刊讯｜SSCI 期刊 《语言、身份与教育》 2024年第1-3期

Journal of Language, Identity and Education

Volume 23, Issue 1-3, 2024

Journal of Language, Identity and Education（SSCI二区，2023 IF：1.5，排名：73/194））2024年第1-3期共发文34篇，其中研究性论文26篇，书评5篇，讨论文章1篇，主持词1篇，注释1篇。研究论文涉及跨文化交流、批判性教育学、读写能力、语言与身份研究等方面。主题包括宗教身份与教师身份、读写能力发展、跨语言认同、全球本地化、家庭语言政策、K-12教学、学习者身份、拉丁文化等。欢迎转发扩散！

往期推荐：

目录

ISSUE 1

ARTICLES

■ Latina Voice in Dialogue with Literacy, by Xiaodi Zhou, Pages 1–17.

■“My Religion Guides Me, Even as a Teacher”: Examining Religious Identities of English Language Teachers in Kuwait, by Silvia Vaccino-Salvadore, Pages 18–33.

■“I Also Like It That People Care About Me.” Children’s Dialogues on Values, Emotions and Feelings in Dialogic Literary Gatherings, by Andrea Khalfaoui-Larrañaga, Pilar Alvarez, Prudencia Gutiérrez-Esteban & Ramón Flecha, Pages 34–48.

■ A Compromise between Global and Local: Glocal Identity and Its Effects on Pragmatic Development, by Ayşegül Takkaç Tulgar, Pages 49–65.

■ Accepting or Challenging the Given? Critical Perspectives on Whole-class Readings of Texts in Social Studies, by Robert Walldén, Pages 66–81.

■Navigating Tensions and Leveraging Identities: A Young Trilingual Child’s Emerging Language Ideologies by Jayoung Choi, Pages 82–95.

■ A Coat of Many Colours: A Critical Race Theory Analysis of Language Uses at Two South African Higher Education Institutions, by Tsholofelo Angela Thomas, David Maree, Pages 96-110.

■“I Had so Many Conflicts in My Mind”: Navigating the Doctoral Journey across Languages and Cultures, by Yumei Li, Pages 111–125.

■Translingual Identity and Professional Legitimacy of Two Western-Educated English Writing Instructors in Taiwan, by Rae Ping Lin, Ling Shi, Pages 126–140.

■Knowledge Building through Collaborative, Translation and Translanguaging Practices, by Julie Choi，Kailin Liui, Pages 141–156.

REVIEWS

■Preparing teachers to work with multilingual learners: Wernicke, M., Hammer, S., Hansen, A., & Schroedler, T. (Eds.)., Multilingual Matters, xiv + 236 pp., $34.21 (paperback), ISBN 9781788926096, by Tirtha Karki, Pages 157–160.

■Language Teacher Educator Identity, by Barkhuizen, G.: Cambridge University Press, 86 pp., $20.00 (paperback), ISBN 9781108812665s, by Héctor R. Castrillón-Costa, Pages 161–163.

ISSUE 2

ARTICLES

■“The Story is One, No Matter the Language”: The Triadic Role of Bilingual Children’s Literature, as Perceived by Preservice Teachers, by Orna Levin，Lea Baratz, Pages 165–180.

■Translanguaging and Family Language Policy: An Investigation of Korean Short-Term Stayers’ Language Practice at Home, by Hakyoon Lee，Myoung Eun Pang，Jee Hye Park, Pages 181–196.

■ Categorisation as Positioning-Practice in a Dutch as Second Language Classroom, by Marie Rickert, Pages 197–209.

■Multilingualism, Multilingual Identity and Academic Attainment: Evidence from Secondary Schools in England, by Dieuwerke Rutgers, Michael Evans, Linda Fisher, Karen Forbes, Angela Gayton, Yongcan Liu, Pages 210–227.

■ “Para Que Los Demás Se Diviertan Un Poco”: Negotiating Social Interactions in a Culturally and Linguistically Diverse Classroom, by Rebecca E. Linares, Pages 228–242.

■Dominic’s Story: The “Pedagogy of Discomfort” and Learner Identity in Flux, by Wen Xu, Pages 243–255.

■Professional Identity Development of Iranian EFL Teachers: Workplace Conflicts and Identity Fluctuations, by Shahab Moradkhani, Marjan Ebadijalal, Pages 256–270.

