Brad Washington | University of California, Berkeley (original) (raw)

Papers by Brad Washington

Despite a rich heritage of an estimated 200 languages representing historical pride and community... more Despite a rich heritage of an estimated 200 languages representing historical pride and community knowledge, multilingualism has been identified as a possible impediment to the continued educational, social, and economic growth of the Republic of the Philippines (Cenoz & Genesee, 1998; Smolicz, Nical, & Secombe, 2007; Tupas, 2014; Wa-Mbaleka, 2014). Progression in the expansion of educational opportunities has been framed as inseparable from the narrowing of the medium of instruction (MoI), identifying English as the sole language not only capable of offering a promising future to Filipino communities, but also the lone language in which the fields of Science, Technology, Engineering, and Mathematics (STEM) are taught at the nation’s universities (Tupas & Lorente, 2014).

The CATESOL Journal, 2016

This study engages with a participatory oral history project that explores 3 themes. First, Cambo... more This study engages with a participatory oral history project that explores 3 themes. First, Cambodian participants included in the study will narrate from their perspectives how the evolution of social engagement and identity among African American and Cambodian refugee communities residing in historically Black neighborhoods of Oakland, California, informed their English language development. Second, it is the author’s intent through data collected for the study to explore participants’ acquisition of English language as a mode of resistance and empowerment for Cambodian refugees in the US. Finally, in detailing the power of oral history to bridge generational, linguistic, and global divides, the participants in this study express the importance of learning English as an additional language for the promotion and preservation of Cambodian history and tradition. The themes of this study will be framed by the theories of microagression and critical race theory in relation to English l...

With the largest number of college students in the world, the People's Republic of China (PRC) se... more With the largest number of college students in the world, the People's Republic of China (PRC) searches to accommodate a population that currently surpasses the capacity of the nation's universities (-China tops world,‖ 2003). According to the Chinese Ministry of Education, there were approximately 120,000 college students from the People's Republic of China studying abroad in 2003 (-Work related to students,‖ 2008). Of the 2003 total, approximately one half chose universities in the United States of America (Kujawa, 2005). From 2007 to 2008, interviews conducted with seven graduate students from the PRC currently studying in the United States of America explored their interests in pursuing American higher education (Washington, 2008). When the Chinese students were asked why they decided to study abroad, their responses were clear: they decided to come to America for the opportunity. During the study, the students discussed amongst themselves what they meant by opportunity. Their reasons for studying abroad included an array of decisions based on education, finance, community, and faith. The United States Department of Education states that the number of Chinese students studying abroad will continue to increase. According to a press release by the Institute of International Education, the total number of Chinese citizens studying abroad in the United States in 2008 was an estimated 80,000 students, an increase of 20% from 2007 (Gardner and Witherell, 2008). In 2004, foreign students contributed $12 billion in the form of college tuition to the United States' economy (Altbach, 2004).

English Language Teaching, 2014

This participatory study utilized the narratives of seven Chinese citizens pursuing masters degre... more This participatory study utilized the narratives of seven Chinese citizens pursuing masters degrees in Teaching English to Speakers of Other Languages (TESOL) in the United States to inform the experiences of global scholars in American higher education. Data was collected through group dialogues where the principal investigator fielded and addressed questions of the participants in navigating their reflections in U.S. classrooms. Findings included themes that challenged the Chinese students’ training in teaching English as a Foreign Language (EFL) prior to pursuing graduate study that included their position as learning English in an ESL (English as a Second Language) context, assumptions made by professors of students learning English as an additional language that negatively impacted student participation, and barriers caused by culture and language that led to challenges when interacting with American scholars. The impact of cultural expectations and norms in American univers...

Asia Pacific Perspectives, 2006

On the eve of the 2005 Asia-Pacific Economic Cooperation (APEC) conference, the governments of th... more On the eve of the 2005 Asia-Pacific Economic Cooperation (APEC) conference, the governments of the Korean peninsula found themselves in familiar positions: security and economic policies determining the immediate future of Koreans were being heavily influenced by foreign nations. Outside interest is high because the Republic of Korea (South Korea) is noted as having the world’s tenth largest economy (Fifield 2005), while the Democratic People’s Republic of Korea (North Korea) is cited as a nation with nuclear weapons and military strength.

Within these over-simplified labels of North Korea and South Korea lie several critical discussions: how will economic stability, the process of reunification, and foreign policy shape the future of the Korean peninsula? What are the perceptions of Koreans about themselves? What is the nature of negotiation between Pyongyang and Seoul, without the mediation and intrusion of other governments? The goal of the following discussion is to further investigate inter-Korean diplomacy to project the vision of a united and stable Korea. Evidence will conclude that the reunification of Korea is inevitable, and has been an ongoing process since the nation’s division.

