刊讯｜SSCI 期刊《语言、身份与教育》第1-6期

Journal of Language, Identity and Education

Volume 42, Issue1-6, 2023

Journal of Language, Identity and Education（SSCI二区，2022 IF：1.77）2023年第1-6期共发文46篇，其中研究性论文41篇，书评5篇。研究论文涉及语言认同、语言等级、多语言多文化、多语研究、国际汉语教学、语言政策、少数民族语言、标准语言意识形态、二语学习、英语教学、语言身份、批判性语言意识、双语课程等。欢迎转发扩散！（2023年已更完）

往期推荐：

目录

ISSUE 1

ARTICLES

■ Third Space, New Ethnic Identities, and Possible Selves in the Imagined Communities: A Case of Korean Heritage Language Speakers , by Youn-Kyung Kim, Pages 1–17.

■The (In)significance of Race in Singapore’s Immigration Context: Accounts of Self-Differentiation by Academically Elite Students, by Luke Lu, Pages 18–35.

■ Educational Leaders’ Agentive Power to Disrupt Racial and Linguistic Hierarchies, by Kristen L. Pratt, Maria Dantas-Whitney, Pages 36–50.

■Parents’ Investment in a French-English Dual Language Immersion Program in the United States, by Ève Ryan, Pages 51–65.

■Under/misrepresentation of Ghanaian Languages in the Literature Curriculum in Senior High Schools, by Edwin Nii Bonney, Pages 66–82.

■“It’s Like They Don’t Recognize What I Bring to the Classroom”: African Immigrant Youths’ Multilingual and Multicultural Navigation in United States Schools, by Lydiah Kananu Kiramba, Alex Kumi-Yeboah, Anthony Mawuli Sallar, Pages 83–98.

BOOK REVIEWS

■Teaching Chinese as an International Language: A Singapore Perspective, by Goh, Y. S.(2017). Cambridge University Press. xviii + 211 pp., $110 (hardback), ISBN: 9781107052192, by Yanli Jia, Pages 99–101.

■Interculturality and the English Language Classroom by Victoria, M. & Sangiamchit, C. (2021)Palgrave Macmillan, 299 pp., €106.99 (eBook), ISBN 978303076757. €129.99 (hardcover), ISBN 9783030767563, by Anna Riana Suryanti Tambunan, Nico Irawan, Pages 102–104.

ISSUE 2

ARTICLES

■Strategies for Sisterhood in the Language Education Academy, by Sister Scholars, Pages 105–120.

■ Professional Identity and Imagined Student Identity of EIL Teachers in Islamic Schools, by Uswatun Qoyyimah, Parlo Singh, Beryl Exley, Catherine Doherty, Yosi Agustiawan, Pages 121–136.

■“Keeping Words in Context”: Language Policy and Social Identification in an Immigrant Job Training Program, by Emma R. Britton, Theresa Y. Austin, Pages 137–152.

■ Elementary School English Teachers’ Beliefs and Classroom Practice Regarding Alternative Curricula, by Chin-Wen Chien, Pages 153–166.

■ Finding Complexity in Language Identity Surveys, by Rebecca Lorimer Leonard, Shanti Bruce, Deirdre Vinyard, Pages167–180.

■Fostering Pre-Service Teachers’ Critical Multilingual Language Awareness: Use of Multimodal Compositions to Confront Hegemonic Language Ideologies, by Matthew R. Deroo, Christina M. Ponzio, Pages 181–197.

ISSUE 3 

ARTICLES

■ An In-service Teacher’s Use of Code-meshing Pedagogies: Cultivating Formal and Informal Contexts for Writing Development in a Clinical Setting, by K. Dara Hill, Alexandra Shooshanian, Pages 199–215.

■“Open Your Mind, Sharpen Your Wits”: A Narrative Approach to the Benefits of Study Abroad as Perceived by Erasmus+ Students, by José Igor Prieto-Arranz, Maria Juan-Garau, Francesca Mesquida-MesquidaS, Pages 216–231.

■ The Medium of Instruction in Bangladeshi Higher Education Institutions: Bangla, English, or Both?, by Abdul Karim, Muhammad Kamarul Kabilan, Zohur Ahmed, Liza Reshmin, Mohammad Mosiur Rahman, Pages 231–246.

■Articulating Minority Language Value in Diverse Communities: The Case of Compulsory Irish Language Education, by Matteo Fuoli, Isobelle Clarke, Viola Wiegand, Hendrik Ziezold, Michaela Mahlberg, Pages 569–595.

■ The Nexus of Race and Class in ELT: From Interaction Orders to Orders of Being, by Clíona Murray, Andrea Lynch, Niamh Flynn, Emer Davitt, Pages 247–261.

■“[It] Changed Everything”: The Effect of Shifting Social Structures on Queer L2 Learners’ Identity Management, by Ashley R. Moore, Pages 262–278.

■ Policy Mechanisms of the Standard Language Ideology in England’s Education System, by Ian Cushing, Pages 279–293.

BOOK REVIEWS

■Fong, E. T. Y. (2021). English in China: Language, Identity and Culture.Routledge, 198pp., $160.00 (hardcover), ISBN 9780367430832, by Xiaoying Wu, Pages 294–296.

■Transformative Translanguaging Espacios: Latinx Students and Their Teachers Rompiendo Fronteras sin Miedo by Sánchez, M. & García, O. (Eds.). (2021) Bristol, UK: Multilingual Matters, 336 pp., $149.95 (hardcover), ISBN 9781788926058, by Kevin Perez, Pages 297–299.

ISSUE 4

ARTICLES

■ Developing Teacher Critical Language Awareness Through Narrative (Funds of) Knowledging, by Meredith McConnochie , Eileen M. González, Pages 308–322.

■ Monolingual Momentum: The Limits of Critical Language Awareness in a Hybrid Science Learning Environment, by Alexis A. Rutt, Chris K. Chang-Bacon, Pages 323–339.

■ Supporting Asian American Multilingual College Students Through Critical Language Awareness Programming, by Paul McPherron, Linh An, Pages 340–358.

■ Critical Multilingual Language Awareness: Reflections on a YPAR Program in Teacher Education, by Shuang Fu, Ruth Harman, Yamileth Aubain, Pages 359–375.

■ Raising Critical Language Awareness in a Translanguaging-Infused Teacher Education Course: Opportunities and Challenges, by Qianqian Zhang-Wu, Zhongfeng Tian, Pages 376–395.

BOOK REVIEW

■Translanguaging and Transformative Teaching for Emergent Bilingual Students: Lessons from the CUNY-NYSIEB Project, edited by City University of New York-New York State Initiative on Emergent Bilinguals (CUNY-NYSIEB). (2021).Routledge, 310 pp., $160 (hardback), $48.95 (paperback), $46.50 (ebook), ISBN 9780367435011 (hardback), ISBN 9780367434984 (paperback), ISBN 9781003003670 (ebook), by William Fox & María Guzmán Antelo, Pages 396–398.

