Exploring the language policy and planning/second language acquisition interface: ecological insights from an Uyghur youth in China

Han, Yawen; Costa, Peter I. De; Cui, Yaqiong

doi:10.1007/s10993-018-9463-9

Cited by 41 publications

(18 citation statements)

References 31 publications

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“…However, such differences of minority students are largely ignored by mainstream schools (Cummins, 2001; Gu & Patkin, 2013). In 2002, given the recognized importance of English as an international language in China’s modernization and the need for ethnic minority students to acquire Mandarin Chinese as a national lingua franca, the central government released a trilingual education policy (Han, De Costa, & Cui, 2019). This means that for ethnic minority students, in addition to their mother tongue, they need to learn Mandarin as a second language and English as a third in schools.…”

Section: Dmc and Ethnic Minority Students’ Investment In English Learningmentioning

confidence: 99%

“…The relevance of the investment concept to the Chinese context has been well established by scholars in the field of language and education (e.g., Arkoudis & Davison, 2008; Norton & Gao, 2008). In recent years, scholars (e.g., Han et al, 2019) have also found the concept useful to examine Chinese ethnic minority students’ language learning.…”

Section: Investment At the Intersection Of Capital Identity And Ideologymentioning

confidence: 99%

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Chinese Ethnic Minority Students’ Investment in English Learning Empowered by Digital Multimodal Composing

Jiang

Yang

Yu³

2020

TESOL Quarterly

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Although it has been well noted in TESOL that ethnic minority students often experience difficulties in mainstream English classrooms, whether and how such students can be empowered in their English learning remains underexplored. This article reports on a longitudinal case study of a Chinese ethnic minority student’s participation in a digital multimodal composing (DMC) project and its pertinent impact on the student’s investment in EFL learning. Data were gathered through semistructured interviews, classroom observations, informal conversations, written reflections, and student‐authored multimodal videos. The study found that using DMC in mainstream English classrooms constitutes a promising empowering and culturally sustaining strategy for facilitating ethnic minority students’ investment in English learning. Through DMC, the ethnic minority student not only gained access to peer support and a collaborative learning community that was underemphasized in traditional classes, but also learned to capitalize on her ethnic knowledge as essential cultural capital for in‐class participation. Noting the empowering role of DMC in positive ethnic identity constructions of the minority student and the investment in English learning, this study calls for attention to the importance of multimodality and the relevant literacy practices in empowering ethnic minority students to cross the linguistic and digital divides in mainstream classrooms.

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Section: Dmc and Ethnic Minority Students’ Investment In English Learningmentioning

confidence: 99%

Section: Investment At the Intersection Of Capital Identity And Ideologymentioning

confidence: 99%

Chinese Ethnic Minority Students’ Investment in English Learning Empowered by Digital Multimodal Composing

Jiang

Yang

Yu³

2020

TESOL Quarterly

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“…This kind of language policy negotiation can offer valuable insights to English-Medium Instruction (EMI). In a review of research on transnational higher education universities, De Costa et al (2020) point to such interactions as valuable to understanding “the pedagogical practices that are enacted in the EMI classroom” (p.6), and, more generally, to shedding light on the impact of language ideologies and forces of marketisation on the ecologies of EMI universities (Fleming and Harrison, 2020; Han et al, 2019; Pennycook, 2018). These real-time policy negotiations are also a type of “language-related episode” – that is, “part of a dialogue where the students talk about the language they are producing, question their language use, or correct themselves or others” (Swain and Lapkin, 1998: 326).…”

Section: Introductionmentioning

confidence: 99%

“…Introducing a further dimension or axis to these spatial modellings of policy negotiation, and noting the salience of language policy and ideology to the ecological framework of the Douglas Fir Group (2016), Han et al (2019) extended ecological approaches in Second Language Acquisition (cf. Van Lier, 2000) to examining the policy/practice interface in terms of a situated, spatial trajectory.…”

Section: Introductionmentioning

confidence: 99%

Dancing K-Pop with Chinese and “English in Class Please”: Policy Negotiations as Relational-Languaging Episodes

Harrison

Chen

2021

RELC Journal

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Pointing out that language policy negotiations in classroom discourse are an understudied kind of “language-related episode”, and proposing that Tim Ingold’s notion of “meshwork” dissolves a boundary that typically encloses their analysis, this paper examines how a rich and indicative example of student group interaction on a British university campus in China becomes interwoven with multiple threads, including: different languages, Korean pop dance moves, coffee from the campus Starbucks, and the teacher’s repeated attempts at English-Medium Instruction policy enforcement. Our example was discovered in corpus recordings of group activities during classes in English for Academic Purposes, then transcribed for embodied activity (primarily speech and gesture) and further explored in relation to the multiple threads which visibly and audibly became involved. Analysis of the episode shows how students’ relational-languaging behaviours must negotiate, respond, and adapt to the policy enforcement, illustrating some of the tensions immanent to the transnational higher education experience.

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“…The social turn in teaching English to speakers of other languages (TESOL) and applied linguistics more broadly has rightly pointed out the role of social, historical, and political forces in language learning and teaching, urging us to broaden the horizons of second language education (e.g., Block, 2003; Han, De Costa, & Cui, 2019; Johnson, 2006). Issues related to race, gender, and ethnicity have occupied significant space in recent TESOL scholarship (Guerrettaz & Zahler, 2016; Kubota & Lin, 2006; Liggett, 2014; Norton, 2000).…”

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confidence: 99%

Retelling Stories of Desire in TESOL: English, Imagination, and Encounters in Tourism

Sharma

2020

TESOL Quarterly

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This article investigates the language learning desire of multilingual tourism workers. The data were drawn from two sites in Nepal: an English for occupational purposes class and workplace interactions during treks. The article shows that the male tourism workers use their claims of heterosexual relationships with foreign female tourists as resources to build and boast their masculine identity and homosociality among their peers. The workers' ability to communicate in tourist languages functions not only as a transactional tool, but also as a resource to enhance their language learning desire and investment in order to imagine, establish, and sustain heterosexual romantic relationships. Their relationships of intimacy combine with the opportunity for economic benefits and spatial mobility made largely possible by their ability to communicate in English and other international languages. The research contributes to our understanding of the connection between language learning, multilingualism, and desire in the context of intercultural contact.

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Exploring the language policy and planning/second language acquisition interface: ecological insights from an Uyghur youth in China

Cited by 41 publications

References 31 publications

Chinese Ethnic Minority Students’ Investment in English Learning Empowered by Digital Multimodal Composing

Chinese Ethnic Minority Students’ Investment in English Learning Empowered by Digital Multimodal Composing

Dancing K-Pop with Chinese and “English in Class Please”: Policy Negotiations as Relational-Languaging Episodes

Retelling Stories of Desire in TESOL: English, Imagination, and Encounters in Tourism

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