Multilingual learners confront challenges not only in mastering new languages but also in forming new identities. Guided by the investment model, we traced the learning of Chinese and English of two ...Uyghur women who attended a coastal Chinese university and investigated how they navigated the Chinese mainstream education system to university level. Findings of this ethnographic work revealed that moving from their less developed hometown to a major city, the participants expanded and enriched their repertoire of symbolic and material resources on which they could rely to effect more powerful social memberships and negotiate their educated Uyghur identities. Their Chinese and English language learning journey and the educational experiences in the host community also changed how Uyghur women perceive their future possibilities. Their struggles and agency in their journey were also highlighted.
Translanguaging has been put forth as an asset-based perspective to language education that recognizes the diverse communicative repertoires of plurilingual students. In this thematic review, we ...highlight the potential of translanguaging as a pedagogical approach in fostering educational equity and generating critical dialogue among various stakeholders. We draw attention to recent theorization of translanguaging within a broader decolonial agenda, and we highlight challenges faced implementing translanguaging pedagogies in different contexts. Finally, we underscore the role of teacher educators in helping teachers develop a critical translingual stance focused on interrogating dominant ideologies about language and education.
While research on language teacher identity and emotions has grown in the past decades, little is known about the interactions of young learners of English (YLE) teachers' emotions and identity ...construction. Grounded in an ecological theoretical standpoint, the present study explored Iranian YLE teachers' emotions and the contributions of such emotions to their identity construction. Data were collected from semi-structured interviews, classroom observations, post-instruction discussions, and narrative frames. Data analyses revealed that the teachers' emotions and identity were influenced by micro in-class, meso-institutional, and macro-sociopolitical ecologies of teaching. Each of these ecologies carried differential implications for the teachers' emotional tensions, and shaped their identity relative to the circulating discourses, participants, and particularities of teaching YLEs. Based on the findings, we offer implications for launching professional development initiatives that emphasize YLE teachers’ emotions and identities in the hope that these teachers will be better recognized in the future.
Methodological and theoretical innovations in second language (L2) narrative research have yielded helpful insights into L2 learning and teaching over the past four decades. However, with the ...creation of this vibrant line of inquiry, new ethical dilemmas have correspondingly emerged. These dilemmas threaten to violate the core ethical principles of (1) respect for persons, (2) yielding optimal benefits while minimizing harm, and (3) the preservation of justice. Building on recent ethics-inflected applied linguistics work that has distinguished between macroethics (procedural ethics of review boards and professional codes of conduct) and microethics (everyday ethical dilemmas encountered in specific research contexts), we explore how ethical challenges have been negotiated by L2 narrative researchers. The article closes with suggested ethical measures that need to be taken in the future as researchers continue to refashion narrative inquiry to meet evolving intellectual demands.
Why linguistic entrepreneurship? De Costa, Peter I.; Park, Joseph Sung-Yul; Wee, Lionel
Multilingua,
03/2021, Letnik:
40, Številka:
2
Journal Article
Recenzirano
Odprti dostop
This introduction builds on De Costa et al.’s (
,
) notion of linguistic entrepreneurship, which is defined as “the act of aligning with the moral imperative to strategically exploit ...language-related resources for enhancing one’s worth in the world” (2016: 696). The four empirical studies and two critical commentaries that constitute this special issue explain the relevance of this construct and explore how it is instantiated in a range of formal and informal educational contexts across the world. Specifically, we explain how linguistic entrepreneurship serves as a unique and innovative contribution to the existing body of sociolinguistics, applied linguistics, and language policy research on neoliberalism.
Conceived as the act of aligning with the moral imperative to enhance one’s worth in the world through a strategic management of language-related resources (De Costa et al. in Asia Pac Educ Res ...25(5–6):695–702,
2016
), linguistic entrepreneurship is used as a framework to guide this paper that examines the growing influence of neoliberalism within the broader ecology of second and foreign language education policy. To illustrate its influence, we focus on organizations that are under intense pressure to improve the linguistic capabilities of their members. In particular, the paper expands on the notion of affective regime to show an increasingly pervasive audit culture that has resulted in some languages and identities being assigned greater value over others. By foregrounding these inequity concerns which arise from quantitative technologies that emphasize standards and measurements, we extend the affective turn in language policy scholarship and demonstrate how it contributes to the growing body of language policy research that has critiqued the commodification of language education. We close with a call for a critical engagement with the ideological mechanisms that underlie language education policy so that our resistance towards neoliberalism can focus on undoing their effects.
