Critical Applied Linguistics

Pennycook, Alastair

doi:10.1002/9780470757000.ch32

Cited by 104 publications

(99 citation statements)

References 34 publications

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“…The aim here, as Davies (1994) suggests, is to assist stakeholders to appreciate the constructed nature of these identities. Deconstructing binary, hierarchical divisions could be achieved by assisting stakeholders to critically reflect on their own and others assumptions about English language teaching and learning through, as Pennycook (2004) puts it, 'problematizing practice … turning a skeptical eye towards assumptions, ideas that have become "naturalized", notions that are no longer questioned' (p. 799). However, as Burbules and Berk (1999) recognise:…”

Section: Legitimation Of Identity: a Multidimensional Viewmentioning

confidence: 99%

‘I’m teaching, but I’m not really a teacher’. Teaching assistants and the construction of professional identities in Hong Kong schools

Trent

2014

Educational Research

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To cite this article: John Trent (2014) 'I'm teaching, but I'm not really a teacher'. Teaching assistants and the construction of professional identities in Hong Kong schools, Educational Research, 56:1, 28-47, Background: In the past decade, educational settings worldwide have experienced a significant increase in the number of school-based teaching assistants (TAs). The deployment of these TAs has been accompanied by reports of confusion and uncertainty about their roles and responsibilities within schools. While the need to reframe the role and purpose of TAs is recognised, it remains unclear how this can be best achieved. Purpose: The purpose of the study is to explore the ways in which one group of TAs deployed in Hong Kong schools construct their professional identities, to understand the constraints and enablements to these processes, and to consider how different stakeholders might be able to best support this identity work. Sample: The primary participants in this study are nine English language teacher assistants employed at different schools across Hong Kong. Other participants include full-time English language teachers who have experience of working with one of these TAs, as well as students who attend English language classes in which these TAs participate. Design and methods: A qualitative multiple case study approach is adopted. In-depth interviews with TAs, teachers and students are used to gain a contextualised interpretation of the primary participants' experiences of constructing professional identities within schools. A multilevel, multidimensional theoretical framework, which considers identity construction as both a discursive and experiential accomplishment, is then used to understand the constraints and enablements TAs experience in constructing these identities. Findings: Results indicate that TAs face challenges in constructing their professional identities at institutional, interpersonal and intrapersonal levels within Hong Kong schools. In addition, the TAs believe that exercising agency to contest their positionings within schools is often insufficient to place them on a trajectory towards become a teacher. The results also suggest that the identity conflicts TAs experience can lead some to question their decision to pursue a teaching career. Conclusions: These results imply that in order to attract and retain TAs, educational authorities need to, first, problematise identity positions such as 'TA' and 'teacher' and then reconceptualise these identities in ways that allow for a multiplication of the identity positions potentially available to all stakeholders involved in teaching within Hong Kong schools.

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Section: Legitimation Of Identity: a Multidimensional Viewmentioning

confidence: 99%

‘I’m teaching, but I’m not really a teacher’. Teaching assistants and the construction of professional identities in Hong Kong schools

Trent

2014

Educational Research

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“…In his chapter on critical applied linguistics for the Blackwell Handbook of Applied Linguistics, Alastair Pennycook (2004) remarks that the notion of critical is as contentious as the role and scope of applied linguistics and argues for a critical turn in applied linguistics with reference to Christopher Candlin's insightful observations on the topic over a decade earlier (see Quote 1.4). Much of what both Candlin and Pennycook suggest can also be seen to apply to business discourse research if we pose the question 'What happens when business discourse research goes critical?…”

Section: Data 16 An Overview Of Sharon Livesey's Work In the Journalmentioning

confidence: 98%

Business Discourse

Bargiela‐Chiappini

Nickerson

Planken

2013

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Research and Practice in Applied LinguisticsSeries Standing Order ISBN 978-1-403-91184-1 hardcover 978-1-403-91185-8 paperback (outside North America only)You can receive future titles in this series as they are published by placing a standing order. Please contact your bookseller or, in case of diffi culty, write to us at the address below with your name and address, the title of the series and the ISBN quoted above.

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“…Skerrett well as the fluid nature of social life, we can better understand the operations of power -and the inequality it creates -in and through language use. LPP, Pennycook (2006) tells us, far from being some inherently critical or political enterprise, [has] often been just the opposite: an apolitical approach to language that serves very clearly to maintain the social and linguistic status quo. What language planning needs to make it critical is what all areas of applied linguistics need to make them critical: a critical view of language in relation to a critical view of society and a political and ethical vision of change.…”

Section: Social and Historical Contextmentioning

confidence: 98%

Section: Social and Historical Contextmentioning

confidence: 98%

“…As Pennycook (2006) argues, critical LPP takes 'up an overt political agenda to establish or to argue for policy along lines that focus centrally on issues of social justice' (p. 18). Whether or not LPP is overt or covert (but especially in the latter case, given that it is left unquestioned), it is not a neutral activity (Heller & Duchêne, 2007;Jaffe, 2007;Pennycook, 2006;Pujolar, 2007). LPP can be pursued without recourse to static, universalising notions of ethnic or national identity, linguistic human rights, or of language itself, where these phenomena are seen as having an essential rather than a socially and culturally contingent basis.…”

Section: Social and Historical Contextmentioning

confidence: 98%

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The 2011 Estonian high school language reform in the context of critical language policy and planning

Skerrett

2013

Current Issues in Language Planning

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This paper seeks to situate Estonian language use and policy within the emerging field of critical language policy and planning (CLPP) by investigating the discourses that frame linguistic behaviour. This done by way of an analysis of a series of interviews carried out with key actors in language policy in Estonia. The discourses framing language use in Estonia are then related to the practices, or repeated activities, that maintain everyday language use. The aim is to uncover taken-for-granted categories framing social life, in particular those that maintain forms of inequality, and to investigate ways that these might be reshaped in order to bring about outcomes that take into account the everyday needs and realities of a greater proportion of Estonian society. The 2011 Estonian high school reform is a case in point regarding the importance of macromicro dialogue and coordination in language policy and planning. As this paper argues, more is needed to engage local Russian-speakers in the process of learning and using Estonian and playing a bigger part in wider Estonian society, particularly in the case of the north-eastern county of Ida-Virumaa. This paper considers the ways discourses and practices in education could become more inclusive of Estonia's Russian-speakers while still furthering the key twin goals of the period of renewed independence: normalisation of the use of Estonian and societal integration.

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Critical Applied Linguistics

Cited by 104 publications

References 34 publications

‘I’m teaching, but I’m not really a teacher’. Teaching assistants and the construction of professional identities in Hong Kong schools

‘I’m teaching, but I’m not really a teacher’. Teaching assistants and the construction of professional identities in Hong Kong schools

Business Discourse

The 2011 Estonian high school language reform in the context of critical language policy and planning

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