Critical applied linguistics Research Papers (original) (raw)

The following study, involving poststructural ethnographic inquiry (Britzman, 1995), seeks to explore and deconstruct (Derrida, 1976) the sociohistorical, discursive construction and negotiation of “language policies” in one university-level English department in Japan. In doing so, the study focuses upon how language policies in the department both reflect and give shape to the discursive bounds of who teachers and students “are/are not,” and “can/cannot” and/or “should/should not” be or become, as participants in tertiary education and as members of Japanese society (Rudolph, Yazan & Rudolph, 2018). The study explores how teachers and students affirm, perpetuate, problematize, challenge and reify notions of “Japaneseness” and “Otherness” in the department, when negotiating language policies (whether explicit or implicit). The study contributes to scholarly dialogue examining how education, and language policies therein, might both embody and (re)produce essentialized and idealized notions of “Selfhood” and “Otherness,” with a specific focus on approaches to the cultivation of guroubarujinzai (individuals equipped for participation in the global community) in tertiary-level Japanese education.

This chapter discusses critical approaches in the examination of representation in language coursebooks in an effort to debunk two educational myths in relation to language teaching materials: the notions that they are neutral and apolitical. First, a review of the main concerns of critical research on representation in language coursebooks is presented. The chapter then advocates for a turn to political economy in the studies of representation in language materials. Political economy refers to the relationships between social, political and economic factors within a capitalist economy. Later, an example of critical analysis of representations in language coursebooks from a political economy perspective is provided. In particular, the analysis is based on a sample of Catalan language coursebooks and the specific concern will be on the representation of housing, against the backdrop of the recent political and economic transformations in Spain in this area. The chapter concludes with suggestions to researchers, materials developers, publishers, teachers and teacher educators interested in applying critical approaches in language education.

This short paper asks how applied linguistics is likely to be affected by ongoing changes in higher education in countries like Britain. In the first part, it refers to (a) a growing role for universities in regional innovation, (b) a move towards project-based teaching, and (c) the digital challenge to established social science methods. Turning to applied linguistics, it then suggests that Manchester University’s Multilingual Manchester project illustrates some of these shifts, combining pedagogy, research and civic engagement in a way that helps to “interpret global issues on a local scale”. Indeed, here the methodological retheorisations associated with terms like ‘superdiversity’, ‘translanguaging’ etc can also play a valuable part, helping non-linguists to make better sense of changing sociolinguistic conditions. But when it comes to understanding how our lives are being reshaping by digital media, it is vital to assert the hard graft of technical skills development as a renewed priority in applied linguistics.

- by Ben Rampton
- •
- Applied Linguistics, Critical applied linguistics

Race and resistance to racism in English language activities in South Bahia Gabriel NASCIMENTO (UFSB/USP) 1 RESUMO: Este trabalho trata do uso de atividades que abordam questões raciais nas aulas de língua inglesa na Universidade Federal do Sul da Bahia (UFSB). Sendo uma instituição nova, a UFSB tem, em seu primeiro ciclo, disciplinas de língua inglesa que permitem desenvolver o aprendizado da oralidade junto com a leitura e escrita. Neste artigo tomamos como base os estudos já realizados sobre identidades sociais no ensino de línguas, e a perspectiva racial que engloba o sentido de raça enquanto signo de resistência. Do ponto de vista metodológico, este trabalho traz dados de uma pesquisa que teve como corpus as atividades realizadas pelos estudantes por meio da proposição de textos e temas pelo professor/pesquisador sobre a questão racial na região. Os dados revelam manifestações dos estudantes que debatem e contextualizam o racismo, a partir dos textos estudados, e através das qu...

Este texto reflete sobre a possível reinterpretação de fundamentos globais de perspectivas críticas de ensinar e aprender língua estrangeira/adicional, em um contexto local de escola pública. As ações pedagógicas analisadas foram
desenvolvidas nas aulas de inglês de duas turmas de oitavo ano do Ensino Fundamental e fizeram parte das atividades de um subprojeto do Programa Institucional de Bolsas de Iniciação à Docência (Pibid). O estudo aponta para
o papel do agenciamento docente, para que expectativas contemporâneas para o ensino de língua estrangeira/adicional (Schlatter; Garcez, 2012;
Monte Mór, 2013a, 2013b) sejam vivenciadas no contexto escolar.