ISSUE 5

ARTICLES

■ Navigating Potential Conflicting Identities: Identification Processes among Minority Youths in Portugal, by Marie-Eve Bouchard, Pages 399–414.

■ Incoming Deaf College Students’ Sign Language Skills: Self-awareness and Intervention, by Jennifer Beal, Jessica Trussell, Dawn Walton, Pages 415–428.

■ A Language-Based Approach to Content Instruction (LACI) for Multilingual Learners: Six Cs of Scaffolding in First Grade, by Luciana C. de Oliveira, Loren Jones, Sharon L. Smith, Pages 429–444.

■ How Can Multilingual Classrooms Succeed? An Analysis of Critical Incidents, by Sabine Weiss, Jonas Scharfenberg, Ewald Kiel, Pages 445–462.

■ Multilingual “Native” Speakers of the English Language: The Perceptions of University Students from the United Kingdom, Singapore and South Korea, by Hyejeong Ahn, Naya Choi, Jieun Kiaer, Pages 463–477.

■ Language Teacher Identity, World Englishes, and ELF: A Duoethnography Between a “Native Speaker” Teacher and a “Non-Native Speaker” Teacher, by Elif Kemaloglu-Er & Robert J. Lowe, Pages 478–491.

ISSUE 6

ARTICLE

■ Text Production as Process: Negotiating Multiliterate Learning & Identities, by Sunny Man Chu Lau, Maria José Botelho, Marsha Jing-Ji Liaw, Pages 493–509.

■ “Daddy, Can You Speak Our Language?” Multilingual and Intercultural Awareness through Identity Texts, by Auxiliadora Sales, Anna Marzà, Gloria Torralba, Pages 510–526.

■ A Gender Perspective on Language, Ethnicity, and Otherness in the Serbian Higher Education System, by Karolina Lendák-Kabók, Pages 527–541.

■ A Cross-Linguistic Study of Interactional Metadiscourse in English and Chinese Research Articles by the Same Chinese Scholars, by Heng Gong, Lingling Liu, Feng Cao, Pages 542–558.

■ Motivations for Learning Korean in Vietnam: L2 Selves and Regulatory Focus Perspectives, by Yeji Han, Pages 559–573.

■ Newcomers as Teachers: Enacting Linguistic Ideologies and Practices in an Internship Setting, by Ivana Espinet, Pages 574–588.

■Japanese L2 English Learners’ Positions in Miscommunication: Who Is Responsible for Failures?, by Miki Shibata, Pages 589–605.

■ Pre-Service Teachers’ Learning about Language Learning and Teaching: A Nexus Analysis of Study Abroad Blogging, by Roswita Dressler, Katherine Crossman, Colleen Kawalilak, Pages 606–618.

■ Students’ Orientations Towards Multilingualism and Social Justice in a Swedish-medium University Degree Program in Educational Sciences in Finland, by Tuuli From, Harriet Zilliacus, Gunilla Holm, Kirsi Wallinheimo, Pages 619–633.

■ Cultural Responsiveness and K-12 English Learners: Exploring Policy and Implementation Fidelity, by Lauren Raubaugh, Kerry Purmensky, Pages 634–651.

■Agentive Roles and Metalinguistic Negotiations: The Linguistic Capital in Interactions between Parents and Children from Mexican Immigrant Backgrounds, by Adriana Álvarez, Pages 652–672.

摘要

Third Space, New Ethnic Identities, and Possible Selves in the Imagined Communities: A Case of Korean Heritage Language Speakers

Youn-Kyung, KimSpalding University

Abstract The Korean heritage language (HL) speakers exercised their agency to speak Korean HL, and transformed their ambivalent language experiences, caused by the contradictory ideologies of assimilation and racialization operating in the United States, into a conducive “third space” (Bhabha, Citation1994), where they recreated their ethnic identities anew. Their construction of new ethnic identities was more complex than the continuum model (e.g., Jeon, Citation2010) because it was dialogically fluid in Bakhtin’s (Citation1981) notion and dialectically hybrid—transcending Americanness and Koreanness—and it was a distinctive new whole in its own existence. Also, mediated through Korean HL, they were engaged with their “possible selves” (Marcus & Nurius, Citation1986) as bilingual members in their future “imagined communities” (Kanno & Norton, Citation2003). This study contributes to the nuanced understanding of the fluid construction of the HL speakers’ ethnic identities in the present and future, and emphasizes the critical role played by the HL for it. 

Key words Assimilation and racialization, heritage language learners, imagined communities, new ethnic identities, possible selves, third space

The (In)significance of Race in Singapore’s Immigration Context: Accounts of Self-Differentiation by Academically Elite Students

Luke Lu, Nanyang Technological University

Abstract In order to counter low birthrates, the Singapore state recruits top-performing students from China and Vietnam with scholarships to augment the local talent pool. Another criterion is that most immigrants must be ethnically Chinese, so as to fit into Singapore’s majority racial group. This study examines whether and how race (or other factors) might contribute to (dis)affiliation amongst academically elite students in Singapore. Drawing on life history interviews and focus group discussions with top-performing students in Singapore, I investigate how informants engaged in self-differentiation. Instead of race, informants positioned themselves and others along a Singaporean/non-Singaporean polarity, using nationality and time of entry as markers of cultural and structural difference. Chinese linguistic practices were perceived as deficits and impediments to being localised amongst them. The state’s assumption—that immigrants can fit in locally just because they fit official racial categories—does not consider how cultural practices are re-valued when transported to a different space. 

Key words Chinese, immigration, language use and identity, race, schooling experiences of adolescent immigrant youth, transnational

Educational Leaders’ Agentive Power to Disrupt Racial and Linguistic Hierarchies

Kristen L. Pratt, Western Oregon University

Maria Dantas-Whitney, Western Oregon University

Abstract Within the current U.S. climate of post-truth politics, systemic barriers threaten to reify racial and linguistic hierarchies. Students and communities are stuck at the intersection of macro language education policies and micro enactments of said policies. Latinx communities notably are experiencing intensified segregation, even in bilingual education programs designed to support linguistic and cultural diversity. This study brings together two ethnographic investigations exploring the agentive power of educators who acted as policy arbiters to disrupt asymmetrical power relations, implementing meaningful change in rural and suburban bilingual education contexts in the U.S. Pacific Northwest. The findings explore the transformative power of single arbiters to disrupt hierarchies, but led us to problematize the notion of sustaining agentive power within a single arbiter, arguing for collective arbitration networks to maintain long-term advocacy. 

