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Papers by Peter De Costa

Kubokawa, J. M., Day, A. E., & De Costa, P. I., (in press). Ethnography, linguistic ethnography, and participant observation. The encyclopedia of applied linguistics. Wiley. , 2025

Ethnography is a qualitative research approach used to draw conclusions about how societies and i... more Ethnography is a qualitative research approach used to draw conclusions about how societies and individuals function within cultural practices in communities. The goal then of ethnography is to comprehend cultural practices and their importance to community members. Ethnographers are frequently drawn to complicated social environments that demand further examination to obtain a deep and comprehensive understanding of the social phenomena under investigation. The phrase participant-observation study is often used to describe ethnography. Organized observations, semi-structured observations, and unstructured observations are forms of observations available to researchers as well as roles of full participant, participant observer (partial participant), and non-participant observer. An interpretative approach known as linguistic ethnography examines the immediate local actions of subjects from their perspective, while also considering the underlying linguistic structures, social structures, and cultural settings of these encounters. Linguistic ethnography’s primary focus is on the interaction between words and actions that may have implications across the spectrum of micro- meso-, and/or macro- linguistic, social, and cultural frameworks.

International Review of Applied Linguistics in Language Teaching, 2024

International Journal of Applied Linguistics, 2024

Narrative inquiry has gained traction in applied linguistics as a complementary approach to posit... more Narrative inquiry has gained traction in applied linguistics as a complementary approach to positivistic research, focusing on the subjectivities of individuals' lived experiences and using stories as data, analytical tools, and reporting practice.

Pedagogy, Culture and Society, 2024

English medium instruction (EMI) and critical language education are both relatively established ... more English medium instruction (EMI) and critical language education
are both relatively established areas of education and scholarship.
While the booming trends of EMI have generally foregrounded the
technical aspects of instruction and the related linguistic challenges,
the ongoing development of EMI theory, research, policy,
and practice can be further integrated with critical views. Although
a stream of EMI research based on critical perspectives does already
exist, there is still a considerable place for more serious critical
engagements in this area. Therefore, in this paper we argue for
the development of ‘Critical EMI’ praxis that embraces criticality in
an explicit, inclusive, and coherent manner. Considering that EMI is
a still emerging phenomenon in many contexts, we argue that this
is the right time for endeavouring to help it grow as
a sociopolitically sensitive area in essence while it is developing
roots. We highlight issues of ideology, policy, identity, social justice,
and the politics of English as five essential aspects of criticality in
Critical EMI and further discuss some of the insights that it can offer
in encountering the neocolonial spread and dominance of English.

The Encyclopedia of Applied Linguistics, 2024

International Multilingual Research Journal , 2024

Addressing the ongoing calls to reform teacher education to prepare future teachers to serve stud... more Addressing the ongoing calls to reform teacher education to prepare future teachers to serve students from diverse backgrounds, this introduction reviews recent developments in teacher education to situate our thematic issue on critical teacher education for equitable learning in multilingual classrooms. The five empirical papers and two commentaries included in this issue focus on the connection between language, power, and critical consciousness to address equity concerns in teacher education as it pertains to supporting multilingual learners, asking: how do teacher education programs prepare teachers to work with diverse students in schools where there exists a long-standing history of marginalization and discrimination based on racial, economic, social backgrounds? In this introductory paper, we discuss the contributions of the papers included in the issue and share a vision for new ways for reimagining teacher education for multilingual learners.

Journal of Multilingual and Multicultural Development, 2024

Although English medium instruction (EMI) has received exponential growth of attention in recent ... more Although English medium instruction (EMI) has received exponential growth of attention in recent years, the scope of research on EMI teachers is still limited, and even much less on their emotions. Drawing on an ecological perspective as the theoretical framework, we explored Iranian EMI teachers' emotion labour across the classroom, institutional and sociocultural ecologies. Data were collected from narrative frames and semi-structured interviews. Data analysis revealed three themes in relation to Iranian EMI teachers' emotion labour: (1) classroom ecology: student expectations as impeding effective content enactment, (2) institutional ecology: workload as a hurdle for investment in personal growth and (3) sociocultural ecology: low international collaborations complicating knowledge dissemination. The study shows that beyond their personal proclivities, Iranian EMI teachers face socio-educational challenges that not only complicate their pedagogical effectiveness, but also stop them from imagining the identity of global citizens within the community of EMI practitioners. We also provide implications for EMI teacher educators to draw on the study findings to run teacher education courses that tap EMI teachers' emotions.