- by Viviane Silvestre
- •
- Critical Pedagogy, Critical applied linguistics

The focus for this extended abstract is on how the integration of arts practices into teaching and learning for learners developing English as an Additional Language can be achieved, an area addressed previously by Cummins & Early (2011). The research was conducted within the Creating Welcoming Learning Environments project in England in 2017-2018 (henceforth CWLE) (AHRC-funded AH/R004781/1). The CWLE project was a follow-on project from the AHRC large grant Researching Multilingually at the Borders of Language, the Body, the Law and the State (henceforth RM@borders) (AH/L006936). The RM@Borders project sought to explore uses of language when people face pain and pressure while at the same time conceptualising and using creative arts methods as a form of language from the earliest stages of the project. The CWLE project built on this work by exploring the potential benefits for teaching and learning of connecting the creative arts methods developed in the RM@Borders project with supportive approaches for learners of EAL.
The CWLE project was achieved through a “creative collaboration”, using John Steiner’s conceptualisation (2000), bringing together creative artists, school-based teachers and teaching assistants, local authority advisory teachers and university researchers. These groups collaborated to explore, in primary, secondary and special schools in England, how specific creative techniques: using music, textiles, drama, film making, crafting, poetry and the spoken word can support a) children’s developing English language skills and b) children’s developing identities, including as multilingual language users.

- by Maryam Almohammad
- •
- Intercultural Communication, Performing Arts, Posthumanism, Migration

The Conference will address a range of critically important issues and themes relating to Food as a cultural as well as social phenomenon that travels across languages, across cultures and across time and space. Plenary speakers include some of the leading thinkers in these areas, as:
Susan Bassnett: Professor at the School of Modern Languages and Cultures, University of Warwick.
Don Kulick: Distinguished University Professor at the University of Uppsala.
David Katan: Full professor at the Department of Humanities, University of Salento.
Gerard Steen: Full professor at the Department of Dutch, University of Amsterdam.

- by Marco Venuti and +1
- •
- Discourse Analysis, Cultural Studies, Critical Discourse Studies, Teaching English as a Second Language

Teaching English Language Variation in the Global Classroom offers researchers and teachers methods for instructing students on the diversity of the English language on a global scale. A complement to Devereaux and Palmer's Teaching Language Variation in the Classroom, this collection provides real-world, classroom-tested strategies for teaching English language variation in a variety of contexts and countries, and with a variety of language learners. Each chapter balances theory with discussions of curriculum and lesson planning to address how to effectively teach in global classrooms with approaches based on English language variation. With lessons and examples from five continents, the volume covers recent debates on many pedagogical topics, including standardization, stereotyping, code-switching, translanguaging, translation, identity, ideology, empathy, and post-colonial and critical theoretical approaches. The array of pedagogical strategies, accessible linguistic research, clear methods, and resources provided makes it an essential volume for pre-service and in-service teachers, graduate students, and scholars in courses on TESOL, EFL, World/Global Englishes, English as a Medium of Instruction, and Applied Linguistics.

- by Chris C Palmer
- •
- Languages and Linguistics, Dialects of English, TESOL, Code-Switching
- by Savaş KILIÇ
- •
- Philology, Languages and Linguistics, Stylistics, Critical applied linguistics