■“Me Gustaría que Habláramos También de mi Cultura”: A Yearlong Case Study of Two Maya English Learners, by Luis Javier Pentón Herrera, Pages 271–287.

■Becoming Uyghur Elites: How Uyghur Women in a Mainstream Chinese University Negotiate Their Gendered Identities, by Yaqiong Cui, Peter I. De Costa, Pages 288–303.

■Adult Immigrants’ Perspectives on Courses in Icelandic as a Second Language: Structure, Content, and Inclusion in the Receiving Society, by Lara Hoffmann, Pamela Innes , Anna Wojtyńska , and Unnur Dís Skaptadóttir, Pages 304–319.

DISCUSSION

■English Learner as an Intersectional Identity, by Yasuko Kanno, Sara E. N. Kangas, Pages 320–326.

REVIEWS

■ Low, E. L. & Pakir, A. (Eds.). (2022). English in East and South Asia: Policy, Features and Language in Use: Routledge, 336pp (hardcover), ISBN 9781138359857, by Zhihong Wang, Pages 327–329.

■ Intersectional Perspectives on LGBTQ+ Issues in Modern Language Teaching and Learning, by Paiz, J. M. & Coda, J. E.: Palgrave Macmillan, 288 pp., $137.42 (hardback), ISBN 9783030767785, by Frida Akmalia, Pages 330–332.

ISSUE 3

ANNOUNCEMENT

■“Rising from the Margins: Critical Research on the Language and Literacy Practices of Transnational and/or Indigenous Latine/x Families, by Idalia Nuñez, Suzanne García, Pages 333–337.

ARTICLES

■Saragurokunaka Wiñaypak Runakunami Kashunchik (We Will Always Be Saraguro): Reclaiming the Kichwa Language and Saraguro Identity in the Diaspora, by Diego Román, Luis Gonzalez-Quizhpe, Pages 339–354.

■“Al Sonido del Huehuetl”: Situating Danza Azteca as Family Translingual Prayer and Civic Engagement, by Cati V. de los Ríos, Pages 355–367.

■“¿Cómo Sigue Con Su Estudio allá?”: An Inquiry into the Educational Involvement of Transnational Maya Families Across Guatemala and Oakland, by Alex Feliciano Mejía, Pages 368–379.

■“Estás Luchando…Por Toda La Comunidad”: The Communal Organizing Literacies of Latine/x Immigrant Families, by Alicia Rusoja, Pages 380–395.

■Papeles, Sueños, y Futuros: The Altermundos Literacies of Parents of the Latine/x Diaspora, by Melissa Adams Corral, Sarah Gallo, Pages 396–408.

■Language Brokering Over Time: A Study of Citizenship Becoming Through a Transliteracies Framework, by Lisa M. Dorner, Sujin Kim, Pages 409–423.

REVIEWS

■ (M)othering Labeled Children: Bilingualism and Disability in the Lives of Latinx Mothers, by Cioè-Peña, M. (2021).: Multilingual Matters, 208 pp., $39.95 (Paperback), ISBN 9781800411272, by Jiadi Zhang, Qinchun Sunny Li, Brian Acosta, Pages 424–426.

NOTE

■Building New Futurities from the Margins: Reading and Writing a Reimagined World, by Claudia G. Cervantes-Soon, Pages 427–432.

摘要

Latina Voice in Dialogue with Literacy

Xiaodi Zhou, University of Texas Rio Grande Valley

Abstract This study follows the literacy experiences of four Latina middle schoolers as they read Harper Lee’s To Kill a Mockingbird and compose home language narratives in their heritage voices. Both their vibrant ethnic cultures and other intersecting rays of identities are analyzed in the vein of their literate identities. Through analysis of their writing and speech, the girls present hybridized identities on the border between cultures and languages. Their position and identities in the social world of middle school are discussed and how transactions with literacy can dialogically influence those identities to enact critically conscious pedagogy.

Key words Adolescence, critical pedagogy, hybridity, Latina culture, translanguaging

“My Religion Guides Me, Even as a Teacher”: Examining Religious Identities of English Language Teachers in Kuwait

Silvia Vaccino-Salvadore，Khalifa University

Abstract This paper investigates the lived experiences of three Kuwaiti women as they construct and negotiate their professional identities as Muslim English language teachers in Kuwait. Building on the paucity of research surrounding religious identity and English language teaching contexts, positioning analysis and tactics of intersubjectivity were used to examine the teachers’ oral narrative accounts, highlighting the ways in which they navigate their professional teaching contexts within the underlying local religious ideologies. Findings show that while the three English language teachers share a common nationality, faith, and gender, they each engaged in different ways with their religious identities within their professional practice. The study concludes with implications for professional development and future research directions.