This research highlights how nonverbal meaning is conveyed in Filipino communication and when it ... more This research highlights how nonverbal meaning is conveyed in Filipino communication and when it is appropriate to use nonverbal communication. This unique form of communication is a cultural and traditional form that is practiced by Filipinos not only in the homeland but also in the diaspora. Evidence from this research suggests that nonverbal communication among Filipinos is just as powerful as written and oral literacy, enriches dialogue and interacts with other forms of literacy such as the written and oral forms. What remains inconclusive is to what extent Filipino nonverbal communication can be defined as a literacy practice in the same way as oral and written communication. An equally important research question is whether this important form of communication will survive the succeeding generations of Filipinos in the diaspora particularly in the United States. Significance Filipinos in the United States currently comprise 2.2 million of the nation's total population (U.S. Census Bureau, American Community Survey, 2004), the second largest group following the Chinese among the Asian immigrant community. Understanding some of their cultural and traditional practices, including forms of communication, contributes to a greater appreciation of and better interaction with this huge community. The activity of the Filipino community in government, education, and business in the San Francisco Bay Area points to the importance and need of gaining a basic understanding of Filipino nonverbal literacy. For the following research, I use the term " discourse community " to mean a form of interaction that is utilized by a specific group of people to connote a shared sense of culture, family, or awareness. This study of the Filipino discourse community addresses the need to understand a component of an important Bay Area culture. Rationale and Key Research Questions The rationale for selecting the Filipino discourse community for the research came as a result of several personal experiences. Although I am not of Filipino descent, through marriage I became familiar with Filipino nonverbal literacy as a specific form of communication. I had made the assumption that I could recognize and utilize this nonverbal literacy, but I had little understanding of how it developed or why it is so significant in communication. Many of my friends and professional colleagues are of Filipino descent, and one of them is my primary research subject. The central research question of my study is: How can Filipino nonverbal communication be defined? The sub questions are the following: 1. How can nonverbal communication be interpreted as a literacy practice? 2. What are the uses of nonverbal communication, such as facial animation, in creating Filipino cultural identity? Methods The research methods used for this study are primarily qualitative, anthropological observations; open ended interviews; and interpretation of texts within a theoretical framework. The theory that informed this research is that other forms of communication are commonly used outside of the realm of written and oral communication. Moreover, forms of communication beyond oral and written forms may not necessarily function as a component of either, but rather can stand alone as a form of expression within a discourse community. The key influences and literature reviewed for this study are from American, other Western, and Filipino scholars in the fields of cultural anthropology and communication, as well as sociological research on exchanges among multicultural societies. Review of the Literature Literacy has been defined as a mode of communication with a guide or system universally recognized by its users (Bakhtin, 1986). Literacy has come in the form of written symbols as well as oral communication. Similarly to the way written communication establishes symbols as a form of literacy practice, Filipino nonverbal communication also relies on a series of facial animations and movements that are consistent and universally understood within its community of users. The nonverbal literacy practice of tapping someone's arm in the Filipino community is understood as an acknowledgement of humor or joy. It is the contention of this researcher that this practice is wholly different from, for example, the pat on the back gesture used commonly in some parts of the United States (Korukonda & Hunt, 1989). The purpose of this literacy practice in the Filipino community is to present an existing understanding of friendship and camaraderie (a defined meaning), in contrast to the pat on the back that has been known to carry many different meanings depending on the situation in which it is used. Oral communication as a literacy practice represents a form of expression that can be more intimate and personal than written literacy (Daft, Lengel, & Trevino, 1987; Ng & Bradac, 1995). Oral literacy, like written and nonverbal literacy requires an audience or receiver of information in its discourse. However, oral communication, like nonverbal communication, is often a physical activity that takes place in the presence of its target audience. (Radio and television broadcasts are common exceptions to this theory). Filipino nonverbal literacy is based on many of the same principles as written and oral communication, but on some levels it is able to occur without the assistance of either. For example, sign language for the hearing impaired is a form of nonverbal literacy that is prevalent in many parts. This form of nonverbal communication has its own system of

This participatory study utilized the narratives of seven Chinese citizens pursuing masters degre... more This participatory study utilized the narratives of seven Chinese citizens pursuing masters degrees in Teaching English to Speakers of Other Languages (TESOL) in the United States to inform the experiences of global scholars in American higher education. Data was collected through group dialogues where the principal investigator fielded and addressed questions of the participants in navigating their reflections in U.S. classrooms. Findings included themes that challenged the Chinese students' training in teaching English as a Foreign Language (EFL) prior to pursuing graduate study that included their position as learning English in an ESL (English as a Second Language) context, assumptions made by professors of students learning English as an additional language that negatively impacted student participation, and barriers caused by culture and language that led to challenges when interacting with American scholars. The impact of cultural expectations and norms in American university classrooms is as critical as language acquisition in determining a sense of belonging and accomplishment for Chinese scholars pursuing TESOL degrees in the United States.