International Review of Applied Linguistics in Language Teaching, 2024

The present study explores the contributions of significant others to 10 Iranian English language... more The present study explores the contributions of significant others to 10 Iranian English language teachers' well-being by drawing on self-determination theory. We define significant others as individuals who play a key role in the emotional dynamics that teachers experience and serve as the impetus for those emotional experiences. Data were collected from questionnaires, narrative frames, and semi-structured interviews. Analyses of the data revealed that significant others contributed to the teachers' competence (becoming more agentic), autonomy (alignment and emotion labor), and relatedness (interpersonal emotionality) in relation to their well-being. Our findings indicate that significant others define teachers' relational well-being through shaping their identities, agencies, and emotions in interpersonal interactions and relationships. We also discuss implications for pre-service and in-service teachers as well as for teacher educators, and emphasize the need to develop a more nested understanding of well-being and the myriad of factors influencing it.

Language Learning, 2021

In this Methods Showcase Article, we highlight a qualitative research methodology called netnogra... more In this Methods Showcase Article, we highlight a qualitative research methodology called netnography, an adaptation of ethnography and ethnographic methods applied to researching digital/online communities. We briefly discuss how netnography has evolved from its origins in the fields of consumer research and marketing to its more recent applications in the field of second language acquisition (SLA) for exploring phenomena related to online language teaching and learning. Next, we focus on the specific methods and techniques associated with conducting a netnography, and we propose numerous considerations for SLA researchers who wish to adopt the methodology in future studies. These considerations include various issues such as the recruitment of research participants (e.g., obtaining consent), researcher positioning (e.g., emic perspectives, ethics), the analysis of online multimodal data, and general reporting practices (e.g., protecting participants’ identities). Finally, we close ...

Ethics in applied linguistics research: Evidence and action, 2024

Conflict of interest Integrity Questionable research practices Reflexivity Research ethics Whethe... more Conflict of interest Integrity Questionable research practices Reflexivity Research ethics Whether the goal of research is to produce objective, generalizable knowledge or to develop nuanced, contextualized interpretations of particular phenomena, research methods do not exist in a vacuum. The approaches, techniques, and specific actions chosen by researchers have implications not only for research participants in a given study, but also for the broader community of applied linguists, broader populations being researched, and the communities and societies in which research findings might be applied. As such, research practices can-and must-be situated in terms of ethics, that is, matters of right and wrong, which in turn demand careful consideration of how and by what standards research is evaluated (Hamid, 2010). A core concern of research ethics is the protection of human participants. Necessitated by unethical and at times monstrous treatment of research participants in fields such as medicine and psychology, the protection of research participants became legally codified in the United States (see The Belmont Report, National Commission for the Protection of Human Subjects of Biomedical and Behavioral Research, 1979) and other countries around the world. This codification of research ethics led, in many places, to the formation of ethical review boards to provide oversight at academic and other research institutions. These boards primarily focus on protecting participants through managing risk, preserving participant rights, and ensuring that participants in research provide informed consent. This institutionalized, bureaucratic approach to research ethics, characterized by Kubanyiova (2008) as 'macro-ethics' (following Guillemin & Gillam, 2004), might be reasonably effective in avoiding more serious violations of rights and harms to participants. At the same time, researchers may errantly assume that their practices are ethical as long as their study protocol was approved by an institutional ethics board. In contrast to macro-ethics, Kubanyiova characterized 'micro-ethics' as the multitude of day-today decisions applied linguistics researchers make with ethical implications for their participants. While micro-ethical issues may not be individually as serious as some macro-ethical concerns, they are frequent and can pile up, adversely affecting the experiences of participants and researchers, and ultimately compromising the ethical quality of a research endeavor. Without minimizing the importance of human subjects' protection at the macro or micro level, it is at the same time important to emphasize that the scope of research ethics is broader, including (at least) the following areas of concern (Steneck, 2007): • Mentor and mentee responsibilities • Collaborative science • Peer review • Data acquisition, management, sharing, and ownership Contents lists available at ScienceDirect Research Methods in Applied Linguistics