Key words Islam, language teacher identity, positioning analysis, religious identity

“I Also Like It That People Care About Me.” Children’s Dialogues on Values, Emotions and Feelings in Dialogic Literary Gatherings

Andrea Khalfaoui-Larrañaga,  Universidad de Deusto

Pilar Alvarez, Universidad Pontificia Comillas

Prudencia Gutiérrez-Esteban，Universidad de Extremadura

Ramón Flecha，Universitat de Barcelona

Abstract

This study explores the dialogues about social values, emotions and feelings that emerge during the implementation of dialogic literary gatherings (DLG). DLG is a classroom-based program grounded in the dialogic reading of classic books. Ten DLG sessions with fourth-grade students (n = 126) were implemented in five elementary schools in Spain. The analysis of dialogues that took place in selected DLG sessions reveals that students discuss a range of topics related to social values, emotions or feelings and that they relate these topics to different domains in their daily life (classroom experiences, relationships with their family or peers, etc.). The results suggest that the interactive environment surrounding classic books that is created in DLG allows students to address themes that matter to them, thus providing the students with valuable opportunities to increase their social and emotional awareness.

Key words Dialogue, literacy development, literature, social interaction

A Compromise between Global and Local: Glocal Identity and Its Effects on Pragmatic Development

Ayşegül Takkaç Tulgar，Atatürk University

Abstract The concept of glocal identity has captured researchers’ imagination particularly in the last two decades and has been examined in relation with language learning. However, no study has yet touched upon pragmatic development in the target language under the effects of glocal identity. This longitudinal case study examined the development of glocal identity and its effects on students’ target language pragmatic development. The participants were 10 international students receiving preparatory education at a Turkish Teaching Center. The data were collected through instructor’s and researcher’s unstructured observation notes, participants’ self-reflection notes and their answers to open-ended questions. The results of the conventional content analysis indicated that the participants experienced increasing awareness of their local identities, adapted to their global identities and formed a glocal identity during their language learning experience. They also went through a three-stage pragmatic development during which reflections of their glocal identities were observed.

Key words Glocal context, glocal identity, learner identity, pragmatic development

Accepting or Challenging the Given? Critical Perspectives on Whole-class Readings of Texts in Social Studies

Robert Walldén，Malmö University

Abstract Exploring how the information flow of social studies textbook spreads is negotiated in teacher-led interaction, the concern of this study is the conscious and critical use of teaching material in diverse student groups. The study involved a teacher and her Grade 6 students in a school with many migrant language learners. The data was gathered by observations, field notes, voice recordings, and the collection of teaching materials. Using social semiotic theory of visual design, the analysis of the textbook used in instruction shows that the layout perpetuated a Western-centric view of a divided world, along with an individualistic and anthropocentric view of environmental sustainability. The oral interaction, highlighting different text elements, largely reinforced the meaning perspectives promoted in the textbook. However, on occasion, the students were positioned to take a more analytical stance. Implications for using knowledge about information flow in textbooks to promote critical literacy practices in teaching are discussed.

Key words Classroom discourse, colonialism, critical discourse analysis, critical literacy, social semiotics, textbooks

Navigating Tensions and Leveraging Identities: A Young Trilingual Child’s Emerging Language Ideologies

Jayoung Choi，Kennesaw State University

Abstract This case study examines emergent, evolving language ideologies of a trilingual child, from age 3–7, who was simultaneously acquiring two heritage languages, Korean and Farsi, as well as English in the United States. A qualitative analysis of the child’s conversations in a naturally occurring home context extends the literature centered on the language ideologies of adults and older children. Findings grounded in the language ideology and translanguaging theories revealed that the child navigated the tension between competing language ideologies imposed upon him while also trying to exercise agency by leveraging his multilingual identity. He was learning about and deciding whether to accept or reject different elements of language norms and the implicit monolingual ideology behind them, while at the same time figuring out where his identity as a multilingual person fits into his environment. These findings have useful implications for teachers and families of multilingual children.