Key words Bilingual education, educational leadership, language education policy

Parents’ Investment in a French-English Dual Language Immersion Program in the United States

Ève Ryan, University of Alaska

Abstract Drawing upon Darvin and Norton’s framework of investment, this article explores the multiple factors underlying parents’ commitment to bilingual education. I use open-ended responses on a survey to report on the motivations and experiences of parents who have enrolled their child in a French-English dual language immersion program. Findings indicate how parents’ investment played out in issues surrounding identity, capital and ideology. Parents deemed it a success when their imagined identity for their child coincided with the child’s experience in the program, whereas challenges occurred when this identity conflicted with the child’s attitude. French linguistic capital was a salient issue, since opportunities to practice French outside of school remained limited, including for children from French-speaking households. Indeed, the major structural barrier was the hegemony of English. This discussion raises questions about the extent to which parents’ investment influences children’s experiences with bilingual education. 

Key words Bilingual, capital, identity, investment, language and ideology, parents

Under/misrepresentation of Ghanaian Languages in the Literature Curriculum in Senior High Schools

Edwin Nii Bonney, University of Missouri

Abstract In this paper, I examined how discourses about English and European/Western ways of speaking, doing, and being have been taken up in the literature curriculum and the books students are required to read. I conducted a critical content analysis of both the literature curriculum in addition to required books for students. I found that Ghanaian languages and cultures in the required books are either under-represented or inauthentically represented, even in books written by Ghanaian authors. Because students are also mainly assessed on their ability to recognize literary devices in the books they read, the curriculum fails to encourage students to critically engage with the content they read. In this paper, I argue that because Ghanaian students do not see themselves, their languages, and their own cultures in assigned books, the curriculum—rather than disrupt—reinforces an English language hegemony to the disadvantage of Ghanaian ways of speaking, doing, and being.

Key words Ghanaian languages, linguistic hegemony, literature, postcolonial education

“It’s Like They Don’t Recognize What I Bring to the Classroom”: African Immigrant Youths’ Multilingual and Multicultural Navigation in United States Schools

Lydiah Kananu Kiramba, University of Nebraska-Lincoln

Alex Kumi-Yeboah, State University of New York—Albany

Anthony Mawuli Sallar, Ghana Institute of Management and Public Administration

Abstract Discourses of African immigrant children are rare in educational research. As such, African immigrant educational experiences are often obscured (in part, owing to the model minority myth about Africans based on higher education degrees received by African immigrants), as well as the actual experiences and realities for African immigrant K-12 students. This qualitative study examines cross-cultural educational experiences of 30 Black African immigrant youth in U.S. schools. The findings reveal multiple participants’ struggles with cultural and linguistic differences, stereotypes and marginalization in the school environment, low expectations from teachers, and adjusting to new schooling practices. The African youths’ voices exhibited development of resilience and navigation skills. Drawing on Alim and Paris’ culturally sustaining model, we propose recommendations and pedagogical implications for preparing globally competent teachers and teacher educators enabled and empowered to teach all 21st-century citizens, including African immigrants. 

Key words African immigrants, cross linguistic differences, culturally sustaining pedagogy, educational expectations, model minority

Strategies for Sisterhood in the Language Education Academy

Sister Scholars, Rachel Grant, College of Staten Island, City University of New York; Ryuko Kubota, University of British Columbia; Angel Lin, Simon Fraser University; Suhanthie Motha, University of Washington; Gertrude Tinker Sachs, Georgia State University; Stephanie Vandrick, University of San Francisco; Shelley Wong, George Mason University. 

Abstract Almost 20 years after the publication of our co-authored article in a leading North American academic journal, seven female language education academics revisit our evolving analysis of the complex spaces occupied by women of color in the language education academy. We expand on the particularities of our place-based struggles and ask questions about how conditions in the academy and the world have changed for us as female and racially minoritized scholars over the past dozen years. Over the years, we have sought to cultivate strategic and analytic expertise that might enable us to thrive in the academy without compromising our political stance nor our integrity. We share the stories of our experiences in the form of strategies for solidarity, feminism, and antiracism in the academy, asking how racially minoritized women can carve out productive lives in the academy without taking on dominant ideologies of self-interest, self-promotion, exploitation, competitiveness, individualism, and neoliberalism.

Key words Academia, antiracism, anti-sexism, collaboration, feminism, language, race, sisterhood, solidarity, women

Professional Identity and Imagined Student Identity of EIL Teachers in Islamic Schools

Uswatun Qoyyimah, Universitas Pesantren Tinggi Darul Ulum

Parlo Singh, Griffith University

Beryl Exley, Griffith University

Catherine Doherty, University of Glasgow

Yosi Agustiawan, Universitas Pesantren Tinggi Darul Ulum

Abstract This paper contributes to the critical studies literature on English as an International Language (EIL) teacher professional identity. It examines the competing values associated with competencies in language teaching, national curriculum, and school contexts to determine how teachers’ beliefs on what it means to be a professional teacher are shaped. Literature related to language teachers’ professional identities is presented in order to analyse how EIL teachers determine which particular responsibilities constitute professional teachers. This study investigates reports from five teachers working in four privately-funded Islamic schools regarding their professional responsibilities as they recontextualise Indonesia’s competency-based curriculum and values education policies in their EIL classes. The findings suggest that the teachers consider their professional identity to be more focused on that of caregiver and moral guardian rather than as an English teacher. It also demonstrates that teachers’ professional identity informs teachers’ hopes/ambition for their students’ futures or teachers’ imagined student identity.

Key words Competency-based curriculum, EIL, Indonesia, Islamic school, professional identity

“Keeping Words in Context”: Language Policy and Social Identification in an Immigrant Job Training Program

Emma R. Britton, University of Massachusetts

Theresa Y. Austin, University of Massachusetts

Abstract This ethnography examines how teachers interpret and enact language-in-education policies in an adult ESL classroom in the United States, where students simultaneously received job training as Certified Nursing Assistants (CNAs). We draw on postmodern and interpretive lenses from the ethnography of communication, considering how workforce-oriented language policies impact teachers’ agency during speech events when classroom participants discuss the meanings of unknown words. We assert that during talk about word meanings (semantics), models of social identity formed, sometimes in conflict with the sociocognitive complexities of second language acquisition. Findings indicate that the meanings of polysemous words were narrowed solely to the immediate healthcare context, and that instructional time often focused on teaching lexis common on multiple-choice tests, preparing students for their final CNA examination. Implications for teachers and policy makers are discussed, including the potentially equalizing applications of polysemic research within workforce language instructional models. 

Key words Agency, conceptual metaphor theory, ESL, ethnography of communication, language policy, metapragmatic discourse, polysemy

Elementary School English Teachers’ Beliefs and Classroom Practice Regarding Alternative Curricula

Chin-Wen Chien, National Tsing Hua University

Abstract This study analyzes interviews, observations, and documents to explore eight Taiwanese elementary school English teachers’ beliefs and classroom practices regarding the alternative curriculum, the school-based curriculum of alternative learning required courses under Taiwan’s 12-Year Basic Education plan. A conceptual framework on curriculum innovation based on empirical studies is proposed and the study has the following conclusions. A lack of congruence between government intention and the delivery in classrooms in pilot schools occurs due to English teachers’ beliefs. Four major problems are raised during the design and implementation of the alternative curriculum, including teachers’ conflicting beliefs about subject matter content knowledge, curriculum knowledge, language for instruction, and assessments. Trainings and professional learning for fostering teachers’ professional identity and competence are recommended for effective designs and implementations of the alternative curriculum.