Research Methods in Applied Linguistics , 2024

Studies in Second Language Learning and Teaching, 2024

This article presents a narrative inquiry of a Chinese heritage mother to theorize and explicate ... more This article presents a narrative inquiry of a Chinese heritage mother to theorize and explicate how historical, relational, and spatial processes impacted her negotiation with power and agency in relation to her own heritage language (HL) identity development. A narrative approach enables us to draw on participant counter-stories against master narratives that erase experiences of marginalization of Asians in Asian language education in the United States. We do this through a model of HL identity development (Zhou & Liu, 2022) supplemented by an AsianCrit lens (Iftikar & Museus, 2018). We show the importance of normalizing Chinese as a HL outside of the home in terms of language maintenance as well as the impact such normalization has on the development of an affirmative Chinese HL identity. We add that spaces for such identity development

RELC Journal , 2024

Although numerous studies about the experiences of teachers in English-medium instruction (EMI) a... more Although numerous studies about the experiences of teachers in English-medium instruction (EMI) and Content and Language Integrated Learning (CLIL) include calls for greater collaboration between content subject teachers and their English (or second language) teacher counterparts, few describe actual collaborative relationships. In this Kazakhstan-based qualitative study, we applied a teacher agency framework to answer three questions: (a) What challenges do university teachers face when delivering an EMI curriculum?; (b) What collaborative practices do teachers experience?; and (c) How do teachers use collaboration to negotiate the challenges they face? Through observations, participant journals, semi-structured interviews and document analysis, we discovered that teachers found their students' low levels of engagement and English proficiency, their institution's critical observation culture and the ever-changing national and institutional policy landscape to be challenging. By co-authoring research, exchanging advice and coteaching, the teachers responded agentively to institutional and ideological structures, thus demonstrating how relational agency can have a resourcing effect on teachers' experiences. These findings shed light on the ongoing discussion of teacher agency and yield important implications for teachers, teacher education programmes and researchers.

Educational Philosophy and Theory, 2023

Building on the long-standing tradition of challenging oppression and questioning whose interests... more Building on the long-standing tradition of challenging oppression and questioning whose interests are being served in the field of language education, we report on a study that involved a group of U.S.-based graduate students who collaborated with a ninth-grade English teacher in Nepal. The study comes out of a larger project that sought to internationalize the curriculum of a graduate educational linguistics course at a U.S. university. At the heart of this internationalizing curriculum endeavour was a commitment to expose graduate students in the U.S. to the issues of language teaching outside of the U.S. This was done through co-designing of a unit of lessons, with six graduate students meeting virtually with their teacher partner, Ditya, in Nepal over the course of a semester. The graduate students and Ditya constitute our research participants. The graduate student participants learned about the need to develop pedagogical materials that were relevant to the local context in Nepali classroom, and not attempt to transplant a Western-centric curriculum onto the Nepali classroom. In keeping with recent calls to decolonize higher education, we illustrate how critical theory in general and decolonizing pedagogy in particular can be infused into a U.S. graduate curriculum by drawing on the rich, indigenous knowledge and resources of a teacher collaborator from the Global South. We do this by reporting how this critical, decolonizing goal was realized through collaborative professionalism, which is characterized by the sharing of knowledge, skills, and experience to improve student achievement, reflection, dialogue and collective responsibility.