Key words Heritage language, identities, language and ideology, language policy, multilingual children, translanguaging

A Coat of Many Colours: A Critical Race Theory Analysis of Language Uses at Two South African Higher Education Institutions

Tsholofelo Angela Thomas，University of Pretoria

David Maree, University of Pretoria

Abstract Many African higher education entrants have an African language as a first language, whereas English and Afrikaans are default media of instruction in South African higher education institutions (HEIs). This precludes equivalent chances of academic success for students. Linguistic diversity in HEIs might also influence students’ experiences in these institutions. This paper explores the perspectives of undergraduate students at a historically Black higher education institution (HBHEI) and a historically White higher education institution (HWHEI), regarding language use at these institutions and their accompanying experiences. We conducted focus group discussions (FGDs) with 31 students and analysed the data using thematic analysis. We adopted a critical race theory lens to interpret participants’ perspectives. We found enduring marginalisation of African languages, as informed by structural dynamics, and its detrimental effects on students’ academic prospects and experiences, contrasting with the enduring privileging of English and Afrikaans in higher education.

Key words Critical race theory, higher education, language use, mother-tongue education, race, South Africa

“I Had so Many Conflicts in My Mind”: Navigating the Doctoral Journey across Languages and Cultures

Yumei Li，Sichuan University-Pittsburgh Institute

Abstract Situated on the broad landscape of international education and informed by theories of language, culture, and identity trajectory, this longitudinal narrative study unravels an Asian international doctoral student’s story of living and learning in the United States. Using narrative as the research method and form of representation, the paper unfolds her early struggles, agency, and professional growth in her doctoral journey of examining and reexamining language and culture in her life and research. It illustrates how this former EFL teacher constantly negotiates her inner conflicts concerning language and culture and gradually considers herself a legitimate English speaker and an emerging scholar in international education. The discussion highlights the importance of personal agency and collective identity in an international doctoral student’s professional identity construction. It also emphasizes the significance of embracing cultural and linguistic diversity in international education.

Key words Agency, Asian international student, doctoral experience, identity trajectory, international education

Translingual Identity and Professional Legitimacy of Two Western-Educated English Writing Instructors in Taiwan

Rae Ping Lin，Providence University

Ling Shi，University of British Columbia

Abstract This interview study takes translingual identity as its theoretical framework and a sociocultural linguistic approach as an analytical tool to examine how two Western-educated Taiwanese professors of English writing (Beth and Nita) construct a translingual professional identity. While Beth presented herself as a competent writing instructor beyond the binary of native- and nonnative-English-speaking teachers (NESTs or NNESTs) to help students develop both descriptive grammar and pragmatic knowledge of how to write, Nita saw herself as superior to not only NESTs for her knowledge in second language (L2) writing but also NNESTs for her teaching of fluency over accuracy. These complex negotiations for a translingual identity and professional legitimacy contribute to our understanding of how translingual identity can be used as a lens to understand Western-educated teachers’ identity negotiation in the EFL context beyond the confined categories of NEST and NNEST.

Key words EFL writing instruction, interview, translingual identity, Western-educated teacher

Knowledge Building through Collaborative, Translation and Translanguaging Practices

Julie Choi，Melbourne University

Kailin Liu，Sunshine College

Abstract Implementing translanguaging in language education requires a rich understanding of learners’ complex meaning-making practices. Enactments of translanguaging simply as an acknowledgement of learners’ home languages and translation practices reflects a confusion between the concept of translanguaging and translation and a lack of understanding of the complexities involved within these two practices for language learning. This study explores how a university lecturer and a graduate student enact translation and translanguaging in a collaborative dialogue to solve a linguistic problem. Based on a thematic analysis of their text-message interaction and evidence from stimulated recalls, we demonstrate how practices of translation and translanguaging are different and yet intertwined as affordances for learning. We also consider the diverse linguistic, emotional, social, and historical resources that both interlocutors leverage to facilitate a collaborative learning space. We conclude by highlighting the importance of a multilingual pedagogical design that goes beyond visibility and audibility of multiple languages.

Key words Collaborative dialogue, linguistic identities, translanguaging, translation

“The Story is One, No Matter the Language”: The Triadic Role of Bilingual Children’s Literature, as Perceived by Preservice Teachers

Orna Levin，Achva Academic College

Lea Baratz，Achva Academic College

Abstract Israeli bilingual children’s literature provides evidence of a multicultural process. Despite the small number of these books, it is important to examine the phenomenon, as such books provide a representation of the numerous cultures and minority groups that comprise the population of Israel. The role and contribution of Israeli children’s bilingual books have not been sufficiently explored. The focus of the current study is on the roles of bilingual children’s literature, as reported from the perspective of 90 preservice teachers. The data collected were analyzed and thus three interrelated roles emerged: (a) the linguistic role, that is, fostering literacy, (b) the social role—promoting multiculturalism, and (c) the educational role—imparting values. The model constructed on the basis of these findings highlights the unique contribution of each role and the synergic effect of the three roles combined.