Key words Alternative curriculum, beliefs, classroom practice, competence, professional identity

Finding Complexity in Language Identity Surveys

Rebecca Lorimer Leonard, University of Massachusetts Amherst

Shanti Bruce, Nova Southeastern University

Deirdre Vinyard, University of Washington Bothell

Abstract This article reports on a cross-institutional, mixed-methods research study designed to gather data on first year writers’ language backgrounds at three North American universities. Researchers administered a language survey to 1,870 first year writing students and led follow-up focus groups with 32 participants. Researchers utilized three methods (descriptive statistical analysis, systematic qualitative analysis, and thematic qualitative analysis) to analyze numerical survey responses, written survey responses, and focus group transcripts. Results include both quantitative and qualitative findings, featuring one extended case study that incorporates all three data sources to richly detail the article’s argument: while language surveys are conducted to understand changing populations, they reify language backgrounds in the labeling act, thereby constraining language identities more complex than institutional language allows. The article features rather than obscures this tension, including student resistance to the survey as data reveal how students co-opt, adopt, and resist the language identities supplied to them.

Key words Higher education, identity construction, language and literacy, language use and identity, mixed method, multilingual

Fostering Pre-Service Teachers’ Critical Multilingual Language Awareness: Use of Multimodal Compositions to Confront Hegemonic Language Ideologies

Matthew R. Deroo, University of Miami

Christina M. Ponzio, Michigan State University

Abstract Drawing upon tenets of Critical Multilingual Language Awareness (CMLA), we analyzed multimodal compositions created by preservice teachers (PSTs) from two institutions to investigate their meaning-making at the nexus of language, identity, and power. Through analysis of PSTs’ multimodal compositions, reflective writing about their coursework, and retrospective interviews, participants shared how these compositions informed their working understandings of CMLA in relation to monoglossic and raciolinguistic language ideologies. Findings from our study suggest that through multimodal composition, PSTs demonstrated varied levels of awareness that one’s language practices determine whether they experience acceptance, belonging, and access to education; some PSTs also acknowledged that teachers serve as adjudicators of language, who may reinforce or reject hegemonic language ideologies. This study reinforces the efficacy of integrating opportunities for PSTs to represent their learning through multimodal composition to foster their CMLA.

Key words Critical multilingual language awareness, identity, multimodal compositions, power, raciolinguistics, teacher education

An In-service Teacher’s Use of Code-meshing Pedagogies: Cultivating Formal and Informal Contexts for Writing Development in a Clinical Setting

K. Dara Hill, University of Michigan—Dearborn

Alexandra Shooshanian, Dearborn Public School

Abstract This study examined an in-service teacher’s enactment of code-meshing and code-switching pedagogies in a clinical summer reading clinic, as a requirement for a reading specialist program. Thus, the enactment of code-meshing pedagogies was based upon embracing the students’ use of African American English (AAE) in academic writing contexts and during the reading of texts with AAE features. The study examined code-switching pedagogies and acceptance of a third grade student’s use of AAE in informal writing contexts and translating to Standard American English (SAE) for formal writing contexts. An examination of field-notes, formal teacher and student interviews, and formal and informal writing samples revealed the student’s understanding of distinctions between formal and informal English. Furthermore, critical language awareness emerged upon offering the student the option of writing a published book in SAE or AAE. Results suggest a need for teachers to respect language features on behalf of language minority students, to make distinctions and provide a balance between formal and informal writing and speaking conventions, while embracing the use of AAE in academic writing and reading contexts.

Key words Code-meshing pedagogies, code-switching pedagogies, critical language awareness, in-service teacher preparation, writing and identity

“Open Your Mind, Sharpen Your Wits”: A Narrative Approach to the Benefits of Study Abroad as Perceived by Erasmus+ Students

José Igor Prieto-Arranz, University of the Balearic Islands

Maria Juan-Garau, University of the Balearic Islands

Francesca Mesquida-Mesquida, University of the Balearic Islands

Abstract This article provides qualitative information chronicling the study-abroad experiences of eight Erasmus+ students. Data were obtained from the analysis of focus-group discussions, e-journal narratives, plus background and language contact questionnaires. Combined, such data illustrate the participants’ discursive positions on their socialisation patterns and the impact of Erasmus+ on their overall L2 selves, identity and transcultural competence, whilst also pointing to possible language gains. Results show that participants perceive they have widened their social circles, experienced personal growth, accrued new knowledge, and begun to perceive their own imagined communities differently. Finally, the article identifies several factors that seem to have had an impact on such results, and points to Erasmus as a life-changing experience.

Key words Identity, language acquisition, socialisation, study abroad, transcultural competence

The Medium of Instruction in Bangladeshi Higher Education Institutions: Bangla, English, or Both?

Abdul Karim, Universiti Sains Malaysia;b Brac University

Muhammad Kamarul Kabilan, Universiti Sains Malaysia

Zohur Ahmed, Universiti Sains Malaysia

Liza Reshmin, Universiti Sains Malaysia;b Brac University

Mohammad Mosiur Rahman, Brac University

Abstract English as a medium of instruction (MOI) has become an important tool for universities to produce knowledgeable and skilled graduates. In Bangladesh, public and private universities remain distant in terms of policies related to MOI. The current study was undertaken to reach a tangible conclusion that would reflect “what should be the MOI in Higher Education Institutes (HEIs), Bangladesh.” This qualitative study involved seven senior university teachers with more than 15 years of teaching experience. Data were analyzed using discourse analysis. Findings show that the participants prefer the Bangla language as MOI to produce knowledgeable graduates, who would contribute to the growth of the nation. However, the authors strongly suggest the implementation of a bilingual curriculum in which instruction is delivered in both English and Bangla to impart knowledge to the students. It is also suggested that a national language-in-education policy be implemented, rather than the existing alien programs, to enrich students’ knowledge acquisition.

Key words Bangladesh, English Medium Instruction (EMI), Higher Education Institutes (HEIs), language-in-education policy, medium of instruction policy

Articulating Minority Language Value in Diverse Communities: The Case of Compulsory Irish Language Education

Clíona Murray, National University of Ireland Galway

Andrea Lynch, Trinity College Dublin

Niamh Flynn, National University of Ireland Galway

Emer Davitt, National University of Ireland Galway

Abstract In newly multilingual communities, where the language of education can no longer be assumed to be the home language of students, debates around language education policy can reflect broader sociocultural and political assumptions. As Ireland has become increasingly diverse in recent decades, the core compulsory status of the Irish language has emerged as one of the most contested aspects of the national curriculum. Informed by the field of language ideology, this paper draws on the responses to a public consultation on exemptions from the study of Irish. The findings point to a deeply entrenched polarisation of opinion regarding the relationship between identity and language, with some evidence of ethnocentric beliefs. However, the analysis also offered a number of nuanced and counterintuitive perspectives as to how minority languages might be positioned to contribute to a more open and inclusive educational environment.

