1 Ghanaian Multilinguals on Study Abroad in Tanzania: Learning Swahili through Akan/Twi and Cultures of Storytelling

Expanding Participant Voice Within a Social Justice Framework: A Critical Dialogic Approach

“…As such, the early calls by SA scholars such as Polanyi (1995) are bearing fruit in the renewed and recontextualized emphasis on diversity and inclusion. We see this, for example, in the focused attention on race and ethnicity (e.g., Anya, 2017;Thomas, 2021), gender and sexuality (e.g., Dawson, 2019), and on destabilizing discourses of a monolingual norm and traditional modes of language teaching and learning (e.g., McGregor, 2016). This burgeoning criticality bodes well for enriching our approach to participant experiences of SA and accessing the dynamism of whole people in whole contexts, contexts in which the force of coloniality is often still felt and which cannot be disentangled from hegemonic ideologies and neoliberal discourses (McGregor, 2020).…”

A fish tale about “fieldwork,” or toward multilingual interviewing in applied linguistics

“…By choosing to affirm multilingualism throughout this group interview, I helped to cultivate a more dynamic and supportive communicative experience. This encouraging result led me to create space for use of Twi, Ewe, and Mandarin, in concert with Swahili, in subsequent interviews with learners in Tanzania from Ghana and China (Thomas, 2021). For these reasons, I encourage other researchers to meaningfully and functionally engage the linguistic repertoires of stakeholders.…”