Key words Bilingual literature, children’s literature, identity, literacy, multiculturalism, preservice teachers

Translanguaging and Family Language Policy: An Investigation of Korean Short-Term Stayers’ Language Practice at Home

Hakyoon Lee, Georgia State University

Myoung Eun Pang，Emory University

Jee Hye Park, Georgia State University

Abstract This study explores how Korean short-term stayers in the U.S. manage their language practices at home. We focus on the newly formed families who came to the U.S. for a parent’s education or a new job. Drawing on the data from self-recorded family interactions,researchers’ ethnographic observation, and interviews with the parents, this study analyzes translanguaging use among Korean families. The qualitative analysis draws attention to the translanguaging patterns, family members’roles in translanguaging practices, and changes of language use over time. The findings indicate that families’interactions created a translanguaging space at home for (1) strategically rehearsing children’s language use; (2) adopting and negotiating family language policy (FLP) reflecting language use contexts; and (3) collaborative and creative language practices. This study suggests the importance of understanding temporary immigrants’language use and attitude towards bilingualism.

Key words Bilingualism, family language policy, Korean short-term stayer, parents-children interactions, translanguaging, translanguaging space

Categorisation as Positioning-Practice in a Dutch as Second Language Classroom

Marie Rickert，Maastricht University and University of Münster

Abstract This article explores how teachers and learners in a Dutch as Second Language (L2) classroom in the Netherlands make sense of themselves, one another, and thereby of the diversity encountered in the class, through practices of categorisation and positioning regarding nationality, place, and culture. Categories raised during class gain meaning in interaction. Teachers and learners engage in positioning by assigning someone a relational location within or outside a respective group or category. It becomes clear that this way of social sense-making happens embedded in or alongside teaching and learning activities in the context of the L2 classroom where using and learning a language unfold as interconnected processes.

Key words Classroom discourse, culture, language use and identity, second language acquisition

Multilingualism, Multilingual Identity and Academic Attainment: Evidence from Secondary Schools in England

Dieuwerke Rutgers, University of Cambridge

Michael Evans, University of Cambridge

Linda Fisher, University of Cambridge

Karen Forbes, University of Cambridge

Angela Gayton, University of Glasgow

Yongcan Liu, University of Cambridge

Abstract Multilingualism is highly prevalent in schools around the world. Yet, the relationship between multilingualism and academic attainment is not well understood. Where research on this topic exists, it has predominantly focused on how home language background impacts on academic success, lacking in a broader view of multilingualism which extends beyond home languages and also considers the identity component of being multilingual. This paper explores the relationship between multilingualism, multilingual identity and academic attainment. Using school-reported and student-reported data from five secondary schools in Southeast England, we disentangle the complexity of multilingualism in schools by contrasting self- and other-ascriptions of multilingualism, as well as investigating indicators of “multilingualism” and “multilingual identity.” Our findings reveal meaningful differences between how students are identified and identify themselves as “multilingual,” and foregrounds “multilingual identity” as a potentially more meaningful indicator for understanding academic attainment than multilingualism indicators traditionally used in United Kingdom schools.

Key words Academic attainment, adolescents, English as an additional language (EAL), multilingual identity, multilingualism, secondary education

“Para Que Los Demás Se Diviertan Un Poco”: Negotiating Social Interactions in a Culturally and Linguistically Diverse Classroom

Rebecca E. Linares, University of Colorado Boulder

Abstract This paper explores how a transnational emergent multilingual (TEM) student established himself in relation to his teacher and peers in a culturally and linguistically diverse, sheltered English Instruction classroom. Specifically, it documents how the student initiated translingual and cross-cultural social interactions positioning himself as a linguistically-agile member of the classroom community. Using positioning and translanguaging theory, the analysis illustrates how the student’s translingual, cross-cultural interactions allowed him to build relationships and reposition himself in the face of school-imposed labels that otherwise positioned him as linguistically-lacking. Findings illustrate how the student strategically created opportunities to use his entire linguistic repertoire and suggest the need to consider alternatives to deficit-oriented school-imposed labels placed upon TEMs.

