English Monolingualism in Canada: A Critical Analysis of Language Ideologies

Sterzuk, Andrea; Shin, Hyunjung

doi:10.1007/978-3-030-56654-8_4

Cited by 8 publications

(3 citation statements)

References 18 publications

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“…Language learning in Aotearoa New Zealand's schools seems to be in a constant crisis . This might appear peculiar in a country where about 200 languages are spoken (Bracefield, 2018;, but is similar to difficulties of provision in other countries where English is the de facto language, for example Australia, the United Kingdom, and Canada (see respectively Caruso & Brown, 2017;Lanvers & Martin, 2021;Sterzuk & Shin, 2021).…”

Section: Introductionmentioning

confidence: 93%

Teaching Classical Chinese at New Zealand Universities: A Languacultural Perspective

Bai

2023

Multilingual Education

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translation, reprinting, reuse of illustrations, recitation, broadcasting, reproduction on microfilms or in any other physical way, and transmission or information storage and retrieval, electronic adaptation, computer software, or by similar or dissimilar methodology now known or hereafter developed. The use of general descriptive names, registered names, trademarks, service marks, etc. in this publication does not imply, even in the absence of a specific statement, that such names are exempt from the relevant protective laws and regulations and therefore free for general use. The publisher, the authors, and the editors are safe to assume that the advice and information in this book are believed to be true and accurate at the date of publication. Neither the publisher nor the authors or the editors give a warranty, expressed or implied, with respect to the material contained herein or for any errors or omissions that may have been made. The publisher remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.

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Section: Introductionmentioning

confidence: 93%

Teaching Classical Chinese at New Zealand Universities: A Languacultural Perspective

Bai

2023

Multilingual Education

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“…In our ongoing narrative and experiences, we identified common assumptions that heavily emphasize a monolingual and monoglossic approach to academic literacy (Flores & Schissel, 2014;Kubota, 2022;Sterzuk & Shin, 2021), such as (1) the expectations to master the prescribed linguistic skill sets of a commonly desired academic community, (2) the disregard of the collective work that supports academic writing (e.g., editing, peer reviewing, publishing), (3) the supremacy of the written essay as the only valid type of academic text, (4) the idea that the features of academic writing in one language are universally applicable to all languages, and (5) the adherence to a single established discourse that disregards alternative perspectives or marginalized voices.…”

Section: Analysing Our Life Storiesmentioning

confidence: 99%

Multisemiotics, Race, and Academic Literacies

Dos Santos,

Sohn

2024

TESL Canada

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This study examines the trajectories of two multilingual, racialized academic writing faculty, presenting how we brought our Southern onto-epistemologies (e.g., Santos, 2016) to curriculum, teaching, and assessment. Although plurilingualism has become a significant dimension of Canadian higher education (Marshall, 2020), monolingual norms that emphasize native-like competence continue to be a mainstream discourse in many academic writing courses. Building on the recent raciolinguistic critique (Rosa & Flores, 2017) of the lack of discussion of racism in academic literacies discourse, we acknowledge that academic literacies continues to force plurilingual, international students into a white subject position. Acknowledging the tension between the monolingual ideal and multilingual realities, we explore how two plurilingual, non-white faculty challenge an academic writing tradition that is constructed by the white listening subject. By co-creating duoethnographic narratives that provide insight into our complex biographical journeys as cycles of becoming (Thibault, 2020), our story shows how teaching academic writing is not simply teaching a skillset but involves constant negotiation between students’ and teachers’ lived experiences. Through this process, we conceive of teaching academic literacies as both an ideological construct and a multisemiotic process that involves multiple histories and meaning-making resources across diverse time and place scales.

