Studying Religion and Language Teaching and Learning: Building a Subfield

Han, Huamei

doi:10.1111/modl.12486

Cited by 53 publications

(9 citation statements)

References 75 publications

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“…Nevertheless, because we are largely located within ‘Western’ academia, we may be inoculated against integrating spirituality into our research and teaching. Religion has been a more visible target of discussion and critique (e.g., Han, ; Varghese & Johnston, ), but sporadically there are encouraging signs of interest in teachers and learners as “thinking and feeling, spiritual and physical human beings” (Arnold & Brown, , p. 20).…”

Section: Emotions and Elephantsmentioning

confidence: 99%

Elephants in the Room: An “Affective Turn,” Or Just Feeling Our Way?

Prior

2019

The Modern Language Journal

129

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Section: Emotions and Elephantsmentioning

confidence: 99%

Elephants in the Room: An “Affective Turn,” Or Just Feeling Our Way?

Prior

2019

The Modern Language Journal

129

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“…Researcher subjectivity, and the ethnography An atheist applied linguist, I stumbled onto issues of religion when researching learning English for settlement among skilled adult Immigrants in east Canada (Han, 2007(Han, , 2018. Being an academic from People's Republic of China (PRC), and a First-Generation Immigrant earning a faculty position in a Canadian university impressed fellow Immigrants at UTCBC, which facilitated access to and building rapport with a multitude of people (Han, 2013).…”

Section: Methodsmentioning

confidence: 99%

Making “Second Generation,” Inflicting Linguistic Injuries: An Ethnography of a Mainland Chinese Church in Canada

Han

2019

Journal of Language, Identity & Education

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Based on a larger ethnography, this article explores intergenerational relationships between First-Generation Immigrants and Second-Generation youth and focuses on psychological damages (Piller, 2016), particularly linguistic injuries, within a new mainland Chinese church in Canada. Specifically, I show why Second-Generation young people were largely separated into the English congregation, with little support from the parent generation in the Mandarin congregation. Drawing on language and non-language ideologies (Bucholtz, 2001) and semiotic processes of differentiation (Irvine & Gal, 2000), particularly fractal recursivity, focusing on relevant practices and discourses, I analyze and delineate linguistic injuries suffered and perpetuated by First-and Second-Generation members. Exploring their origins and manifestations, I tentatively define linguistic injuries as psychological damages caused by judgement based on language or language use at the interpersonal and institutional levels, but originated from "structures" such as ideology and legislation. Implications and future directions of this research are discussed.

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“…Second, religious institutions comprise a type of alternative spaces that can help to put the practices, policies, and underlying ideologies of language teaching and learning in educational institutions in the core countries in contemporary times into perspective. Third, dominant language ideologies today, in fact, largely originated in the cross-fertilization between colonialism and Christianity, which has meant that, historically, Christian institutions played a prominent role in language ideology formation, which makes it imperative for us to study these institutions in colonial and post-colonial times to understand its continuity and discontinuity in language issues as well as in social processes (for a more detailed account, see Han, 2018). Indeed, religion continues to work in important ways in language education in particular and in social life in general.…”

Section: Significance and Past Studiesmentioning

confidence: 99%

Language Ideology, Christianity, and Identity: Critical Empirical Examinations of Christian Institutions as Alternative Spaces

Han

Varghese

2019

Journal of Language, Identity & Education

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The teaching and learning of languages has been mainly investigated within educational institutions, especially by applied linguists. However, religious spaces such as churches and church related programs have historically and contemporarily served as important alternative spaces for such teaching and learning to take place. At the same time, such institutions and the way that language teaching and learning unfold in these spaces necessitates both a critical and empirical examination which makes salient the role and consequences of power. The focus of this special issue is to provide examples of studies which seek to fill this gap. This introduction serves as a way to set up this special issue and the articles within it by making salient the themes of language socialization, language ideology, identity, Christianity, ethnography and systems of power, as well as showing how the four studies in this special issue speak to the aforementioned gap and these themes.

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Studying Religion and Language Teaching and Learning: Building a Subfield

Cited by 53 publications

References 75 publications

Elephants in the Room: An “Affective Turn,” Or Just Feeling Our Way?

Elephants in the Room: An “Affective Turn,” Or Just Feeling Our Way?

Making “Second Generation,” Inflicting Linguistic Injuries: An Ethnography of a Mainland Chinese Church in Canada

Language Ideology, Christianity, and Identity: Critical Empirical Examinations of Christian Institutions as Alternative Spaces

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