Key words Emergent multilingualism, newcomer, sheltered English instruction, transnationalism

Dominic’s Story: The “Pedagogy of Discomfort” and Learner Identity in Flux

Wen Xu, East China Normal University

Abstract The “boy turn” in research on gender and education has sought to understand how social practices and schooling contribute to the process of orientation to particular identities. This paper applies the theories of affect to explore the story of an underprivileged, low-achieving Samoan boy, as he engaged with learning Chinese in an Australian primary school classroom. Through an ethnographic lens, observational, journal entry and interview data reveal that learner identity is not a fixed thing; rather, it is contradictory in nature and constantly impacted by curricular and pedagogic regimes. In this paper, I argue that pedagogic practices, which appear to generate affects and open up spaces for embodying a desire to learn, need to be brought to the fore in classrooms. Research on the affective dimensions of boyhood can add to our understanding of boys’ experiences with learning and learner identity, so as to positively influence educational practice today.

Key words Affect theory, boyhood, Chinese as a foreign language education, learner identity, pedagogies of discomfort

Professional Identity Development of Iranian EFL Teachers: Workplace Conflicts and Identity Fluctuations

Shahab Moradkhani, Razi University

Marjan Ebadijalal, Razi University

Abstract This study aimed at uncovering complexities surrounding in-service English as a foreign language (EFL) teachers’ identity development. Literature still lacks knowledge about such process in the face of workplace conflicts and as to whether such conflicts vacillate EFL teachers’ imagined and practiced identities, especially in the context of Iran. To address this lacuna, three Iranian EFL teachers’ identity construction in the course of 4 years was explored through narrative inquiry. Data were collected through journals, narrative semi-structured interviews, and lesson plans. Drawing upon Activity Theory (AT), the findings underscored the fluid, collaborative, and negotiated nature of identity development. This study demonstrated how workplace climate, teaching milieus and power relations within, teachers’ personal ideologies and interpretations, and institutional demands may be used to garner insight into EFL teachers’ journey of professional identity development. This study has implications for educational authorities and teacher educators.

Key words Activity theory, conflicts and identity fluctuations, imagined and practiced identities, in-service EFL teachers, narrative inquiry

“Me Gustaría que Habláramos También de mi Cultura”: A Yearlong Case Study of Two Maya English Learners

Luis Javier Pentón Herrera, The George Washington University

Abstract This article describes the journey I embarked on as a teacher-researcher to better understand the realities of two of my Maya English learners (ELs) in our learning environment. This yearlong (2018–2019) study took the form of a qualitative case study inquiry whose purpose was to explore how two Maya migrant youth from Guatemala experienced and negotiated language, culture, and identity in a suburban U.S. high school. Findings highlight the need for acknowledging the participants’ Mayan culture, and including academic resources and support in their first languages (Mam and Q’eqchi’), instead of Spanish, to learn English. In addition, recorded conversations with the participants shed light on the complexities dwelling at the intersection of language, culture, and identity in formal education settings and beyond..

Key words ELs, ESOL, Indigenous, Mam, Maya, Q’eqchi’

Becoming Uyghur Elites: How Uyghur Women in a Mainstream Chinese University Negotiate Their Gendered Identities

Yaqiong Cui, University of Chinese Academy of Sciences

Peter I. De Costa, Michigan State University

Abstract 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.

Key words Ethnic minorities, gendered identity, language policy, multilingual education

Adult Immigrants’ Perspectives on Courses in Icelandic as a Second Language: Structure, Content, and Inclusion in the Receiving Society

Lara Hoffmann, University of Akureyri

Pamela Innes, University of Wyoming

Anna Wojtyńska, University of Wyoming

Unnur Dís Skaptadóttir, University of Iceland

Abstract This article aims at a further understanding on the role of formal language education in immigrants’ inclusion and identity redefinition in a new society. We analyze adult immigrants’ perspectives on education in Icelandic as a second language (ISL) by conducting a cross-analysis of a survey and various ethnographic studies. Many immigrants in Iceland report dissatisfaction with language courses and prefer to have courses better tailored to their practical daily needs. Teachers are evaluated positively, but curricular utility, concerns about in-class evaluations, unevenly prepared student cohorts, lack of opportunity to use class knowledge in further education, and a lack of availability of courses in rural areas are mentioned as challenges. This indicates that ISL education does not fulfil its “dual purpose” declared in the 2007 Icelandic immigration policy: strengthening the position of Icelandic and speeding up immigrants’ integration. We make suggestions for further development of ISL education based on learners’ perspectives.