Centering critical multilingual language awareness in language teacher education: towards more evidence-based instructional practices, 2023

Critical multilingual language awareness (CMLA) serves as a valuable heuristic for recognizing li... more Critical multilingual language awareness (CMLA) serves as a valuable
heuristic for recognizing linguistic diversity and, ultimately, contributing
to the transformation of social inequities. The current Special
Issue examines how CMLA development can be fostered through
evidence-based instructional practices in pre-service language teachers.
Building on previous work of critical applied linguists, Prasad and
Lory’s (2020) revised framework places the power domain at its core,
thereby, unifying the other domains, including cognitive, affective,
performance, and social, as identified by James and Garrett’s (1992).
This reconceptualization of the five domains of CMLA forms the
foundation for the empirical-based instructional practices to CMLA
development in language teacher education, which are the focus of
the current special issue. The six studies and two commentaries
demonstrate how CMLA can move from pedagogical stance to evidence-
based practices across various educational contexts worldwide.
By creating opportunities for pre-service teachers to identify
how language and power intersect in their respective lives and educational
settings, the authors in the special issue contribute to an
expanding CMLA pedagogical toolkit. This toolkit aims to counteract
the prevalent deficit perspective on multilingualism, aligning instead
with asset-based pedagogic approaches, the call to decolonize pedagogy
and the broader call for social justice.

International Review of Applied Linguistics in Language Teaching , 2023

Given the significance of creating an inclusive academic environment for international students, ... more Given the significance of creating an inclusive academic environment for international students, our study examines how three newly arrived international students (a Chinese female and two Korean males) navigated the institutional and interactional norms in an academic orientation class at a U.S. university. Drawing on nexus analysis, we examine student class disengagement at the intersection of discourses in place, interaction order, and historical body. In particular, we focus on how the Chinese international female student was perceived as being "disengaged" and "disrespectful" in class by her Korean graduate male classmates and her female instructor. Such discursive positioning, we argue, was attributed to the interplay of various factors, such as our student participants' navigation of U.S. classroom participation expectations. Furthermore, we argue that class disengagement should be understood within a wider sociocultural space as such disengagement is interwoven with the broader U.S. classroom discourses and individual participants' past experiences.

Introduction: A Sociopolitical Agenda for TESOL Teacher Education and Why It Matters, 2023

The Language Learning Journal, 2023

Language Awareness, 2023

To better prepare future teachers for an increasingly linguistically diverse student population, ... more To better prepare future teachers for an increasingly linguistically diverse
student population, teacher education programs have integrated critical
language awareness frameworks into their coursework. However, research
on the influence of such coursework on teachers’ critical multilingual
awareness is scarce. Given the importance of developing teachers’
critical multilingual language awareness (CMLA), this case study explores
the impact of experience and course work on a novice language teacher
educator and a pre-service teacher’s emerging CMLA at a large Midwestern
U.S. university. It gauges teachers’ evolving awareness of the five
CMLA domains (cognitive, social, affective, performance and power), with
a particular focus on the power domain. Based on an iterative and recursive
qualitative analysis of interview and course artifact data, this study
shows that teachers are able to develop CMLA through coursework,
especially if they are able to link it to personal experiences. Furthermore,
a deep understanding of the power domain of language builds on (1) an
awareness of the other domains of CMLA—in particular the affective and
social domains—and (2) the ways these domains impact English learners’
equitable access to educational opportunities.

Kubokawa, J. M., Day, A. E., & De Costa, P. I., (in press). Ethnography, linguistic ethnography, and participant observation. The encyclopedia of applied linguistics. Wiley. , 2025

International Review of Applied Linguistics in Language Teaching, 2024

International Journal of Applied Linguistics, 2024

Pedagogy, Culture and Society, 2024

The Encyclopedia of Applied Linguistics, 2024

International Multilingual Research Journal , 2024

Journal of Multilingual and Multicultural Development, 2024

International Review of Applied Linguistics in Language Teaching, 2024

Language Learning, 2021

Ethics in applied linguistics research: Evidence and action, 2024

Research Methods in Applied Linguistics , 2024

Studies in Second Language Learning and Teaching, 2024

RELC Journal , 2024

Educational Philosophy and Theory, 2023

Centering critical multilingual language awareness in language teacher education: towards more evidence-based instructional practices, 2023

International Review of Applied Linguistics in Language Teaching , 2023

Introduction: A Sociopolitical Agenda for TESOL Teacher Education and Why It Matters, 2023

