged from their narrations of the satellite baby students’ life stories, which became the inspiration for their positive positioning and agentic pedagogical decisions. The TESOL teacher candidates reported that they tried to transform their pedagogical practices to ease satellite baby students’ struggles as they transitioned into US schools. I argue that satellite baby students’ life stories can become a source for the teachers’ agentic positioning and culturally relevant pedagogy if the teachers give the students time and space to share their complicated and difficult realities. I thus suggest that satellite baby students’ life stories have the value to be included into curriculum and instruction.","PeriodicalId":53706,"journal":{"name":"Critical Inquiry in Language Studies","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-08-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/15427587.2020.1796483","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42621010","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

Adoptees SPEAK: a multimodal critical discourse analysis of adult Korean adopted persons’ adoption narratives on Instagram 被收养者发声：韩国成年被收养者在Instagram上的收养叙事的多模式批评话语分析

Critical Inquiry in Language Studies Pub Date : 2020-08-06 DOI: 10.1080/15427587.2020.1796486

E. Suh

{"title":"Adoptees SPEAK: a multimodal critical discourse analysis of adult Korean adopted persons’ adoption narratives on Instagram","authors":"E. Suh","doi":"10.1080/15427587.2020.1796486","DOIUrl":"https://doi.org/10.1080/15427587.2020.1796486","url":null,"abstract":"ABSTRACT This multimodal critical discourse analysis of the Adoptees SPEAK Instagram feed examines how Korean adopted persons create a counterpublic of adoption which recenters the adoption narrative around the agency and identity of adopted persons. First, thematic analysis was conducted to determine dominant themes within the captions. Then, transitivity analysis of the feed’s captions was paired with image analysis. Findings supported the dominant theme of Being an Adopted Person and illustrate how contributors’ use of material processes in text, as well as gaze, distance, and visual metonymy establish adopted persons as the subject of a complex and ongoing adoption narrative. The resulting counterpublic challenges mainstream discourses about adoption as child-rescue and representations of adoptive persons as passive subjects. Through verbal and visual metonymy which complexified historic discourses of adoption, the adopted persons in Adoptees SPEAK (re)positioned themselves within discourses of race, ethnicity, power, language, and social action. This study outlines how marginalized individuals and groups can use language and self-images to reclaim their identities and linguistic agency while simultaneously engaging in social action.","PeriodicalId":53706,"journal":{"name":"Critical Inquiry in Language Studies","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-08-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/15427587.2020.1796486","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45415951","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