Key words Curriculum, diversity, Irish, language value, minority language

“[It] Changed Everything”: The Effect of Shifting Social Structures on Queer L2 Learners’ Identity Management

Ashley R. Moore, University of British Columbia

Abstract Despite a growing body of knowledge regarding the relevance of queer people and their lives to language education, we still know little about the power of classrooms, institutions, and larger macro structural forces to shape—and be shaped by—the identity experiences of queer L2 learners. This article presents a comparative analysis of the identity dilemmas and decisions of two queer learners as they studied Japanese in their home countries (the United States and Romania) and Japan. The findings show that the participants had learned to view their queer identities as incompatible with the compulsory cisgenders and heterosexuality reproduced in the social setting of the L2 classroom. My analysis underscores the crucial role that institutional policies and practices have on the well-being of queer students. The comparative analysis also highlights the objective/subjective duality of macro social structures and how they come to mean in the lives of learners.

Key words Identity management, inclusive education, Japanese as a second or foreign language, queer learners, second language acquisition, social structure

Policy Mechanisms of the Standard Language Ideology in England’s Education System

Ian Cushing, Brunel University London

Abstract This article examines textual traces of the standard language ideology within current education policy in England, focusing on post-2010 reforms which are characterised by a (re)shift towards conservatism, discipline, and standards. Using tools and methods from critical stylistics and the critical discourse analysis of language policy, I interrogate a number of mechanisms which textually reinforce and reproduce the standard language ideology: curriculum documents, assessment instruments, national test materials and guidance for teachers. Whilst previous criticisms of current policy have focused on individual policy mechanisms, in this article I examine these mechanisms as a cluster, showing how they work together as de facto language policy. I show how teachers are presented with a de-historicised and de-politicised version of standardised English which masks the structural power relations that are embedded in language, and how they are constructed as standard language role-models who have a professional duty to reproduce the standard language ideology.

Key words Critical language policy, England, language ideology, schools, standardised English

Developing Teacher Critical Language Awareness Through Narrative (Funds of) Knowledging

Meredith McConnochie, University of Saint Joseph

Eileen M. González, University of Saint Joseph

Abstract This paper examines how in-service teachers enrolled in an MA in TESOL program demonstrated critical language awareness (CLA) as they designed and implemented ethnographic action research projects anchored in funds of knowledge. The action research project aimed to introduce teachers to school-based ethnographic research and to provide an opportunity to incorporate community funds of knowledge into their unit plans. Drawing from program documents such as the in-service teachers’ research proposals, papers, and unit plans, the study highlights how awareness of the intersections of language and local power dynamics in their schools informed their decision-making about their research and curricular designs. At each stage of the research process, the teachers narrated how they restructured their interactional roles within established classroom routines, school-playtime, community, and family-school events for purposes of inquiring about student and family funds of knowledge. By integrating theories of funds of knowledge and CLA, the analysis shows how teacher understandings of sociopolitical and sociolinguistic contexts shaped which, how, and whose knowledge became resources (or not) in their curricular plans. The study suggests the benefit of professional development that includes CLA for purposes of supporting teachers as they aim to incorporate and leverage funds of knowledge of students, families, and communities in their curricula.

Key words Critical language awareness, funds of knowledge, narratives, teacher education

Monolingual Momentum: The Limits of Critical Language Awareness in a Hybrid Science Learning Environment

Alexis A. Rutt, University of Mary Washington

Chris K. Chang-Bacon, University of Virginia

Abstract Among inequities faced by multilingual learners, engagement in science education is one of the most persistent. Research suggests leveraging students’ full multilingual repertoires in science education can help address this gap. However, pervasive monolingual norms in schooling may impede multilingual engagement, impacting students’ multilingual identities and self-perceptions as science learners. Using observations and classroom artifacts from four seventh-grade life science classes in a linguistically diverse school district in the Southeastern United States, we documented one teacher’s attempts to engage students’ multilingual repertoires in science education during a four-week instructional unit. Our findings indicated student hesitancy to participate multilingually in science discourse. Using critical language awareness (CLA) as a lens, we draw connections between this reluctance and monolingual schooling norms that impact students’ multilingual identities and present challenges to implementing linguistically sustaining pedagogies in English-medium instructional environments. By focusing on engaging students’ multilingual repertoires in science education, these findings have the potential to advance research on teacher CLA—including its affordances and contextual limitations—in science education and beyond.

Key words Critical language awareness, emergent bilinguals, English learners, multilingual learners, secondary science education

Supporting Asian American Multilingual College Students Through Critical Language Awareness Programming

Paul McPherron, City University of New York

Linh An, City University of New York

Abstract Critical language awareness (CLA) encourages teachers and students to examine language as social practice and reflect on ideologies and power dynamics embedded within language use. In this article, the authors—both instructors in an Asian American Native American Pacific Islander Serving Institution (AANAPISI) federal grant project at a university in New York City—describe how we integrated a CLA framework to create an Asian American Studies class that uses culturally sustaining pedagogies to affirm student linguistic identities and demystify academic research practices. Specifically, we analyzed a project where we introduced the term linguistic landscapes (LL) and asked students to visit Asian American ethnic enclaves to examine linguistic signage. While implementations of CLA have been based in K-12 instruction, university writing courses, and teacher education courses, this paper presents a successful example of a project based in CLA used in credit-bearing university courses, specifically, in an Asian American Studies program.

Key words Asian American studies, critical language awareness, culturally sustaining pedagogies, identity, linguistic landscapes, purpose

Critical Multilingual Language Awareness: Reflections on a YPAR Program in Teacher Education

Shuang Fu, The University of Georgia

Ruth Harman, The University of Georgia

Yamileth Aubain, The University of Georgia

Abstract This paper examines how two language educators of color developed critical multilingual language awareness (CMLA) in a combined youth participatory action research and teacher education program. Specifically, as a multilingual and diverse group of educators, we chose to use Latin@/o Critical Theory (LatCrit) as our methodology to align with the epistemological framework of YPAR. By sharing the lived experiences and insights of the two educators over the course of the program, our reflexive study demonstrates how multimodal ways of meaning making supported them in challenging deficient perspectives of minoritized languages and in changing their pedagogical practices to be more equitable. By implementing YPAR programs with a clear focus on CMLA, we become aware of our own language ideologies and grow to understand the socio-political discourses that inform our interactions with youth. Implications include the significance of incorporating multimodality and participatory pedagogies into teacher education and thereby facilitating opportunities for teacher candidates to gain awareness of the power dynamics in multilingual education.