The present research aims at designing an applied linguistics course for the students of literature at the postgraduate level. The inclines of English linguistics and literature are: one is related to the immaculate hypothetical evidence, while the other is related to culture, society, and art, and the various results it can envision which brings it under a specific arrangement. In this study, the researchers refine different hypotheses and theories instead of the issue of further developing exercises and instruction modules. Content Analysis (Lasswell, 1968) has been used as a tool for data collection and the framework applied for this study is Syllabus Designing (Nunan, 1998) because to design a course, syllabus designers animate the feelings, needs, and musings of their students by engaging them in different activities. This can occur if instructors separately investigate standards and examinations with abilities. They, at that point, then made an English Literature class that would be met with a course in building hypotheses, methods, and theories about their experience and the discoveries of their associates (for example, Nunan, 1998; Widdowson, 1984; Candlin, 1984; Nunan and Carter, 2001) in attempting to concentrate in this new era. By then, they are associated and adjusted to the English (literature) courses of consenting to the writer's experience and consenting to the requests of certain researchers who wanted to have a critical application of applied linguistics (Pennycook, 2021). The result shows that a teacher who knows about the reasoning for the plan of the schedule can show what, why, when, where, and how much for the class to instruct much better and all the more proficiently. The research is intended to direct teachers to a basic appraisal of thoughts and the educated application regarding their study halls.

- by Tarim Masood and +1
- •
- Critical applied linguistics, English Literature and Linguistics

In this article, I examine two visions of bilingual education that emerged during the Civil Rights Movement: race radicalism and liberal multiculturalism. I argue that although proponents of both visions believed that bilingual education was necessary for empowering language-minoritized populations, race
radicalism conceptualized this empowerment as liberation from hegemonic Whiteness while liberal multiculturalism conceptualized this empowerment as assimilation into hegemonic Whiteness. I then examine the ways that
the institutionalization of bilingual education erased race radicalism through reframing the debate around whether these programs should be subtractive or additive. I conclude by arguing that this dominant framing of bilingual
education debates continues to reproduce hegemonic Whiteness in ways that marginalize language-minoritized students.

The creative and dynamic practices that multilinguals perform with linguistic and non-linguistic features such as the body, movement, senses, and space have been documented as integral to their repertoire. Drawing on interdisciplinary literature, this article advances the concept of the repertoire through translanguaging drama as a pedagogical practice and examines the resources that can be volitionally mobilised through language learners' perezhivanie, or the emotional, felt and lived through experience. Translanguaging drama was implemented in two English language programmes with adult learners in Canada. While these courses focused on improving English language skills, translanguaging drama was implemented to activate learners' perezhivanie while using their repertoire, which not only facilitated communication in the English language but pushed for agency in using non-linguistic resources. I examine learners' perezhivanie with a subset of data, which included observation notes and learner diary entries. In this article, I emphasize four main interrelated areas: (1) volition and empowerment, (2) meaning-making across languages, (3) embodiment of languagethrough voice modulation, facial expression, and body language-, and (4) language choice triggered by perezhivanie. Implications of the study for furthering the theorisation of language, language learning and the repertoire are discussed.

The legitimacy of the many postcolonial Englishes in the world necessitated an imperative to explore their use in the classroom. This pedagogic imperative in many cases has collided with many problems because of deeply entrenched ideologies in educational systems around the world. This configuration of issues surrounding the sociolinguistics of Englishes has resulted in the burgeoning of scholarly investigations into constraints and possibilities of World Englishes (WE), English as a Lingua Franca (ELF), and English as an International Language (EIL) in classrooms around the world. In this paper, I will argue that Englishes as a pedagogical problem is partly a construction or creation of such investigations and, in many ways, is disconnected from the daily challenges of English language teachers. What is the place of Englishes as an academic pedagogical issue among the myriad of problems teachers face every day? This paper draws on a 3-year localization project in ELT curriculum development in several institutions in Singapore, Indonesia, the Philippines and Vietnam. In particular, it tracks the stories of three teachers in each of the last three countries, to give substance to the paper's argument that the current line of inquiry in the pedagogical "implications" of the sociolinguistics of Englishes is unequal, and usually treats the teacher and the classroom as a recipient, not a co-constructor, of knowledge in the field. Keywords World Englishes • English as a Lingua Franca • English as an international language • Localization • English teacher R. Tupas () English Language and Literature

- by Peter De Costa
- •
- Sociolinguistics, Race and Racism, TESOL, Critical applied linguistics

In this chapter, I provide suggestions as to how communication practices of executive government institutions could be conceptualised and operationalised for a discourse analytic study. I delineate several competing ways in which scholars have written about government communication, flesh out three example analyses of government officeholders' strategic language use, and point at some conflictual aspects of government communication that would merit further linguistic study.

