Ideologías lingüísticas en un centro de investigación en México

Despagne, Colette; Martínez, Elizabeth Sánchez

doi:10.31391/s2007-7033(2021)0056-004

Cited by 4 publications

(2 citation statements)

References 32 publications

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“…They tell the student not to do it or they request a translation, which is a work overload. The teachers promote more Spanish and English in dissertations according to oligolingualistic ideologies (Hamel, 2013;Bennett, 2013;Despagne & Sánchez, 2021). Thus, no native Spanish-speaking students feel that it is not necessary, convenient, or relevant to indicate whether they used their mother tongue.…”

Section: íKalamentioning

confidence: 99%

Linguistic Prejudices in Interviews: An Analysis of Research Projects in a University in Mexico

Saavedra

2023

Íkala

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Traditionally, social research in Mexico has not adjusted so much to a multilingual phenomenal reality as to a monolingualistic social imaginary representation. This means that when researchers analyze their reality, they do so under personal biases; thus, ignoring and hiding the daily multilingual reality. To find out how these linguistic prejudices and biases affect the methods applied, the authors of the present case study analyzed 77 postgraduate theses carried out in 2002-2019 at Universidad Veracruzana, Mexico. These theses applied interview techniques to speakers of national indigenous languages. The results show their study designs tend to linguistically homogenize populations based on a monolingual nationalist imagined community. A prevalence of more than 90 % in the application of linguistically minoritizing interviews evidences the pervasiveness of monolingual attitudes in the academy that limit methodological results and discriminate against studied populations. This means that the detection of linguistically minoritizing interviews can serve as another indicator to assess the university as an entity that exercises linguistic pressure on the communities being studied.

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Section: íKalamentioning

confidence: 99%

Linguistic Prejudices in Interviews: An Analysis of Research Projects in a University in Mexico

Saavedra

2023

Íkala

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“…The first two authors generated an initial set of codes from reading half of the interviews and jointly comparing for similarities and differences. Ideologies were identified through words expressing feelings and attitudes (Pilkinton-Pihko, 2010), references to the context and the ingroup (e.g., "what we have learned now while writing our theses"), and modals of obligation (e.g., "you have to remove yourself from the text, so you won't make any judgments") (Despagne & Sánchez, 2021;VanDijk, 2016). We bracketed our conceptions as much as possible but were mindful of their influence on our interpretations.…”

Section: Table 1 Stance Differences Across Versions Version Presence ...mentioning

confidence: 99%

Pre-service EFL teachers’ language awareness and ideologies about stance: A phenomenographic study

Escudero

Cruz

Bañales

2023

Indonesian J. Appl. Linguist.

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Stance is a key and problematic domain for effective English for Academic Purposes (EAP) reading and writing. Insufficient awareness of stance, cultural attitudes about it, and poor teaching have been identified as underlying sources of stance-related difficulties. Focusing on stance may thus be a pivotal reading-to-write lens to improve English academic literacy. However, few studies have investigated pre-service teachers’ language awareness and ideologies about different stance markers. The goal of this paper is to describe the stance-focused conceptions and ideologies of a group of sixteen Mexican undergraduate pre-service teachers of English as a Foreign Language (EFL) who are also EFL learners. We used phenomenographic interviews and analysis to achieve this goal. We found three types of conceptions: stylistic, critical, and metaideological. The less sophisticated stylistic conceptions are most prevalent. Only two participants showed metaideological conceptions. Two language ideologies were found: an ideology of linguistic objectivity that dismisses all stance markers and another that values affect markers but dismisses first-person ones. These results imply that pre-service teachers should be made aware of the argumentative and epistemic functions of stance markers and diverse language ideologies about them that circulate across national and disciplinary contexts. In this way, they may deploy stance more effectively in their own literacy practices and become more effective EAP teachers.

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Reflections on the perceived longer-term impact of an ERPP course

Corcoran

2022

JERPP

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Research-intensive universities in the global peripheries have begun to mount English for research publication purposes (ERPP) initiatives to increase plurilingual scholars’ publishing success. Though research into pedagogical initiatives is still limited, investigations of such programs can provide researchers with a greater understanding of the broader experiences and perspectives of scholars as well as the potential impact of interventions on course participants’ scholarly writing. Answering the call for more longitudinal work in ERPP, this article outlines a small-scale, qualitative investigation of the perceived impact of an intensive ERPP course at a Mexican university on two environmental scientists’ research writing five years following course completion. Data analysis included systematic review of participant CVs, as well as semi-structured interviews with two plurilingual EAL scientists and two ERPP practitioners connected to the ERPP course. Employing a critical plurilingual lens, this article discusses findings that not only outline the perceived impact of the intervention on these scientists’ research writing at different stages of their academic trajectories, but also highlight the plurilingual nature of their evolving scholarly practices. The article culminates with data-driven suggestions for plurilingual conceptualization and enactment of scholarly writing pedagogies, policies, and research agendas.

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Ideologías lingüísticas en un centro de investigación en México

Cited by 4 publications

References 32 publications

Linguistic Prejudices in Interviews: An Analysis of Research Projects in a University in Mexico

Linguistic Prejudices in Interviews: An Analysis of Research Projects in a University in Mexico

Pre-service EFL teachers’ language awareness and ideologies about stance: A phenomenographic study

Reflections on the perceived longer-term impact of an ERPP course

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