Key words Critical multilingual language awareness, multimodality, teacher education, testimonio, youth participatory action research

Raising Critical Language Awareness in a Translanguaging-Infused Teacher Education Course: Opportunities and Challenges

Qianqian Zhang-Wu, Northeastern University

Zhongfeng Tian, Rutgers University-Newark

Abstract In this classroom-based qualitative study, we examine how a small group of content area teacher candidates developed emerging critical language awareness (CLA) during one graduate-level translanguaging-infused teacher education course on multilingual theories and practices. The findings point out the potential of translanguaging in prompting spontaneous reflections on pre-service teachers’ personal experiences with language and languaging, paving way for them to critically rethink the status of English in teaching, learning, and communication for social justice. Yet, although teacher candidates demonstrated their emerging CLA as manifested at the ideological level, they encountered difficulties enacting critical translanguaging into practice. In their lesson plans, English was largely positioned as the end goal of content-area education and translanguaging was often reduced to a translation strategy to scaffold academic language development. Based on the findings, we propose suggestions for teacher education course design and advocate for program-wide efforts in sustaining and strengthening CLA across the curriculum.

Key words Critical language awareness, pre-service content-area teachers, teacher education, translanguaging

Navigating Potential Conflicting Identities: Identification Processes among Minority Youths in Portugal

Marie-Eve Bouchard, The University of British Columbia

Abstract This qualitative study investigates the discursive construction of Santomean identity grounded in the migratory experience of youths who moved to Portugal to pursue their studies. It is based on semistructured interviews with young Santomeans living in Central Portugal. Santomeans typically identify as both native speakers of Portuguese and Black Africans, but once in Portugal, this identity is challenged by Portuguese who may perceive them as linguistically deficient. This article focuses on the ways young Santomeans position themselves and others, and the identity choices they make in doing so. Findings suggest that the distance between Black and white youths is reinforced by the teachers’ and students’ practices in class. These young Santomeans navigate raciolinguistic ideologies, engage in processes of identification, and draw on linguistic, social, and racial categories to redefine their identities. Although the process of identity formation is multi-layered, the data indicate that the most fundamental category remains race.

Key words Diaspora, identity formation, minority, race, raciolinguistic ideology, youth language

Incoming Deaf College Students’ Sign Language Skills: Self-awareness and Intervention

Jennifer Beal, Valdosta State University

Jessica Trussell, Rochester Institute of Technology

Dawn Walton, Rochester Institute of Technology

Abstract There are over 135,000 deaf/hard of hearing students enrolled in postsecondary institutions in the U.S. However, deaf students who use sign language may not be aware of their sign language skills, resulting in accommodations that do not provide full access to postsecondary course content and reduced degree completion rates compared to their typically hearing peers. We documented the receptive and expressive ASL skills and self-ratings of 59 incoming deaf college students. Then we developed and implemented a five-week high-dosage ASL intervention with a cohort of 14 students using a pretest-posttest design. About half of the cohort improved across ASL assessments after the intervention, although group mean score changes were not statistically significant. Students accurately self-rated their receptive and expressive sign language skills based on their assessment performance. We present suggestions and implications for ASL instruction at the postsecondary level to promote college readiness.

Key words American Sign Language, assessment, deaf, intervention, postsecondary

A Language-Based Approach to Content Instruction (LACI) for Multilingual Learners: Six Cs of Scaffolding in First Grade

Luciana C. de Oliveira, Virginia Commonwealth University

Loren Jones, University of Maryland, College Park

Sharon L. Smith, Miami-Dade County Public Schools

Abstract Teacher discourse is one way to scaffold instruction for students and is especially important for multilingual learners (MLs). With an ever-growing population of MLs, this topic demands attention. This study takes steps to meet this demand by presenting a language-based approach to content instruction (LACI), a guiding framework comprised of six scaffolding elements that teachers can use to support their MLs during classroom instruction. Using an in-depth case study, we explored how a first-grade teacher used the LACI framework to support her linguistically and culturally diverse students in their development of academic language and access to English language arts content. Demonstrating overall positive findings, the framework provided her with various scaffolding moves to facilitate learning and to validate students’ unique cultural and linguistic resources. This study contributes initial findings vis-à-vis this framework and showcases practical implications for both elementary teachers and teacher educators.

Key words Bilingual students, elementary education, English language learners, literacy instruction, multilingual learners, scaffolding, teacher discourse

How Can Multilingual Classrooms Succeed? An Analysis of Critical Incidents

Sabine Weiss, Ludwig-Maximilians University Munich

Jonas Scharfenberg, Ludwig-Maximilians University Munich

Ewald Kiel, Ludwig-Maximilians University Munich

Abstract The present study investigated critical incidents in multilingual classrooms from teachers’ perspectives to identify resources to make multilingual classrooms succeed. Our study is embedded in identity theories such as Mead’s symbolic interactionism, translanguaging, and global language theory. The incidents referred to the language of instruction; a discrepancy between age, developmental stage and grade; an overlap between language skills in the language of instruction and disability; and parent contact. Traumas and frustration due to failure were reported by the teachers as playing a crucial role. The incidents showed two different paths. The first path presented incidents coming together with positive conditions, such as students’ willingness to perform well, classmates’ willingness to help, and consideration of students’ language biographies; thus, the events turned to positive consequences for students. The negative path showed teachers’ perceptions that students in monolingual classrooms were frustrated, excluded, and did not perform well when no positive conditions existed. Implications for different actors were outlined.

Key words Critical incidents, language of instruction, multilingual classroom, parents, students’ language biography, trauma

Multilingual “Native” Speakers of the English Language: The Perceptions of University Students from the United Kingdom, Singapore and South Korea

Hyejeong Ahn, Nanyang Technological University

Naya Choi, Seoul National University

Jieun Kiaer, University of Oxford

Abstract This study investigates what characteristics are considered important for a hypothetical multilingual person to be perceived as a “native” speaker of English. The data was collected from 521 participants from the United Kingdom, Singapore and South Korea, responding to a survey comprised of 30 questions with opportunities for qualitative comments. Several empirical statistical methods of analysis were employed to compare the data of three groups. The results indicated that expertise in the English language via education, self-perceived native speaker competence and a home language were the three most significant factors while ethnicity and nationality were the least important considerations for participants when perceiving multilingual speakers as “native” speakers of English. In this study, the stereotypically portrayed characteristics of “native speakers of English” as “innate,” “fixed” and “monolingual” were not significant. These findings can contribute to discussions about “native speakerism” and what constitutes a “native” speaker, which has no sign of abating.

Key words Expertise in English, multilingual speaker, native speakerism, native speaker of English, perception

Language Teacher Identity, World Englishes, and ELF: A Duoethnography Between a “Native Speaker” Teacher and a “Non-Native Speaker” Teacher

Elif Kemaloglu-Er, Adana Alparslan Türkeş Science and Technology University

Robert J. Lowe, Tokyo Kasei University

Abstract As English has developed into a global language, comprehensive suggestions have been made for the integration of World Englishes (WE) and English as a Lingua Franca (ELF) into language education. However, such suggestions have often encountered considerable resistance, in part due to the complexities in the formation of language teacher identity. In this paper, the authors employ a duoethnographic research method to explore how their encounters with WE and ELF have impacted their identities as a “native speaker” and a “non-native speaker” teacher of English. Through comparisons between their life histories, they demonstrate how their experience with WE and ELF have led to feelings of newfound legitimacy, and lingering incompleteness. The paper argues in order for the promotion of WE/ELF to be successful, more focus needs to be paid to the identity work required of teachers so that they can successfully and sensitively form a new conception of language teaching.

