Toward greater diversity and social equality in language education research

Costa, Peter I. De

doi:10.1080/15427587.2018.1443267

Cited by 14 publications

(6 citation statements)

References 11 publications

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“…More specifically, I analyze the way they respond to exclusionary ideological practices in EFL textbooks and how they employ English to foster dialogicity through the use of problem‐posing methods (Freire, 1970/2005). Bearing in mind how language acquisition processes are embedded in relations of power and inequality necessitates, inter alia, the need to study how learners and teachers of English position themselves within a specific community, along with how this same community positions them (De Costa, 2016, 2018). My main aim is to gain nuanced insights into the way teachers construct their knowledge and create meaning as EFL teachers in marginalized educational contexts.…”

Section: Methodsmentioning

confidence: 99%

“…Since then, critical applied linguists such as Alastair Pennycook (1994), Suresh Canagarajah (1999), and Adrian Holliday (2013) have underscored the hegemonic role that English plays in marginalizing other languages, cultures, and speakers. Mindful of this common critique, and in tandem with the increasing focus within applied linguistics on social equality in language education research (De Costa, 2016, 2018), there is a need to reevaluate the alternative role that English could ethically play in shaping local and global education programs in terms of teaching values and promoting social justice and understanding. Against this backdrop, this article investigates how transformative English as a foreign language (EFL) pedagogies could be brought into productive conversation with hegemonic and linguistic‐imperialist models in their critique of English as an oppressive language that encroaches on other languages and cultures.…”

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confidence: 99%

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Linguistic Citizenship in the EFL Classroom: Granting the Local a Voice Through English

Awayed-Bishara

2021

TESOL Quarterly

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This article examines the constitutive role of English as a foreign language (EFL) as a cultural discourse of action and empowerment through which teachers in marginalized, specifically conflict‐ridden, educational contexts act as agents of social and educational change. Although current approaches to teaching English accentuate its transformative role, EFL pedagogies still often reproduce hegemonic and exclusionary ideologies. Drawing on an ethnographic EFL classroom case study, the author conducts a critical discourse analysis of dialogue journals within the theoretical frameworks of foreign language education, critical pedagogies, and linguistic citizenship. The article examines the dynamics surrounding the way two preservice Palestinian Arab teachers in Israel respond to imposed linguistic and educational subjectivities, and their political agency in contesting unequal EFL policies. Contesting exclusionary ideologies in EFL textbooks, fostering dialogicity in EFL classrooms, and increasing students’ agency and reflexivity in EFL programs could strategically promote the discursive role of English as an instrumental tool for implementing local–global understanding and social justice. English, in this sense, offers an important discursive terrain for teachers and learners to negotiate conflicts and engage in justice‐oriented dialogue.

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Section: Methodsmentioning

confidence: 99%

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confidence: 99%

Linguistic Citizenship in the EFL Classroom: Granting the Local a Voice Through English

Awayed-Bishara

2021

TESOL Quarterly

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“…As a consequence, social issues are left unattended (Ennser‐Kananen, 2016). In recognizing the educational and transformational potential of language classrooms, critical educational linguists (e.g., Canagarajah, 2012; De Costa, 2018; Kumaravadivelu, 2003) have raised the need for teachers to be made aware of “the social, cultural and economic conditions of those who are frequently marginalized and socially excluded” (Gray & Morton, 2017, p. 103).…”

Section: Introductionmentioning

confidence: 99%

Language teacher agency for educational justice–oriented work: An ecological model

Peña‐Pincheira

Costa

2020

TESOL Journal

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Recent global social unrest that stems from historical racial, ethnic, and socioeconomic inequality and inequity has elevated the need for language educators to challenge traditional understandings of and practices in the language classroom. Such a development warrants an examination of language teacher agency in contemporary society. To this end and building on recent work on teacher agency in general education and second language teacher education research, we propose an ecological model to investigate teacher agency. Our ecologically oriented model draws specifically on Pantić's (2015) model for social justice and the Douglas Fir Group's (2016) call for an examination of language teaching as impacted by macro-, meso-, and microlevel forces. Through our proposed teacher agency model 8 | THE AUTHORS Romina S. Peña-Pincheira is a PhD candidate at Michigan State University. Her research interests are in language teaching and learning, and the intersections of social justice, civic engagement, and | 11 of 13 PEÑA-PINCHEIRA ANd dE COSTA sociopolitical contexts. Currently, her research is focused on the teaching of English as a foreign language considering the sociopolitical context in Chile.

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“…RP highlights that failure to write a good research proposal may cause inability to be admitted into a higher degree research program or failure to be confirmed as the process of ending one degree of study in higher education (Kivunja, 2016). Consequently, writing research proposal should be viewed as a very complicated process involving several varieties of elements, such as introduction towards data analysis sections to yield convincing research proposal writing through reviewing worth-contributing journal articles (De Costa, 2018;Arifani, 2016;De Costa et al, 2011). Based on this consideration, this article aims to enhance critical writing towards undergraduate students.…”

Section: Introductionmentioning

confidence: 99%

Enhancing Critical Writing towards Undergraduate Students in Conducting Research Proposal

Yamin¹,

Purwati²

2020

AWEJ

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Critical thinking in writing for learners is needed to able to build a sense of crisis towards any issues. This capacity is required to create a framework based on reflecting, exploring, and solving some practical problems in their learning, work, and daily lives. This article aims to enhance critical writing towards undergraduate students in conducting research. The research method used is descriptive method with qualitative approach. The data used to analyze is gotten from many research articles in international journals discussing critical writing to conduct a research proposal. The research discussion and result state that learners' capacity to be familiar with critical thinking writing is essential. It deals with brainstorming the problems of research topics, reflecting, and exploring the issues of research topics. Students should also have the capacity to write the research background, research problem, review of related literature, and research method based on the guidelines of the research proposal. The writing skill relating to the competence of organization, elaborating content, paying attention mechanics, language use, and vocabulary become the leading and supporting capital to be successful in conducting the research proposal.

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Toward greater diversity and social equality in language education research

Cited by 14 publications

References 11 publications

Linguistic Citizenship in the EFL Classroom: Granting the Local a Voice Through English

Linguistic Citizenship in the EFL Classroom: Granting the Local a Voice Through English

Language teacher agency for educational justice–oriented work: An ecological model

Enhancing Critical Writing towards Undergraduate Students in Conducting Research Proposal

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