Publisher: U of Arizona   (Total: 6 journals)   [Sort alphabetically]

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Arizona Law Review     Open Access   (Followers: 5)
J. of Methods and Measurement in the Social Sciences     Open Access   (Followers: 4)
Critical Multilingualism Studies     Open Access   (Followers: 3)
Issues and Trends in Educational Technology     Open Access   (Followers: 2)
J. of Political Ecology     Open Access   (Followers: 2)
J. of Ancient Egyptian Interconnections     Full-text available via subscription   (Followers: 2)
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Critical Multilingualism Studies
Number of Followers: 3  

  This is an Open Access Journal Open Access journal
ISSN (Print) 2325-2871
Published by U of Arizona Homepage  [6 journals]
  • Statement in Support of Trans and Non-Binary People

    • Authors: Janice McGregor, Emma Trentman
      PubDate: 2021-08-04
      Issue No: Vol. 9, No. 1 (2021)
  • SECTION II: Introducing the Special Issue

    • Authors: Emma Trentman, Janice McGregor
      Abstract: Issue 9.1, Section II: Introducing the Special Issue.
      PubDate: 2021-08-04
      Issue No: Vol. 9, No. 1 (2021)
  • Linguistic Norms and L2 Participation in Social Media

    • Authors: Ilona Vandergriff
      Pages: 1 - 22
      Abstract: Although social media appear to be welcoming spaces that enable easy access to target-language communities, second language (L2) participation is not necessarily full and equitable. Drawing on computer-mediated discourse analysis (Herring, 2007) and critical discourse analysis (Wodak & Meyer, 2009), this analysis of a discussion forum on the social media platform Reddit uses social positioning theory (Harré, 2012; see also Debray & Spencer-Oatey, 2019) to show how L2 errors are construed as obstacles to full participation. I argue that linguistic gatekeeping is linked to community norms that reproduce language ideologies, affirm the authority of the idealized native speaker, and position L2 participants as L2 learners rather than L2 users. When L2 users cannot participate fully in what seem to be welcoming spaces they may exclude themselves. At the same time, the data also provide compelling evidence that Reddit offers a new mode of inclusion for L2 users.
      PubDate: 2021-08-16
      Issue No: Vol. 9, No. 1 (2021)
  • Bringing Trans, Non-Binary, and Queer Understandings to Bear in Language

    • Authors: Kris Aric Knisely, Joshua M. Paiz
      Pages: 23 - 45
      Abstract: Language education represents a site for identity (re)construction, mediated through language acquisition and use (Atkinson, 2011). As students develop linguistic abilities, they also develop a multilingual sense of self. Pedagogies that engage with students as whole persons inherently encourage identity-focused reflection and may facilitate more ethical teaching (Moore, 2016; Norton, 2013). Increasingly, literature considers sexual diversity’s role in language curricula, textbooks, research, and pedagogy (Nelson, 2009; Paiz, 2018; Saunston, 2017). However, herein, there is a marked focus on lesbian and gay considerations—perpetuating trans, non-binary, gender-non conforming (TGNC), bisexual, and queer invisibility (Knisely, 2020a, 2021a; Paiz, 2020). This paper addresses how TGNC lives and concerns can interface with the process of language education, highlighting its importance for applied linguistics, language teachers, and learners. Ultimately, the authors present a toolkit for integrating TGNC understandings of the world into language-learning contexts, outlining potential advantages and challenges as they relate to creating more critical and equitable pedagogies.
      PubDate: 2021-08-16
      Issue No: Vol. 9, No. 1 (2021)
  • Finnish Teachers’ Beliefs About Students' Home Language Use

    • Authors: Jenni Alisaari, Tarja-Riitta Hurme, Leena Maria Heikkola, Sara Routarinne
      Pages: 46 - 76
      Abstract: This study examined Finnish teachers' (N = 691) beliefs of students use of their home languages in learning tasks and teachers' preparedness to implement the requirements of the Finnish curricula. The teachers' beliefs related to students' use of their home languages were mainly positive; however, only 7% of the teachers reported encouraging home language use, while 20% of the teachers reported preventing it. The teachers who reported tolerating the use of home languages in the classroom were more interested in whether the students accomplished the task than what language they used. However, many of the teachers (39%) required that the students report on their discussions in the language of instruction. The results indicate varying language practices, some of which are not aligned with the Finnish curricula.
      PubDate: 2021-08-16
      Issue No: Vol. 9, No. 1 (2021)
  • Two Divergent Views of Language Teaching in the U.S.