Key words Icelandic, identity,inclusion, migration, second language learning

English Learner as an Intersectional Identity

Yasuko Kanno, Boston University

Sara E. N. Kangas，Lehigh University

Abstract English learners’ (ELs’) opportunity gap in U.S. K–12 schools is well known. While many of us in the field of applied linguistics are committed to achieving greater parity for ELs, the field as a whole has a propensity to approach this opportunity gap by addressing ELs’ linguistic needs. This response, however, is siloed in nature, resulting in tunnel vision that reduces ELs into a single identity—that is, language learners—when in fact they are also at the intersection of multiple identities, such as students of color, low-income students, and students with disabilities. By applying an intersectionality lens to three examples from research and practice to illustrate how ELs’ intersectional identities create inequalities beyond language barriers, we urge those in the field of applied linguistics to collaborate with educators, policymakers, and researchers in other fields to address the linguistic and nonlinguistic barriers that ELs face in their educational journey.

Key words English learner, intersectionality, identity, equity

Saragurokunaka Wiñaypak Runakunami Kashunchik (We Will Always Be Saraguro): Reclaiming the Kichwa Language and Saraguro Identity in the Diaspora

Diego Román, University of Wisconsin-Madison

Luis Gonzalez-Quizhpe，Harvard University

Abstract Drawing from Critical Latinx Indigeneities, this study explored how Kichwa Saraguro families are (re)creating their Indigeneity and reclaiming their Kichwa language in rural areas of Wisconsin. Using a subset of data gathered through ethnographic work, we report on interviews with 10 members of the Saraguro community as they described the practices they enact to teach and learn what it means to be Saraguro. Our findings revealed that in response to experiences marked by ethnoracial minoritization, Saraguro youth and families have developed home- and community-based pedagogies to continue reclaiming their Kichwa language, culture, and epistemology. These practices included the intergenerational communal teaching of Saraguro culture, Kichwa language-learning initiatives, and Saraguro-led events designed to educate broader communities. Saraguro parents and teenage children pointed to the myriad of practical and emotional benefits they received from local and transnational Saraguro networks. Recommendations for critical educational research on transnational Indigenous Latine/x communities are discussed here. 

Key words Diaspora, Kichwa, language reclamation, rural, transnational Indigenous Latine/x communities

“Al Sonido del Huehuetl”: Situating Danza Azteca as Family Translingual Prayer and Civic Engagement

Cati V. de los Ríos, University of California, Berkeley

Abstract Despite growing Indigenous Latine/x immigrant populations, Indigenous Latine/x parents’ and families’ diverse forms of involvement across schools and communities continue to be absent from greater discourses in education. This article explores an Indigenous Quechua and Mexican family’s perspectives on multilingualism, culture, learning, and community engagement through danza azteca, a traditional Mesoamerican dance practice. This study asks, according to the focal family, what are some of the motivations for and lessons learned through their participation in danza azteca? Drawing on ethnographic research in California, the findings highlight how danza azteca was a way for the family to participate spiritually and civically in their communities across modes and languages, teach and learn about racial in/justice, and foster greater spaces for humanity. The article ends with a discussion and implications for research.

Key words Aztec dancing, dance, family civic engagement, translanguaging

“¿Cómo Sigue Con Su Estudio allá?”: An Inquiry into the Educational Involvement of Transnational Maya Families Across Guatemala and Oakland

Alex Feliciano Mejía, San Francisco State University    

Abstract This paper analyzes, and discusses Maya family narratives as they pertain to the educational perspectives and values they shared about their relatives in East Oakland, California. These were on display in ethnographic interview contexts conducted with families of Maya youth on their ancestral lands in the Guatemalan departments of Huehuetenango and San Marcos. The argument is presented that these educational perspectives constitute cultural practices of transnational family involvement that demonstrate educational values that educators should seek to understand as they work with youth from the Maya diaspora. Further, the study argues that the cultural practices of transnational family involvement can help us to think through the ways that approaches to strengths-based educational practice, and Culturally Sustaining Pedagogies can be improved by unpacking hidden deficit-orientations bound up with the idea that teachers, researchers, and activists need to be the ones to help sustain culture. Instead, these findings suggest that we need to be centering the ways that communities are already engaging in cultural sustenance as a starting point, rather than centering the attempts at cultural eradication that we face.