The Language Learning Journal, 2023

Language Awareness, 2023

http://www.tandfonline.com/doi/full/10.1080/14664208.2017.1301136

'Standardization' as Paffey reminds us, 'is … an ideology … which provokes very real responses, p... more 'Standardization' as Paffey reminds us, 'is … an ideology … which provokes very real responses, practices and policies' (p. 2). With this underlying premise, Paffey goes on to examine how language ideologies about Spanish are constructed in Spain's news media to bind Spanish-speaking people together and to construct the notion of a Spanish that is unified in its structure. He does this by analyzing articles from two Spanish newspapers and adopting an eclectic form of critical discourse analysis (CDA) which combines Fairclough's (1992) social-discursive approach, van Dijk's (1985) socio-cognitive approach and Wodak's (1989) discourse-historical perspective. While such a discourse analytic approach affords a relatively sound investigation of the political, economic, and social dimensions of the debates surrounding the use of Spanish, Paffey's analyses would have benefited from a finer linguistic investigation of his chosen texts. For example, the standard Spanish language ideologies discussed in the book could have been analyzed through the lens of Appraisal Theory (Martin and White 2005), which complements Fairclough's (1992) approach in that it is also informed by Systemic Functional Linguistics. In particular, an exploration of attitude (and its affiliated categories of affect, judgment, and appreciation) as elaborated in Appraisal Theory would have added linguistic depth and detail to Paffey's analysis. While I applaud Paffey's decision to examine newspaper articles which appeared in El Pais and ABC over a 10-year period, this decision turned out to be both a strength and weakness of this book. On the one hand, focusing on just two newspapers indubitably serves to contain his scope of investigation and enables him to shuttle between analyzing what appears within individual texts and wider ideological power relations. Paffey's systematic analysis of the texts is also noteworthy. He skillfully layers his analyses across the chapters, which in turn adds

organization of chapters in which language skills are not, as usual, segregated. Moreover, it wou... more organization of chapters in which language skills are not, as usual, segregated. Moreover, it would serve to emphasize the editors' point that: 'whenever possible, they [the four language skills] should be integrated as happens in actual language use'. The suggested activities rounding out each chapter could have been presented in a more organized form, taking into account target readers and contexts of implementation more specifically. Also, a more detailed index, or even a glossary of relevant terms, would have contributed to highlighting the wide range of aspects covered and constructs discussed. Neither these suggestions nor these criticisms (many of which will certainly be due to editorial constraints) detract in any serious sense from the value of this book. Indeed, Esther Usó-Juan and Alicia Martínez-Flor have put forth a relevant and highly readable study of pedagogical issues within the four-language-skills approach to teaching as well as a comprehensive survey of current research and applications. I strongly recommend it to experienced L2 teachers in general, practising skills teachers in particular, and researching teachers as a model of how the four-language-skills approach relates to current L2 instruction and how it may be investigated.