The following study reviews through a sociolinguistic framework how anti-immigration sentiments a... more The following study reviews through a sociolinguistic framework how anti-immigration sentiments against Chinese migrants in the United States led to the exclusionary acts of the 19th century. Utilizing a historiography methodology, the study examines how written and spoken language became the foundation upon which the 1882 Chinese Exclusion Act was enacted. The study is informed through the research of seminal scholars in the fields of Asian and Asian American studies as well as sociolinguistics. It concludes by identifying how the assertions of knowledge about Chinese migrants to the United States by European migrants in the linguistic venues of politics and journalism are utilized to justify racist and oppressive practices. By the application of nativism through language, white migrants were able

This study surveys the arc of Chinese-South African relations in the 21st century to discern the ... more This study surveys the arc of Chinese-South African relations in the 21st century to discern the political motivations, cultural engagements, and economic drivers that have forged those nations' partnerships through the lens of education. In reviewing literature that documents the continued relationship between South Africa and China, the research addresses in what manner has education, specifically student voice, historically driven political change in each country , and to what degree do those narratives inform the narrowing voice of communities in the role of education in exchange for government driven decision-making. Through addressing themes of educational access, global negotiation, and socioeconomic class, the study attempts to develop a foundation for further investigation on the ramifications of balancing educational planning with diplomatic ties.

This study engages with a participatory oral history project that explores 3 themes. First, Cambo... more This study engages with a participatory oral history project that explores 3 themes. First, Cambodian participants included in the study will narrate from their perspectives how the evolution of social engagement and identity among African American and Cambodian refugee communities residing in historically Black neighborhoods of Oakland, California, informed their English language development. Second, it is the author's intent through data collected for the study to explore participants' acquisition of English language as a mode of resistance and empower-ment for Cambodian refugees in the US. Finally, in detailing the power of oral history to bridge generational, linguistic , and global divides, the participants in this study express the importance of learning English as an additional language for the promotion and preservation of Cam-bodian history and tradition. The themes of this study will be framed by the theories of microagression and critical race theory in relation to English language construction.

Books by Brad Washington

Global Intersections of English Language Hegemony and Technological Innovation in the Republic of the Philippines

This volume explores the challenges of teaching and learning Science, Technology, Engineering and... more This volume explores the challenges of teaching and learning Science, Technology, Engineering and Mathematics (STEM) subjects in local languages and local contexts in a range of countries around the world. Many countries around the world, including African countries, have been largely excluded from the transformation that is going on in STEM pedagogy in the USA, where the emphasis is on the importance of language choice and the development of English Language Learner (ELL). STEM subjects in many parts of the world have been taught in a global language, mainly English, rather than using a local language and local curriculum. This creates pedagogical challenges to the teaching of STEM. The contributions to this book review evidence and arguments for the teaching of STEM subjects in local languages and several chapters make this case that this should be considered a human right, both in national educational programs and in development aid.

The CATESOL Journal, 2016

English Language Teaching, 2014

Asia Pacific Perspectives, 2006

This participatory study utilized the narratives of seven Chinese citizens pursuing masters degre... more This participatory study utilized the narratives of seven Chinese citizens pursuing masters degrees in Teaching English to Speakers of Other Languages (TESOL) in the United States to inform the experiences of global scholars in American higher education. Data was collected through group dialogues where the principal investigator fielded and addressed questions of the participants in navigating their reflections in U.S. classrooms. Findings included themes that challenged the Chinese students' training in teaching English as a Foreign Language (EFL) prior to pursuing graduate study that included their position as learning English in an ESL (English as a Second Language) context, assumptions made by professors of students learning English as an additional language that negatively impacted student participation, and barriers caused by culture and language that led to challenges when interacting with American scholars. The impact of cultural expectations and norms in American university classrooms is as critical as language acquisition in determining a sense of belonging and accomplishment for Chinese scholars pursuing TESOL degrees in the United States.

This study engages with a participatory oral history project that explores 3 themes. First, Cambo... more This study engages with a participatory oral history project that explores 3 themes. First, Cambodian participants included in the study will narrate from their perspectives how the evolution of social engagement and identity among African American and Cambodian refugee communities residing in historically Black neighborhoods of Oakland, California, informed their English language development. Second, it is the author's intent through data collected for the study to explore participants' acquisition of English language as a mode of resistance and empower-ment for Cambodian refugees in the US. Finally, in detailing the power of oral history to bridge generational, linguistic , and global divides, the participants in this study express the importance of learning English as an additional language for the promotion and preservation of Cam-bodian history and tradition. The themes of this study will be framed by the theories of microagression and critical race theory in relation to English language construction.

Global Intersections of English Language Hegemony and Technological Innovation in the Republic of the Philippines