As práticas críticas no processo de ensino e aprendizagem de línguas (Pennycook) têm adquirido cada vez mais espaço no âmbito da Linguística Aplicada. Pesquisas (Rigonato, Urzêda-Freitas, Pessoa, and Silvestre) têm sido realizadas a respeito do ensino crítico de línguas estrangeiras, e discussões pertinentes têm sido levantadas sobre um ensino de línguas que seja problematizador, em que professoras/es se engajem em discussões sociais ao invés de permanecerem alienadas/os e distantes da realidade mais ampla, como outrora já fomos acusadas/os (Cox, and Assis- Peterson). Este artigo busca refletir sobre a minha experiência com o ensino crítico de língua inglesa em um centro de línguas durante o primeiro semestre de 2009 e como a percepção que eu tinha sobre tal perspectiva foi sendo rearticulada na medida em que compreendi que o meu corpo estava presente na minha prática. Para tanto, revisitarei os dados da pesquisa realizada por Urzêda-Freitas em sua dissertação de mestrado. A pergunta de pesquisa que pretendo responder ao final do texto é: Como a minha visão sobre o ensino crítico de línguas mudou durante a minha experiência com tal perspectiva?

- by Lucas Rigonato
- •
- Critical applied linguistics

Cosmetic names today carry more than just information on products' functions or ingredients; they carry dreams, fantasy and stereotypical beliefs of femininity. This study intends to investigate gender representation through advertising language from the perspective of Mills' (1996) Feminist Stylistics. This research explores the naming devices at word and clausal level, stylistic features and rhetorical devices in order to uncover the extent to which prevailing views of gender are either maintained or challenged. It examines how advertisers and copywriters use language to depict women and how language contributes to such depictions. Findings reveal that the noun phrases are dominated by pre modifiers that function as adjectives to describe the cosmetic names. The notion of gender is also represented in various clause types in which women are not encouragingly depicted, while the stylistic features and rhetorical devices used in cosmetic names reveal traits that are stereotypically prescribed to women. Evidences in which the cosmetic names revolve around gender differences and the patriarchal concept of male domination are extensive. This study hopes to contribute in improving advertising practices, as well as to provide awareness in educating buyers to be more critical when decoding advertising language.

- by Nur Syuhada Mohd Radzi
- •
- Media Studies, Sex and Gender, Women's Studies, Languages and Linguistics

This research paper discusses the benefits and implications of bringing authentic assessment into listening comprehension classes. The study was run in 2016 based on a mixed-methods model to research and included 38 college students enrolled in a listening comprehension class at an English Teaching Major (ETM) from the University of Costa Rica (UCR). Data collection instruments included plans of improvement, portfolios, self-assessment forms, teacher-student conferences, verbal calls, and impromptu reflections. Data were validated through several procedures (e.g., triangulation and reflexivity) and analyzed in the form of emerging themes from the information collected. Findings are that authentic assessment can and should be used more in listening comprehension classes to bring assessment and instruction together, as well as to provide opportunities for skills integration. The study yields implications for theory and practice, and it constitutes a proposal to move from traditional to process evaluation, and from norm-referenced testing towards more criterion-referenced assessment. Nonetheless, the aim should not necessarily be a radical 'no' to paper-and-pencil tests, but a more balanced use in combination with other strategies so that assessment becomes more reliable, valid, fair, and authentic for all EFL actors involved.