Key words Duoethnography, English as a lingua franca, language teacher identity, native speaker teacher, non-native speaker teacher, World Englishes

Text Production as Process: Negotiating Multiliterate Learning & Identities

Sunny Man Chu Lau, Bishop’s University

Maria José Botelho, University of Massachusetts Amherst

Marsha Jing-Ji Liaw, Pioneer Valley Chinese Immersion Charter School

Abstract In this secondary research study, we investigate the text/identity/curriculum work enacted in a primary university-school project with third-grade children in Québec who were engaged in inquiry into children’s rights through bilingual text production. Drawing on sociocultural perspectives of language and identity as well as translanguaging, we examined both the product and the process of identity text production. Analysing classroom interactions and children’s bilingual production using discourse analysis, the findings show how teachers’ cross-curricular efforts in creating translanguaging spaces and shifts with students’ emerging bilingualism and critical understanding of children’s rights issues provided spaces for identity and knowledge re/construction, effectuating new curricular opportunities, inquiries, and language/literacy learning. This process-oriented view of identity text production points to the mutually constitutive nature of identity/text/curriculum work, inviting a dynamic, non-linear understanding of text production, and calling for reflexive attention to power relations in classroom interactions for greater possibilities for meaningful identity and knowledge making.

Key words Curriculum work, ethnographic research, identity texts, language processes, multiliteracies, translanguaging

“Daddy, Can You Speak Our Language?” Multilingual and Intercultural Awareness through Identity Texts

Auxiliadora Sales, Universitat Jaume I

Anna Marzà, Universitat Jaume I

Gloria Torralba, Universitat Jaume I

Abstract The premise of the present paper is that an intercultural approach to multilingualism in schools generates inclusion and a construction of cultural and linguistic identity that respects the diversity of society and classrooms. Students, teachers, and families participated in an action research project conducted in four schools with the presence of varied home languages. One of the objectives of the project is to foster intercultural education by introducing home languages in the school through identity texts. The process was documented through questionnaires, interviews with families and educators, and classroom observations. Results show that the texts and the curricular activities designed around them have provided spaces for the recognition and valuation of diversity. The self-esteem of alloglot students has improved and the collaborative relationship between school and families has increased. Conclusions point at the potential of multilingualism as a way to enrich the curriculum and to promote equality from diversity in the school context.

Key words Cultural identity, home language, identity texts, intercultural education, linguistic diversity, multilingualism

A Gender Perspective on Language, Ethnicity, and Otherness in the Serbian Higher Education System

Karolina Lendák-Kabók, University of Novi Sad

Abstract As borders and political systems change, members of some nations become minorities, resulting in multifaceted changes to those communities. This paper draws on Otherness and intersectionality in problematizing the interplay of gender, ethnicity, and language within Serbian academia for ethnic minority female students. I examine the narratives of ethnic-minority Hungarian female students when they explain their experience of Otherness through language in the Serbian higher-education system. Additionally, I examine the narratives of Serb majority-female academics, when they narrate about their experience with the minority students who struggle with Serbian language skills. I highlight how language becomes an element of Otherness for the ethnic minority female students, and how it has a different effect in the social sciences and humanities (SSH) compared with science, technology, engineering, and mathematics (STEM) fields. The paper raises important issues relating to research into gender and ethnic spaces of higher education systems in Central and Eastern Europe (CEE).

Key words Academia, Central and Eastern Europe (CEE), ethnicity, gender, intersectionality, language, otherness, Serbia

A Cross-Linguistic Study of Interactional Metadiscourse in English and Chinese Research Articles by the Same Chinese Scholars

Heng Gong, China Three Gorges University;b University of Auckland

Lingling Liu, China Three Gorges University

Feng Cao, National University of Singapore

Abstract This study investigates how Chinese scholars in Applied Linguistics construct different authorial stances in their English and Chinese research articles (RAs) by using interactional metadiscourse comprising boosters, hedges, and self-mentions. A specially designed corpus of 22 Chinese and 22 English RAs written by the same group of Chinese scholars was compiled and examined for metadiscourse forms and functions. We found that (a) while the Chinese scholars employed similar frequencies of boosters in both their Chinese and English RAs, they used significantly more hedges in their English RAs than in their Chinese RAs; (b) while they used more boosters than hedges in their Chinese RAs, a reverse pattern was found in their English RAs; (c) they used significantly more self-mentions, particularly first-person pronouns in their English RAs, than in their Chinese RAs. These findings indicate that the same Chinese scholars have displayed different epistemic stances and authorial identities in their Chinese-medium and English-medium publications.

Key words Authorial identity, Chinese scholar in applied linguistics, English for academic purposes, interactional metadiscourse, research article, stance

Motivations for Learning Korean in Vietnam: L2 Selves and Regulatory Focus Perspectives

Yeji Han, York St John University

Abstract Although contextual influences on L2 motivation have been widely acknowledged, studies of underrepresented learners of less-commonly-taught languages have been extremely rare. To fill this gap, this study aimed to promote the local understanding of motivation among Vietnamese learners of Korean within the theoretical framework of L2 selves and regulatory focus. In particular, this study qualitatively explored L2 selves through an open-ended questionnaire and developed a measure of L2 regulatory focus, outlining the distinct motivational strategies associated with the ideal and ought-to L2 selves. The participants completed a survey consisting of the open-ended ideal and ought-to L2 selves and closed-ended regulatory focus scales. The promotion- and prevention-instrumentality scales were tested for their applicability to the learner population. Additionally, the promotion- and prevention-motivated behaviour scales were created and validated through statistical analysis with the thematically coded L2 selves. The results showed the strong emphasis on intrapersonal and career domains of the L2 selves. Theoretical, practical, and policy implications are discussed.

Key words L2 Korean, LOTEs (languages other than English), mixed method, motivation, the ideal L2 self, the ought-to L2 self

Newcomers as Teachers: Enacting Linguistic Ideologies and Practices in an Internship Setting

Ivana Espinet, Kingsborough Community College

Abstract This paper explores the experiences of two high school newcomers who chose to participate in an internship program, assisting elementary school students, some of whom were also emergent bilinguals. This study used ethnographic and visual methodologies to explore young people’s evolving understanding of teaching, learning, and languaging as members of a community of practice within the internship. Both students rooted their practices in their work with children in their critiques of language policies that they had experienced. The narratives that the interns shared highlighted how the set of linguistic and cultural-historical repertoires of practice that they entered with shaped how they engaged with and contributed to the classroom communities in which they were placed.

