Experiencing critical language awareness as a collective struggle: methodological innovations in language awareness workshops

Promoting Gender Equality Values in a Fiction Written by A Lombok Female Writer

“…The sign, symbols, and dictions used in the short stories have meaning. Semiotic mediations provide meaningful contexts to influence the readers' perspectives and behaviors (Chang et al, 2020).…”

“…Texts are a sign, and the sign has various meaning depending on the previous and the after of the text, or even beyond the text. Schmittau (2005) and Wells (2007) noted about semiotic meditation that concepts of Vygotskian theory in which the tool used as a sign for something beyond itself (Chang et al, 2020). For instance, in some textbooks, students provide gender inequality concepts in the text by showing men who are always a leader and women as a follower.…”

Chinese bilingual preservice teachers' reflections on translanguaging pedagogy: The need for critical language curricularization

“…A translanguaging pedagogy grounded in critical language awareness (Chang et al, 2020b) and critical race theory (Iftikar & Museus, 2018) is needed in language curricularization (Valdés, 2015(Valdés, , 2018(Valdés, , 2019. This study does not oppose the value of translanguaging pedagogy or existing sociolinguistic practices (García et al, 2016;MacSwan & Faltis, 2019).…”

“…It is vital to include AsianCrit in the framing of raciolinguistic ideologies to study Chinese bilingual preservice teachers' reflections during their (trans)language curricularization process for two reasons. First, through an AsianCrit account, critical language awareness plays an important role in analyzing Chinese bilingual preservice teachers' reflections on their curricularizing of Chinese language diversity and variations (Chang et al, 2020b). Translanguaging theory, as ethnolinguistically conceptualized, is rule-governed (MacSwan & Faltis, 2019).…”

“…Second, through an AsianCrit account, critical consciousness about institutionalized language teaching (Valdés, 2015(Valdés, , 2018(Valdés, , 2019 plays an important role in analyzing Chinese bilingual preservice teachers' reflections in relation to raciolinguistic ideologies. Without this aspect of criticality, language power is undermined in the sense that Chinese dialects are subordinated to Modern Standard Mandarin, which is also a Chinese dialect typology (Chang et al, 2020b). Translanguaging pedagogy, with the specificity of AsianCrit in the process of language curricularization, seeks to sustain Chinese languaging as a cultural practice.…”