Unlike most introductory Second Language Acquisition (SLA) books which generally cover core SLA t... more Unlike most introductory Second Language Acquisition (SLA) books which generally cover core SLA theories and summarize research findings, this book by Elaine Tarone and Bonnie Swierzbin provides its readers with much hands-on practice in analyzing learner language. Guided by Dick Allwright's (2005) Exploratory Practice framework, the book adopts a case study approach to SLA by focusing on how six ESL adult learners from China, Mexico, and Central Africa use English as they engage in a range of elicitation tasks. The book is organized into an introduction and eight chapters. While Chapters 1 and 2 examine individual differences in L2 learning and survey key SLA theories respectively, the next five chapters (Chapters 3-7) explore how learner language can be analyzed from five different theoretical perspectives: error and target-like use (TLU) analysis, developmental sequence, interactional analysis, referential effectiveness, and complexity of language needed for academic purposes. The last chapter (Chapter 8) provides teachers with advice on how to analyze the language of learners in their own classrooms. Particularly striking is how the authors successfully manage to merge theory and practice throughout the book. Each chapter begins with the introduction of key SLA concepts which are subsequently applied to learner language data. For example, readers are introduced to the concepts of negotiation of meaning, interactional modification, and corrective feedback in Chapter 5, which focuses on learning in interaction. These concepts are then illustrated with sample data of actual language use by the six focal learners drawn from video samples. Following this, readers are then led to an exercise which requires them to put into application the newly introduced concepts. After this initial exercise, the notion of corrective feedback is further developed by the authors who go on to discuss and illustrate the different types of corrective feedback such as explicit correction, recasts, and prompts that are commonly used by teachers and learners. For concept reinforcement, readers are then led to another exercise which allows them to see how the different forms of corrective feedback emerge in the learner data. In short, the carefully engineered movement between theory and practice provides readers with the valuable hands-on and exploratory practice that frames the book. In addition to the video samples of learner language in the DVD which accompanies the book, readers will appreciate the transcripts of the learner language located at the end of the book as well as the list of recommended further readings for each chapter. Also noteworthy are the possible responses to the chapter exercises found in the answer discussion section at the back of the book. This makes this book a valuable resource not only for teacher educators, but also teacher-learners who intend to engage in self-study. The book culminates in a useful guide (Chapter 8) on how to embark on an independent research project with one's own language learners. Especially helpful in this last chapter are pointers on how to protect learners' rights and salient advice on how to collect learner language data. Another strength of this book is how the authors provide a critique of the different approaches to exploring learner language in each chapter. For example in Chapter 3, the authors identify some of the limitations of error analysis as a tool for looking at learner language, before

Pennycook (Eds.). Clevedon, England: Multilingual Matters, 2006. Pp. xv + 249. Every once in a wh... more Pennycook (Eds.). Clevedon, England: Multilingual Matters, 2006. Pp. xv + 249. Every once in a while we come across a book that stirs a strong reaction within us because it forces us to think about beliefs that have solidifi ed without much questioning over time. This collection, edited by Makoni and Pennycook, does exactly that because it provokes us into thinking about how languages have been conceptualized following the strong struc-turalist infl uence of Saussure and subsequent linguists over the past century. In doing so, the contributors embark on a bold process of disinventing languages as they challenge key basic assumptions such as the existence of discrete languages and explore new ways to reconstitute them. In the opening chapter, the editors address the history of the construction of languages. Central to their discussion is the illustration of how languages are invented in certain ways as a result of language ideologies, because it is through languages that power is mediated. Colonialism, in particular, has resulted in the representation of languages as separate and enumerable entities. Additionally, the editors argue for the need to interrogate the real and material effects of such an invention and abandon a static view of language. Instead of focusing on these issues in isolation, the editors maintain that the book examines the complex interrelationships among them, exploring new ways of understanding language. Having laid the groundwork, the next four chapters analyze the insidious effects of Western linguistic imperialism. In Chapter 2, Heryanto examines how the adoption of Western standardized models for languages fails to express and represent the vernacular worlds of Javanese and Malay, and Makoni and Mashiri in Chapter 3 observe how the perspectives of users of African languages are muted as a result of a system of classifi ca-tions used by colonialists in naming these languages. The result of such a coding enterprise is a Western conceptualization of African languages.

Gordon, Reichmuth, Lee & De Costa, 2021

Preface to The Sociopolitics of English Language Testing, 2020

Ethics in Applied Linguistics Research, 2020

Following the sociocultural turn (e.g., Zembylas, 2005a) in teacher emotion research, we explore ... more Following the sociocultural turn (e.g., Zembylas, 2005a) in teacher emotion research, we explore second language (L2) teacher emotions from a critical perspective. Such a perspective extends Benesch’s (2012) examination of teacher emotions from a broad sociopolitical perspective and De Costa and Norton’s (2017) recent call to investigate social issues that L2 teachers face in light of neoliberal impulses within education. We also argue that critically-inflected teacher emotion research needs to take into consideration the social ecologies in which teachers are embedded. As Khong and Saito (2014) rightly observe, teacher emotions are shaped by social, institutional, and personal forces, a point that is instantiated in Wolff and De Costa (2017), who illustrated how the emotions of their focal teacher were shaped by macro-level (e.g., language policy), meso-level (the school environment), and micro-level (teacher identity) forces. Building on these developments, we trace how two Mathematics teachers in English medium of instruction high schools in China and Nepal, respectively, managed their emotions as they used language and other affordances to accomplish their pedagogical goals and accommodate students’ diverse needs in these two distinct contexts.