"In her groundbreaking and innovative study, the author takes us on a fascinating journey through some of Madrid's multilingual and multicultural schools and reveals the role played by linguistic practices in the construction of inequality through such processes as what she calls "de-capitalization" and "ethnicization". Through a critical sociolinguistic and discourse analysis of the data collected in an ethnographic study, the book shows the exclusion caused by monolingualizing tendencies and ideologies of deficit in education and society.
The book opens a timely discussion of the management of diversity in multilingual and multicultural classrooms, both for countries with a long tradition of migration flows and for those where the phenomenon is relatively new, as is the case in Spain. This study of linguistic practices in the classroom makes clear the need to rethink some key linguistic concepts, such as practice, competence, discourse, and language, and to integrate different approaches in qualitative research.
The volume is essential reading for students and researchers working in sociolinguistics, education and related areas, as well as for all teachers and social workers who deal with the increasing heterogeneity of our late modern societies in their work."

- by Luisa Martín Rojo
- •
- Intercultural Communication, Globalization, Teacher Education, Multilingualism

In this research paper I focus on the communication between non-native English speaking air traffic controllers and native English speaking pilots on the example of an American airline aircrafts landing at an airport in Switzerland. In the analysis I compared the collected data with the prescribed phraseology from the manuals, in order to show the difference between the prescribed norms and the actual communication that occurred.

- by Ana-Marija Pliso
- •
- Applied Linguistics, Critical applied linguistics, Linguistics, Language Policy
- by Lynn Mario Menezes de Souza
- •
- Literacy, Teacher Education, Critical Pedagogy, Applied Linguistics

This paper aims at tracing the interface of language and ideology mainly from two angles: philosophy and linguistics covering the period between 1846 and 1989. It deals with reviewing how the term 'ideology' has been dealt with as a concept, negative or positive, in philosophy from a Marxist and post-marxist points of view. It also reviews how the term has been linked to language in philosophical discussions, and how linguists have analysed the (re)construction and transmission of ideas, via language, in relation to the formulation of power relations. The basic arguments that lay behind this paper are that language and ideology are inseparable (Fowler & Kress, 1979) and that any discussion of ideology inevitably invites the discussion of language and its manifestations.

- by Ohood Al-Nakeeb
- •
- Ideology, Critical applied linguistics

Second language acquisition (SLA) is known as both the process of learning an additional language and the field where issues pertaining to the teaching and learning of a second language (L2) are discussed (Ellis, 2010; Nunan, 2001). The field of SLA has experienced exponential growth over the past 3 decades. As Ellis (2010) states it rightly, SLA is "now an established discipline" (p. 182). This is evident in the growth of SLA research, SLA textbooks, and increase in number of theories, principles, and strategies that are found in the field of SLA. While this tremendous advance has been heavily demonstrated particularly in the United States, growth seems sparing in other countries. In fact, few are higher education institutions that offer Teaching English to Speakers of Other Languages (TESOL) programs where SLA courses should normally be offered. Without proper knowledge and understanding of how L2s are taught and learned, it is quite likely that teaching English to non-native speakers in these non-English speaking countries is negatively affected. This paper synthesizes important topics pertaining to SLA to help TESOL experts with some fundamental understanding.

This paper argues that folk linguistic research methods have much to offer critical sociolinguists concerned with linguistic inequalities and power structures. In as much as critical theory considers knowledge as inherently woven into power relations, the folk linguistics research tradition shows that knowledge about language and the sociolinguistic world is not only the domain of academics but also resides, and is actioned, in the community. This paper specifically explores the contribution folk linguistic research methods can make to critical sociolinguistics. The paper argues that folk linguistic methods are not only well-placed to identify and trace community-based claims of knowledge that create and sustain inequalities between languages and speakers, but also allow us to localise sociolinguistic knowledge by understanding local phenomena through local world-views. Ultimately, this helps to decolonise sociolinguistics by voicing, legitimising and indeed applying more ontologies and epistemologies of language than those from the West that generally still dominate sociolinguistic scholarship.