Key words Critical Latinx Indigeneity, Culturally Sustaining Pedagogies, Guatemalan immigration, Latine/x families, Maya families, transnational family involvement

“Estás Luchando…Por Toda La Comunidad”: The Communal Organizing Literacies of Latine/x Immigrant Families

Alicia Rusoja, University of California, Davis   

Abstract This study examines the communal organizing literacies of Latine/x immigrant families who organize for immigrant rights in Philadelphia, Pennsylvania. Drawing from a subset of qualitative data (e.g., observant-participant fieldnotes, open-ended interviews, member checks, artifacts, and photographs) from a larger year-long practitioner inquiry study with an intergenerational group of 11 un/documented Latine/x immigrants, this research asks: “How do Latine/x immigrant families mobilize literacy in their immigrant rights organizing practice?” Through analysis grounded in the concept of a “communal pedagogy of resistance” (CPR), this study shows that Latine/x immigrants organize through communal organizing literacies that involve (a) reading and composing communal organizing literacy texts, and (b) enacting communal organizing literacy events on the streets, moving forward intersectional political mobilization that enacts a communal conceptualization of family. Implications include the need for education practitioners/scholars to expand their definition of family, reconceptualize intergenerational organizing as family engagement, and work with immigrant families as practice/policy/research partners.

Key words Communal organizing literacy, immigrant rights, Latine/x, literacy, political mobilization, practitioner inquiry

Papeles, Sueños, y Futuros: The Altermundos Literacies of Parents of the Latine/x Diaspora

Melissa Adams Corra, University of Texas Rio Grande Valley    

Sarah Gallo，Rutgers University

Abstract In this article we theorize the concept of altermundos literacies as they are enacted by parents in transborder families. We demonstrate how these parents, participants in an ethnographic study with mixed-status families in rural Puebla, México, write speculative narratives for their children’s futures in ways that reject mononational norms. Altermundos literacies involve the activation of subaltern knowledges across mononational systems and complex literacy practices across papeles to dream-into-action a future designed by and for their lives. We draw on scholars of Black, Indigenous, Chicana, and Latinx futurity to demonstrate how families’ altermundos challenge educational practices across borders and dream new possibilities into being. Our findings show how families’ dreams navigate constraints imposed by systems of oppression within both the United States and México to varying degrees of success. Regardless, these families’ altermundos literacies are invitations for all of us to co-dream futures beyond borders. Implications for researchers, school-based practitioners, and policymakers are discussed.

Key words Literacies, altermundos, immigration, imagination, Latine/x

Language Brokering Over Time: A Study of Citizenship Becoming Through a Transliteracies Framework

Lisa M. Dorner, University of Missouri-Columbia 

Sujin Kim，George Mason University   

Abstract This paper integrates theories and research from the fields of transliteracies and language brokering to understand the language and literacy experiences of bilingual youth who grew up in Mexican immigrant families. Analyzing data from three interrelated studies that used ethnographic research methods to understand the language brokering of Mexican-American immigrant youth in Chicago from 2000–2010, we asked: How do language brokers negotiate diverse meanings of citizenship in their transnational contexts? How do their transliteracy experiences shape their “citizenship becoming” over time? Findings show how bilingual Mexican-American youth employed their transliteracies and translocal expertise for civic justice, as they increasingly helped family and other transnational community members gain equitable access to goods and just services through their language brokering practices. At the same time, in a period of increasing anti-immigrant discourses and policies, they also experienced personal challenges and developed a deep recognition of hard borders facing their racialized communities. The discussion considers implications of this work for disrupting traditional perspectives about citizenship and employing a stronger notion of politicized funds of knowledge in K-12 classrooms.

Key words Citizenship becoming, language brokering, Mexican-American youth, politicized funds of knowledge, transliteracies

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。

官网地址：

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

本文来源：Journal of Language Identity and Education官网

点击文末“阅读原文”可跳转官网

推  荐

欢迎加入

“语言学心得交流分享群”“语言学考博/考研/保研交流群”请添加“心得君”入群请务必备注“学校/单位+研究方向/专业”

今日小编：三三

  审     核：心得小蔓

转载&合作请联系

"心得君"

微信：xindejun_yyxxd

点击“阅读原文”可跳转下载