A chapter in Gary Barkhuizen's edited volume, Reflections on Language Teacher Identity Research (... more A chapter in Gary Barkhuizen's edited volume, Reflections on Language Teacher Identity Research (Routledge, 2017).

This chapter is situated within the larger and irreversible trend towards analysing ethical pract... more This chapter is situated within the larger and irreversible trend towards analysing ethical practices in applied linguistics, given the field's enduring commitment to addressing and resolving language-based problems in the real world (Bygate 2005). Indeed, most applied linguists would not disagree with the core principles of (1) respect for persons, (2) yielding optimal benefits while minimizing harm and (3) justice. Put simply, they are generally committed to an ethical protocol that averts harming research participants in any way. However, how applied linguists go about realizing these principles generally differ, and they are often influenced by the methodological paradigm they subscribe to, their training, the area of research in which they work, their individual personality and the macro and micro factors that shape their research process. Taking this constellation of factors into consideration, this chapter explores the distinction between macroethics and microethics before going on to address how ethical tensions can be addressed before, during and after the data-collection process.

The growing English language learner segment of the student population in the US has had to negot... more The growing English language learner segment of the student population in the US has had to negotiate assimilationist (monolingual) and pluralist (multilingual) views of the role of linguistic and cultural diversity in schools. As observed by de Jong (2013), both assimilationist and pluralist discourses have historically been reflected in US language policies. English language education in the US is further complicated by the absence of a centralised education system, with the education of English language learners largely directed by court cases, federal and state legislation, and voter initiatives (Wright, 2010). Thus to better understand issues which have shaped and continue to shape the US English language education landscape, this chapter explores three key educational policies: the Bilingual Education Act, the No Child Left Behind Act, and the Common Core State Standards. Following a description and critique of these policies, suggestions on how to engage with emergent issues to enhance the learning experiences of English language learners are provided.

Montgomery, D. P., Cinaglia, C., & De Costa, P. I. (2024). Enacting well-being: Identity and agency tensions for two TESOL educators. In Z. Tajeddin & B. Yazan (Eds.), Language teacher identity tensions: Nexus of agency, emotion, and investment (pp. 212–230). Routledge., 2024

Journal of Teacher Education, 2021

Despite the widely recognized significance of critical incidents (CIs) in teachers' professional ... more Despite the widely recognized significance of critical incidents (CIs) in teachers' professional learning, little research has investigated the role of CIs in language teacher identity development. This study attempts to fill this gap by exploring the contributions of a Telegram-based professional development course-framed around CI storying-to the language teacher identity development process of a group of teachers. Data were collected from 10 teachers before, during, and after the course. Data analyses indicated that, before the course, CIs negatively influenced the teachers' agency and emotions. Participation in the course contributed, however, to the teachers' enhanced agency and greater emotion regulation. In addition, the course afforded the teachers an opportunity to experience further professional socialization and collegial engagement. Our findings revealed that during the course, the teachers developed greater expertise in storying their CIs and discussed higher order issues relevant to the multiplicity of identity as connected to sociocultural-educational dimensions. These findings suggest that emotions and agency are two significant identity aspects that are profoundly influenced by and influence CIs. Our article closes with a discussion of the implications of embedding CIs in professional development courses to help teachers (re)construct their identities.

Embracing Diversity, Inclusion, Equity and Access in EMI-TNHE, 2021

This editorial piece is the introduction of our special issue on EMI and transnational higher edu... more This editorial piece is the introduction of our special issue on EMI and
transnational higher education (TNHE). In this piece, we argue for a
centering of diversity, inclusion, equity and access in EMI-TMHE as part
of a larger agenda to create a more socially just field of ELT.