    • Authors: Piers Armstrong
      Pages: 77 - 102
      Abstract: This article explores two influential positions regarding the appropriate contemporary agenda for foreign language teaching (FLT) at the college level: firstly, the humanities and literature-centered viewpoint of the Modern Languages Association (MLA); secondly, that of the Spanish for Native Speakers (SNS) movement. The two models diverge as philosophies and value-systems, centering respectively on the intellectual primacy of language itself versus language as a medium for the educational engagement of social justice. Beyond Spanish, the MLA-SNS dichotomy illustrates tensions which obtain to varying degrees with most FLs, and in the cross-disciplinary relations between humanities and social sciences. The background includes two key developments: (i), qualitatively, the evolution of FLT methodology debates towards social issues and stakeholder identities, first in TESOL and then in Spanish as a Heritage Language (SHL); (ii), quantitatively, the long-term decline in FLT enrollments. Prospective agends for Spanish, in terms of teh SNS and MLA frameworks, demographics, and other considerations aer compared and contrasted. The divergent circumstances for Portuguese provide a separate counterpoint, and potentially a third way, marked by cross-disciplinary eclecticism rather than language-centric or stakeholder-centric values.
      PubDate: 2021-08-16
      Issue No: Vol. 9, No. 1 (2021)
  • Enterprising and Imagining Multilingual Subjects

    • Authors: Chantelle Warner, Borbala Gaspar, Wenhao Diao
      Pages: 103 - 127
      Abstract: The foundation of this study is a contrastive analysis of mainstream discourses of the learning of languages other than English (LOTEs) in the U.S. and some of the alternative ways in which individuals enrolled in university language programs imagine the multilingual futures that might be afforded to them through the study of a new language. The data for the first part includes public-facing documents from three discourse planes: popular news media, public documents from governmental agencies and NGOs, and public-facing advocacy from language educators themselves. For the latter part, the article relies upon data from case studies of four students at U.S. institutions of higher learning: two learners of Italian and two of Mandarin, all in some sense embodying underrepresented identities in university education and second language research. These analyses reveal that in contrast to the prevalent commodifying discourses, the student participants experience language learning not as first and formemost the acquition of a disembodied skill, but as deeply ensconced in their social, affective, and moral lives in ways that extend beyond economic interests. Through the exploration of the contrast between these two data sets, it is argued that the treatment of multilingualism as a commodifiable skill perpetuates the ideological double standard (Pavlenko, 2002) that foreign language learning is the privilege of certain individuals, and consequently, leads to the misrecognition of language learners’ actual intentions and desires. The article concludes with a discussion of possible implications for the ways in which educators and language advocates might frame the learning of languages other than English.
      PubDate: 2021-08-04
      Issue No: Vol. 9, No. 1 (2021)
  • Innovative Features of a Plurilingual Approach in Language Teaching

    • Authors: Enrica Piccardo, Marina Antony-Newman, Le Chen, Banafsheh Karamifar
      Pages: 128 - 155
      Abstract: Language teaching methodologies over the past decade have been gradually moving towards more plurilingual approaches to language teaching (Conteh & Meier, 2014; May, 2014; Taylor & Snoddon, 2013; Lau & Van Viegen, 2020). The call for a multi/plurilingual turn in language education marks the move from language separation to integration of languages in the classroom. In turn, this has been accompanied by the emergence of innovative action-oriented and task-based approaches (Author, 2019; Author, in press; van den Branden, et al., 2009). These important developments may raise ambivalent responses, especially in contexts embracing more traditional approaches to language teaching. To address this ambivalence, this article aims to present the successes of a plurilingual action-oriented approach and outline its innovative features. We present data from multiphase, mixed methods research study (Creswell & Plano Clark, 2011) involving 140 participants (25 teachers; 115 students) from a range of culturally and linguistically diverse classrooms represented by nine languages. The results of the data analysis suggest a number of successful and challenging areas within the project. Defining the innovative features of the adopted methodology and examining ways they were implemented by teachers and embraced by students, we outline the most effective aspects of the research project. Building on a broad view of mediation that encompasses the Vygotskian concept (Lantolf et al., 2015) expanded through an embodied and enactive view of cognition (Love, 2014 ) and the cyclical intersubjective process that characterizes human agency (Author, in press; Raimondi, 2014), while taking into account a set of recently developed mediation descriptors (Council of Europe, 2020), we provided both a conceptual and practical frame for the innovative action-oriented tasks, connection of language and culture, and integration of online and in-class learning via the digital platform LITE (Language Integration Through E-portfolio). Finally, we discuss implications from the LINCDIRE project for teachers, administrators, and policy-makers.
      PubDate: 2021-08-04
      Issue No: Vol. 9, No. 1 (2021)
School of Mathematical and Computer Sciences
Heriot-Watt University
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