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“…Such standardized language practices tend to privilege White middle-class cultural and linguistic norms (e.g., Dyson, 2016;Flores & Rosa, 2015). Together, systemic monolingual ideologies and ideologies of standard have contributed to classroom practices that marginalize linguistically diverse learners of colour, leading to troubling educational inequities and limiting learning opportunities for everyone (Kubota & Bale, 2020;Lau & Van Viegen, 2020;Sterzuk & Shin, 2021).…”

Section: Canadienne Chinoise Et Une Canadienne Blanche Les Résultats ...mentioning

confidence: 99%

Plurilingualism, Equity, and Pre-service Teacher Identity: Centring [Linguistic] Diversity in Teacher Education

Lauwo¹,

Accurso²,

Rajagopal³

2022

TESL Canada

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Plurilingual approaches to pre-service teacher education hold promise for critical engagement with linguistic, cultural, and racial diversity in equity-supportive ways. Employing critical action research, we as teacher educators implemented an equity-oriented plurilingual approach across three literacy methods courses for pre-service elementary teachers at one Canadian university. Using case study methods and a poststructuralist theory of identity, this paper examines implications of the equity-oriented plurilingual approach for the evolving teacher identities and beliefs about plurilingual pedagogical possibilities of two preservice teachers: one Chinese Canadian and one White Canadian. Findings from an analysis of field notes, teacher education artefacts, and interview transcripts demonstrate that pre-service teachers’ linguistic and racial backgrounds shaped their learning and identity trajectories vis-à-vis plurilingualism, and that critical personal reflection and practicum experiences were key mediators of participants’ orientations towards plurilingual pedagogies. Plurilingualism, in concert with multiliteracies, supported a Chinese Canadian pre-service teacher to develop a resource orientation to her own plurilingualism and racialized identity, while challenging a White English-dominant pre-service teacher to confront power inequities and her English-speaker privilege. Implications centre on the importance of greater critical engagement with systemic issues of race and Anglonormativity and the need for more systematic integration of equity-oriented plurilingual approaches throughout teacher education programs. Les approches plurilingues des formations initiales des enseignants promettent l’engagement critique vis-à-vis de la diversité linguistique, culturelle et raciale de manière égalitaire. En se servant de la recherche en action critique, en tant qu’enseignantes, nous avons mis en place une approche plurilingue orientée vers l’égalité dans trois cours méthodologiques de littératie de formation initiale pour enseignants du primaire dans une université canadienne. En utilisant des méthodes d’études de cas ainsi qu’une théorie poststructuraliste de l’identité, cet article examine les implications d’une approche plurilingue orientée vers l’égalité pour les identités et les croyances changeantes des enseignants à propos des possibilités pédagogiques plurilingues de deux enseignantes en formation : une Canadienne chinoise et une Canadienne blanche. Les résultats tirés d’une analyse de notes d’observation, d’artéfacts de formation d’enseignant, et de transcriptions d’entrevues montrent que les origines linguistiques et culturelles des enseignants en formation informaient leur apprentissage et leur trajectoires identitaires par rapport au plurilinguisme et que la réflexion critique personnelle et les expériences de stage se sont révélées être de médiateurs clés eu égard à l’orientation des participants envers les pédagogies plurilingues. Le plurilinguisme, de concert avec les multilittératies, ont encouragé une candidate enseignante canadienne chinoise à élaborer une orientation de ressources vers son propre plurilinguisme et son identité racialisée, tout en défiant une candidate blanche anglaise de faire face aux inégalités de pouvoir et à son privilège d’anglophone. Les implications se centrent sur l’importance d’un plus grand engagement critique eu égard aux problèmes systémiques de race et d’anglonormativité, ainsi que le besoin d’une intégration plus systématique des approches plurilingues orientées vers l’égalité dans tous les programmes de formation des enseignants.

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English Monolingualism in Canada: A Critical Analysis of Language Ideologies

Cited by 8 publications

References 18 publications

Teaching Classical Chinese at New Zealand Universities: A Languacultural Perspective

Teaching Classical Chinese at New Zealand Universities: A Languacultural Perspective

Multisemiotics, Race, and Academic Literacies

Plurilingualism, Equity, and Pre-service Teacher Identity: Centring [Linguistic] Diversity in Teacher Education

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