Problematizing EMI language policy in a transnational world, 2020

Qualitative Classroom Methods, 2019

Language Teacher Identities in Teacher Education, 2019

Encyclopedia of Teacher Education, 2019

Linguistic entrepreneurship as a ective regime: organizations, audit culture, and second/foreign language education policy, 2019

Conceived as the act of aligning with the moral imperative to enhance one’s worth in the world th... more Conceived as the act of aligning with the moral imperative to enhance one’s worth in the world through a strategic management of language-related resources (De Costa et al. in Asia Pac Educ Res 25(5–6):695–702, 2016), linguistic entrepreneur- ship is used as a framework to guide this paper that examines the growing in u- ence of neoliberalism within the broader ecology of second and foreign language education policy. To illustrate its in uence, we focus on organizations that are under intense pressure to improve the linguistic capabilities of their members. In particular, the paper expands on the notion of a ective regime to show an increasingly pervasive audit culture that has resulted in some languages and identities being assigned greater value over others. By foregrounding these inequity concerns which arise from quantitative technologies that emphasize standards and measurements, we extend the a ective turn in language policy scholarship and demonstrate how it contributes to the growing body of language policy research that has critiqued the commodification of language education. We close with a call for a critical engagement with the ideological mechanisms that underlie language education policy so that our resistance towards neoliberalism can focus on undoing their effects.

This study explored the negotiation of a Chinese EFL teacher's teaching identity in light of rece... more This study explored the negotiation of a Chinese EFL teacher's teaching identity in light of recent critique of neoliberalism. Ms. Q, our focal participant, worked in a private English school that commodified English, and her main teaching responsibility was to prepare students for the IELTS test. We adopted an agency-centered approach to explore how Ms. Q's professional identity was negotiated in relation to the exercise and investment of her professional agency. In particular, Haneda and Sherman's (2016) job-crafting perspective on teacher agency was adopted to illustrate how Ms. Q was able to go beyond the prescribed teaching role assigned by the school. This move, in turn, contributed to her teacher identity development because she was able to exercise agency within the affordances and constraints of the given work context. Our data include classroom observation, interviews with Ms. Q and her students, Ms. Q's teaching materials and her posts in a Chinese social network (Wechat). Our findings revealed that Ms. Q's investment in constructing the desired teacher identity, that is, to be a good educator, supported her to transcend the prescribed space for teaching practice and make agentic decisions in the classroom that were in accordance with her teaching beliefs.

Locating itself broadly within the ‘sociolinguistics of mobility’ (Blommaert, 2014) and taking he... more Locating itself broadly within the ‘sociolinguistics of mobility’ (Blommaert, 2014) and taking heed of Stornaiuolo and Hall’s (2014) call to ‘trace resonance’ in writing and literacies research, this article works to trace academic literacies across the emerging ‘literacy sponsorscapes’ (Wargo, 2016a) of contemporary culture. Despite its variance and recent resurgence (Lillis and Scott, 2007), academic literacies continues to be reduced to: (1) an instrumentalist and pragmatic pedagogy, and (2) the ability to navigate academic conventions and practices of higher education (Lea and Street,1998),in particular the writing classroom (Castelló and Donahue, 2012). This centered focus, however, is limiting, and silences the more innocuous and less tangible sponsors of academic literacies: mobilities, ideologies, identities, and technologies. Set against the backdrop of globalization, and grounded in two case studies, this article considers how academic literacies are not an ‘and’ but an ‘elsewhere’, thereby emphasizing the importance of sociolinguistic space in academic literacy development. In it, we chart new directions for scholarship and underscore how ideologies shift with mobilities (Pennycook, 2008; Pennycook, 2012), are indexed by identities (De Costa and Norton, 2016; Hawkins, 2005), and extend through technologies (Lam, 2009; Rymes, 2012). By outlining a literacy sponsorscapes framework for studying academic literacies, this article highlights the purchasing power of seeing academic literacies not solely as a field or set of practices, but rather as a locating mechanism for studying a range of hybridized repertoires that are shaped and constituted by the physical and social spaces that contemporary youth inhabit.