Despite the wide recognition of language teacher educators’ contributions in the field of Teaching English to Speakers of Other Languages (TESOL), research on language teacher educators has only ...picked up the pace in the last decade, shedding light on their cognition, practices, and identities in relation to various personal, interpersonal, and contextual factors. This article provides a systematic and critical review of 69 empirical studies on university-based TESOL teacher educators from 2010 and 2020. A methodological review was also conducted to analyze the different research approaches employed by previous researchers. A synthesis of the identified research led to four major themes, namely: (1) a general professional state (including responsibilities, challenges and quality), (2) professional engagement (including teaching, practicum supervision, and research and publishing), (3) cognition (including beliefs, knowledge, and expertise), as well as (4) continuous learning and identity development. Through a critical discussion of the themes, the review argues against the implicit yet powerful discourse that characterizes language teacher educators as ‘supermen/superwomen’ and emphasizes the need to humanize them as whole people by recognizing their unique strengths and struggles as well as diverse learning needs. The review also proposes a new research agenda to stimulate and deepen future investigations on language teacher educators in TESOL.
Consistent with recent calls to bridge the research–practice divide in second language acquisition, this article reports on the findings of a collaborative autoethnographic study that we, authors of ...this article, conducted as critical second language teacher educators. Conducting a series of constructive dialogues among ourselves for a semester, we focused on how our acts of reciprocal reflexivity were characterized by discussions and subsequent actions with our teacher partners located in different parts of the world and working in diverse contexts. Our data, which included reflective journal entries, phenomenological interviews, artefacts, and audio‐recorded group conversations, illustrate how we fostered constructive researcher–practitioner collaborations. These collaborations were mediated within and outside our classroom settings, as we sought to ultimately improve our own pedagogical practices. In contrast to working from an ivory tower and in keeping with our commitment to promoting equitable educational and research practices, our article also demonstrates and problematizes how we conducted our research in an ethical manner when designing, carrying out, and subsequently disseminating our findings to multiple audiences.
The global spread of English has made it the dominant language in academic publishing (
.
. Oxford: Oxford University Press). Influenced by enterprise culture, scholars from peripheral non-Western ...countries face mounting pressure to publish in English (
.
. Bristol, UK: Multilingual matters). The English academic publishing industry has also ballooned in China (Tian, Mei, Yan Su & Xin Ru. 2016. Perish or publish in China: Pressures on young Chinese scholars to publish in internationally indexed journals.
4(2). 9.). In response to the Chinese government’s commitment to developing world-class universities and disciplines to enhance the internationalization of its higher education system, local Chinese scholars are increasingly encouraged to produce research that has international impact, as well as to engage in international academic exchange and cooperation arrangements (Li, Yongyan & Guangwei Hu. 2018. Collaborating with management academics in a new economy: Benefits and challenges.
6. 1–17). In seeking academic collaboration, a growing number of Chinese academics have participated in visiting scholar programs offered by western-based universities. In light of this emergent phenomenon, this study explores how Chinese visiting scholars, driven by an ethical imperative to enhance human capital at “neoliberal universities” (Holborow, Marnie. 2013. Applied linguistics in the neoliberal university: Ideological keywords and social agency.
4(2). 229–257), exploited language-related resources available to them to succeed in English academic publishing. Data, which include in-depth interviews, social media posts, journals, resumes and manuscripts that were in press at academic journals, were collected from two Chinese professors who took part in a one-year visiting scholar program in the U.S. university. Our findings revealed that under the mounting expectations to publish in English-dominated SSCI journals, our focal participants enacted linguistic entrepreneurial practices.
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