Language and Social (In)Justice

Badwan, Khawla

doi:10.1007/978-3-030-77087-7_9

Cited by 5 publications

(6 citation statements)

References 24 publications

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“…The depiction Eduardo makes about the value of his Portuguese, unlike in Situation 1, changes. The way we see it, his willingness to sound "less" Japanese unfolds "linguistic oppression" (BADWAN, 2021), not in the institutional space (as could be expected), but with his friends, who start policing the way he speaks. Even though he anticipated a good result from asking his peers to correct him, these cumulative corrections, which at first, helped him, seem to have acquired a much larger -negative -proportion.…”

Section: Befriending Brazilians Around the Universitymentioning

confidence: 82%

Tensions Among Portugueses in Metacommentaries From East Asian International Students in Brazil

Frazatto

Bizon

2022

Trab. linguist. apl.

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The aims of this paper are to analyse how East Asian international students narrate tensions in Portuguese language, or Portugueses, through metacommentary, and to foster reflections on the counter-hegemonic potential that language learning comprises, particularly when thinking of the internationalisation agenda implemented by a Brazilian public university. To pursue that, we depart from audio-recorded semi-structured interviews, later manually transcribed, with a Korean and a Japanese undergraduate student during their sojourn. We observed that these tensions in Portugueses arose as students’ communicative repertoires were put to the test, either by them or their interlocutors, in different spaces. Our discussion foregrounds how students, when engaging in various social practices on campus and off-campus, manoeuvre sociolinguistic scales in comments made by themselves or by their interlocutors about ways of speaking Portuguese. We considered that, overall, students resort to ecological factors when doing scales, whilst indexing dominant language ideologies. Moreover, it was also possible to conceive that metacommentary from their interlocutors, particularly from Brazilians, impact (negatively) on students’ perception about their language learning and linguistic practices. To tackle these tensions, we advocate for an internationalisation agenda that envisages language education not only to international students, but also to home students and staff in order to promote different degrees of language and social justice awareness.

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Section: Befriending Brazilians Around the Universitymentioning

confidence: 82%

Tensions Among Portugueses in Metacommentaries From East Asian International Students in Brazil

Frazatto

Bizon

2022

Trab. linguist. apl.

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“…In particular, coloniality of language captures how the interdependence of the hegemonic trends of language practices and coloniality of power contributes to the subordination of the subaltern contexts and the concentration of theorizing‐power in TESOL under the Anglo‐sphere as a singular authority. In other words, unwillingness to problematize the ideological underpinnings of TESOL theory/teaching practices and maintaining the oppressive logics whose stability is based on advancing linguistic supremacy would not produce effective counter‐hegemonic actions that disrupt the structures of domination (Badwan, 2021). As much as this study recognizes the roles that English language education can play in perpetuating or challenging global inequalities, the main concern is not only that English may threaten identity, but that it may also deepen injustices and inequalities within the country.…”

Section: Theoretical Framework: a Rationale For Tesol Within And For ...mentioning

confidence: 99%

Neo‐Nationalism and Politicizing TESOL: Nationalist Rhetoric and Decolonial Impulses in English Teaching in Morocco

R’boul

Belhiah

2023

TESOL Quarterly

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Recent geopolitical events have led to a worldwide resurgence in nationalism which entails political togetherness and invokes the spirit of patriotism. In various contexts, language has been a central point of departure for many nationalist movements. In particular, English is increasingly discussed with regards to its sociopolitical and sociocultural implications for the expanding‐circle spaces. This research is a critical qualitative study that examines how neo‐nationalist policies are potentially transforming TESOL classes in Morocco. By focusing on TESOL teachers' reactions, we seek to reveal the range of impacts that recent nationalist policies have had on English teaching in Morocco and discuss pedagogical possibilities that can balance internationalist and nationalist desires in the country. In addition, we attempt to investigate how understandings of the nation are actualized in classrooms and how English language teaching practices and policies account for the ideas about the Moroccan nation. The study highlights how English language teachers make sense of debates surrounding English as a threat to national languages and how they can be agentive in realizing change through critical pedagogical interventions with nationalism and the concept of nation.

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“…One of the key quality indicators of qualitative inquiries is the extent to which the researcher engages in ongoing, transparent and iterative reflective processes (Taylor et al, 2015). Sensitive to the issues of narrowly defined, adult-and West-driven notions of literacy, we paid attention to what Hackett (2021) termed damaging hierarchical binary in early childhood research and to what Badwan (2021) refers to as identity mainstreaming in literacy studies. This position required ongoing and substantial researcher reflexivity.…”

Section: Ethicsmentioning

confidence: 99%

Olfactoscapes in Malawi: Exploring the smells children like and are exposed to in semi-urban classrooms

Kucirkova,

Mwenda Chinula

2023

Childhood

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Moving beyond the “canned” lens on literacies dominant in contemporary literacy studies in Malawi, this study connects theoretical perspectives on sensory and critical literacies to original empirical data on children’s lived “olfactory literacies”. We focus on situational and locally experienced odours in two classrooms in semi-urban Malawi. We present findings from interviews and drawings with 25 children who shared their olfactory preferences with the local researcher. Children’s views were supplemented with the researcher’s and teachers’ evaluations of the olfactory qualities of their classroom environments. Our study advances the field by being the first to unite theoretical provocations on sensory literacies in global child research with critical and empirical insights into children’s local olfactoscapes.

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Language and Social (In)Justice

Cited by 5 publications

References 24 publications

Tensions Among Portugueses in Metacommentaries From East Asian International Students in Brazil

Tensions Among Portugueses in Metacommentaries From East Asian International Students in Brazil

Neo‐Nationalism and Politicizing TESOL: Nationalist Rhetoric and Decolonial Impulses in English Teaching in Morocco

Olfactoscapes in Malawi: Exploring the smells children like and are exposed to in semi-urban classrooms

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