Key words Language ideology, newcomers, translanguaging

Japanese L2 English Learners’ Positions in Miscommunication: Who Is Responsible for Failures?

Miki Shibata, Hiroshima University

Abstract This study explores the identity positions that L2 English learners/users would take in case of hypothetical miscommunications. Based on positioning theory, at the time of L2 interaction, L2 learners assign themselves and others specific positions which are established through their learning experiences. It was hypothesized that their current positional identities would impact their communication abilities in their future L2 realities. The study investigated this hypothesis by asking 49 Japanese college students to describe potential triggers for L2 miscommunication in two scenarios: an L1 and an L2 English speaker, and two L2 English speakers. The analysis shows that participants assign themselves in distinctive positional identities of a subordinate English user (non-native deficit L2 English user in a traditional sense) in the L1-L2 miscommunication, and an equal identity in the L2-L2 scenarios. Consequently, the study discusses a critical understanding of L2 learner positional identity with respect to socio-cultural and ideological attributes.

Key words L2 English learners, miscommunication, native and non-native speakers, positional identity

Pre-Service Teachers’ Learning about Language Learning and Teaching: A Nexus Analysis of Study Abroad Blogging

Roswita Dressler, University of Calgary

Katherine Crossman, Bow Valley College

Colleen Kawalilak, University of Calgary

Abstract Learning about another educational context is often a stated institutional goal of pre-service study abroad. However, living abroad is no guarantee that pre-service teachers will reflect upon their language learning and teaching experiences through the lens of future teaching. Drawing from a large study of reflective practices during study abroad, from preparation to debriefing, we use nexus analysis to focus on how five pre-service teachers living and volunteer-teaching abroad over nine weeks reflected upon their learning and teaching experiences through blogs. We ask: “What study abroad participant learning about language teaching and learning emerges through blogging?” Despite disparate teaching specializations, the participants often found themselves learning firsthand about the opportunities and challenges of language learning. They used blogs to reflect upon knowledge, skills, and attributes needed for language teaching. These results reveal that learning during study abroad can advance the teaching competencies necessary to working with diverse learners in future classrooms.

Key words Blog, language learning, language teaching, pre-service teacher, study abroad

Students’ Orientations Towards Multilingualism and Social Justice in a Swedish-medium University Degree Program in Educational Sciences in Finland

Tuuli From, University of Helsinki

Harriet Zilliacus, University of Helsinki

Gunilla Holm, University of Helsinki

Kirsi Wallinheimo, University of Helsinki

Abstract This study focuses on students’ orientations towards multilingualism in a Swedish-speaking educational degree program in Finland. Swedish is one of the two national languages in Finland and basic education is provided separately in Finnish and Swedish, even if the current national policies strongly support multilingualism in education. We analyzed the language orientations in the students’ coursework (N = 52) in an educational sciences degree program that has an emphasis on multilingualism and social justice. The results showed that multilingual identities and linguistic repertoires were presented as valuable, but the students rarely identified themselves as multilingual. They perceived multilingualism as a resource and a means for inclusion, but concurrently also saw challenges in balancing between protecting the minority language and multilingual practices. The connection between multilingualism and social justice was visible in the students’ multiple and sometimes contradicting views, but the texts hardly raised questions of broader language-related societal inequality or discrimination.

Key words Language orientations, minorities, multilingualism, social justice, teacher education

Cultural Responsiveness and K-12 English Learners: Exploring Policy and Implementation Fidelity

Lauren Raubaugh, Manhattanville College

Kerry Purmensky, University of Central Florida

Abstract This policy analysis, informed by ethnographic techniques, reviewed 12 Florida school district ESOL policies. A priori coding of these policies was conducted using criteria pulled from the literature on culturally responsive practice (CRP). Subsequent observations and practitioner interviews within two schools from the same district were conducted in order to ascertain on an initial, exploratory level how practice aligned with policy, how these practices differed from site to site, and ultimately to assess the efficacy of observed pedagogical and administrative practices within the theoretical framework of CRP and their potential effects on minority student populations and their families. Results were worrying and indicated little comprehensive coverage of CRP in any one given policy document, a lack of teacher awareness of policy stipulations, and scarce professional development (PD) relative to CRP. Multiple other important findings are also discussed with implications for ESOL policymakers and practitioners in the United States and abroad.

Key words Cultural responsiveness, diversity and inclusivity, ESL, K-12 education, policy analysis

Agentive Roles and Metalinguistic Negotiations: The Linguistic Capital in Interactions between Parents and Children from Mexican Immigrant Backgrounds

Adriana Álvarez, University of Colorado Denver

Abstract This qualitative case study examined the interactions between four Mexican parents from immigrant backgrounds and their children during the process of creating two biliteracy family projects that centered on their experiential knowledge. Informed by a theoretical lens of sociocultural linguistics and community cultural wealth, this study examined the kinds of linguistic capital in parent-child interactions that present a contrastive micro analysis within the macro context of a school district with a history of linguistic oppression and discrimination. The main data sources were the recorded interactions between parents and children that took place in their homes and classroom workshops. Findings demonstrate the ways that children’s agentive roles were produced through discursive patterns, and how parents and children engaged in metalinguistic negotiations and co-constructions from oral to written descriptions that followed a gradual increase in complexity. Findings revealed how these linguistic resources supported children’s learning, literacy and identities, a dire contradiction to the oppressive and racist structures and policies in the school district.

Key words Community cultural wealth, critical race theory, emergent bilingual students, families from immigrant backgrounds

Taking up EMI in Higher Education: The Complexities of Teacher Emotions

Rui Yuan, University of Macau

Abstract Given the status of English as a lingual franca and the ongoing trend of internationalization of higher education, English medium instruction (EMI) has become increasingly popular in many EFL university settings. However, taking up EMI teaching can be an emotionally complex and daunting task for disciplinary teachers. Informed by a post-structuralist perspective, this Forum paper argues for the need to embrace an emotional focus in current EMI teacher education. Based on the critical analysis of a Chinese case, the paper presents and analyzes the complexity of EMI teacher emotions entangled with different power relations and rules in university contexts. The paper culminates in a critical discussion on how to foster and promote EMI teachers’ emotional awareness and intelligence with a view to facilitating their ongoing classroom practice and professional development.

Key words English as a medium of instruction, teacher development, teacher emotions

期刊简介

The Journal of Language, Identity, and Education is an international forum for original research on the intersections of language, identity, and education in global and local contexts. We are interested in interdisciplinary studies that examine how issues of language impact individual and community identities and intersect with educational practices and policies.

《语言、身份与教育》是一个关于语言、身份与教育在全球和地方背景下的交汇点的原创研究的国际论坛。我们对跨学科研究感兴趣，研究语言问题如何影响个人和社区身份，并与教育实践和政策交汇。

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https://www.tandfonline.com/journals/hlie20

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