1. Sloganization in Language Education Discourse: Introduction

Schmenk, Barbara; Breidbach, Stephan; Küster, Lutz

doi:10.21832/9781788921879-002

Cited by 5 publications

(5 citation statements)

References 0 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…For example, Schmenk et al (2019) describe the sloganization of learner autonomy, which was highly prevalent in our data. The term was originally introduced by Holec (see below), using a set of descriptors virtually impossible for most learners to embody successfully:…”

Section: Discussionmentioning

confidence: 88%

“…This may be attributed to conscious or unconscious attempts by researchers to soothe "disciplinary anxiety by aligning us with the wider world" (Pavlenko, 2019, p. 161). Pavlenko introduces this idea in relation to sloganization, which Schmenk et al (2019) define as "a tendency to use a range of popular terms in scholarship, policy papers, practical applications and curriculum development as if their meaning were obvious and shared across the globe" (p. 4, emphasis in original).…”

Section: Discussionmentioning

confidence: 99%

See 1 more Smart Citation

A diachronic analysis of explicit definitions and implicit conceptualizations of language learning strategies

Thomas¹,

Bowen

Rose

2021

System

View full text Add to dashboard Cite

Section: Discussionmentioning

confidence: 88%

Section: Discussionmentioning

confidence: 99%

A diachronic analysis of explicit definitions and implicit conceptualizations of language learning strategies

Thomas¹,

Bowen

Rose

2021

System

View full text Add to dashboard Cite

“…It is arguable whether this “Sisyphus effect” is happening now with their own work and that of others. Indeed, some of the erasures I have mentioned, or the recent debate on the sloganization of sociolinguistics (Schmenk et al., 2018), points toward some presentist trends in the field. However, it is significant that the latest references I have provided are still fairly recent, and further search might well still find more examples.…”

Section: The Circulations Of the Conflict Perspectivementioning

confidence: 99%

Valencian sociolinguistics: Aracil, Ninyoles and the minority question

Pujolar

2021

Journal of Sociolinguistics

View full text Add to dashboard Cite

This text provides a review of the earlier and more influential works of Valencian sociolinguists Lluís Vicent Aracil and Rafael Lluís Ninyoles, which had a significant impact in the field from the 1960s to the 1980s, particularly in a number of European minoritized language communities and Latin America. I provide a summary account of their main theoretical innovations, embodied in concepts such as “language conflict,” “linguistic normalization,” “linguistic ideologies,” and “self‐hate”, and I follow up how these concepts were taken up by a number of social movements of linguistic revitalization. To do so, I begin with an account of the social and political conditions that the two authors confronted in their youth, namely the diglossia between Catalan and Spanish in their native Valencian Country, which at the time was under the rule of the dictator Francisco Franco in Spain. After the historical and theoretical appraisal, I follow up the trail of their ideas amongst sociolinguists and language activists in Occitania, Germany, Switzerland, Wales, Mexico, and the Andes, and I assess their impact in the ways in which linguistic minoritization has been constructed from an international perspective.

show abstract

“…Thus, while socially engaged research may contribute to debates and achieve concrete outcomes in a particular context, its validation in audit-driven academia is primarily dependent upon its conformity to such global measurements (e.g., publication in an indexed, high-impact journal). From an applied linguistics perspective, this has significant implications, since it means that a field whose core ethos involves an orientation toward practicality (Kramsch, 2015), and by extension context-specificity, is instead shaped by discourses in which what matters most is the de-contextualisation and universalisation of knowledge, as well as its presentation through sloganised, citeable "concepts" (Schmenk et al, 2018). As highlighted by Kubota (2020), such de-contextualisation and universalisation in many cases in fact constitute the imposition of experiences and ideologies of dominant (racial, gender) groups, placing all others in the role of perennial listeners -consumers of knowledge produced elsewhere -and largely without a voice in global academic discourse.…”

Section: Validation Infrastructures Precarity and Morality In Neolibe...mentioning

confidence: 99%

(Im)possible change

Soler,

Erdocia,

Savski

2023

LCS

View full text Add to dashboard Cite

This article examines three sets of infrastructures that give shape to the academic knowledge economy, namely: institutional infrastructures (universities and conferences); gate-keeping infrastructures (journals and publishers); and validation infrastructures (competitive assessments of individuals and institutions). We analyse the tensed interplay between critical perspectives in applied linguistics and the influence of academic neoliberalism. We develop our argument in three parts: (1) Academic critique and its emancipatory epistemologies are intertwined with established systems and coexist with mechanisms that perpetuate inequalities. (2) Inequalities in knowledge production reverberate in knowledge dissemination, where the hegemonic role of English as the language of academic publishing reinforces the unequal position of different actors in their academic fields. (3) These inequalities (that originate in institutional and gate-keeping infrastructures) extend to the validation of knowledge, which is entrenched in the audit culture that pervades academia and further reinforces neoliberal competitive dynamics. We conclude by reflecting on the possibilities for change at these three levels.

show abstract

1. Sloganization in Language Education Discourse: Introduction

Cited by 5 publications

References 0 publications

A diachronic analysis of explicit definitions and implicit conceptualizations of language learning strategies

A diachronic analysis of explicit definitions and implicit conceptualizations of language learning strategies

Valencian sociolinguistics: Aracil, Ninyoles and the minority question

(Im)possible change

Contact Info

Product

Resources

About