- by Nathan John Albury
- •
- Critical Theory, Folklore, Sociology of Language, Sociolinguistics

Using a critical EAP framework, the current needs analysis or rights analysis study (Benesch, 2001a), examines an EAP Writing Program at an urban Hispanic-serving college in the northeast U.S. Analysis of student-writing portfolios, student, professor, and EAP
Writing-Center survey and interview data showed that restructuring institutional hierarchies better addressed program and student needs instead of a narrow focus on student
“lacks”, “gaps”, or “deficiencies”, a common approach in traditional needs analyses. Using strategic institutional partnerships, the once marginalized EAP Program, primarily serving Generation 1.5 immigrant students, began its first steps in reimagining how to improve program course coherence, communication, content, and student learning objectives, as well as reimagining EAP teacher and student authority, building on and benefitting from stakeholder strengths.

- by Kimberly Helmer
- •
- Critical Pedagogy, Critical applied linguistics, EAP, EAP needs analysis

PPT prepared for students of linguistics

- by Muhammad Asif
- •
- Applied Linguistics, Critical applied linguistics

Principles-based approach (PBA) identifies six principles aimed at helping policymakers, researchers, and practitioners build effective and successful practices within varied contexts while identifying and engaging with the challenges that the implementation of these practices will encounter. PBA builds on the current work on language policy and practice, but instead of
providing a set of standards, it identifies a set of principles that can help policymakers in diverse contexts develop locally appropriate language policies and practices. The application of a set of standards has to be based on assumptions related to the distribution of resources, access to knowledge, and appropriate infrastructure. In addition, the types of methodologies and assumptions about learning and teaching that underlie standards are also based on notions of language teaching approaches which espouse “a particular view of the world and [can be] articulated in the interests of unequal power relationships” [13, 589-590]. Understanding the limitations that such an imposition might pose in different contexts, with varying capacity for achieving these standards, professional organizations such as the TESOL International Association have attempted to collaborate with local ministries of education to develop contextually relevant standards.

A major assumption of critical applied linguistics has been that changing the language attitudes of individual teachers will lead to the development of more linguistically responsive classrooms. Yet, despite decades of such efforts, linguistically responsive classrooms remain the exception rather than the norm. As an explanation for this lack of progress, we propose a raciolinguistic chronotope perspective that brings attention to the broader socio-historical processes that shape the institutional listening subject position teachers inhabit in relation to their students. We apply this raciolinguistic chronotope perspective to classroom interactions collected as part of a multi-year ethnographic study of a bilingual charter school. We end with implications of this raciolinguistic chronotope perspective for re-conceptualizing interventions focused on developing linguistically responsive classrooms. A major project of critical applied linguistics has been to work with teachers to challenge dominant language ideologies in the hope that changes in teachers' attitudes toward minoritized language practices would lead to changes in their teaching practices (Charity-. Yet, despite decades of such work with teachers, the types of linguistically responsive classrooms critical applied linguists seek to promote continue to be the exception rather than the norm. In this article we offer an explanation for why critical applied linguists have not had the systematic impact on mainstream schooling that many of us had hoped for. In particular, we challenge a major assumption at the core of this workdthat changing the language attitudes of individual teachers will lead to the fundamental transformation of schooling. Specifically, we point to the ways that raciolinguistic ideologies (Flores and Rosa, 2015) that circulate in the broader society connect racialized communities with particular linguistic models of personhood (Wortham et al., 2009) that describe them as linguistically deficient and in need of remediation because of supposed verbal deprivation (Bereiter and Engelmann, 1966), a word gap (Hart and Risley, 1995), or other linguistic deficiencies (Valencia, 2010). This model of personhood shapes how the language practices of these communities are heard and taken up by their interlocutors. In schools this can come in the form of teachers correcting racialized students for engaging in language practices that are unmarked when used by white students (Alim, 2007), schools treating the bilin-gualism of racialized students as a liability that needs remediation while treating the bilingualism of white students as an asset (Valdés, 1997), or teachers celebrating rhetorical styles that deviate from conventions for published white authors while

- by Nelson Flores and +2
- •
- Education, Languages and Linguistics, Teacher Education, Sociolinguistics
- by lilia Ait ouarab
- •
- American Literature, English Literature, English language, African Literature

QUESTIONING LINGUISTICS brings together different perspectives on language studies and applications into a single volume and allows readers to examine how linguists of diverse traditions study and use this expert knowledge of language. By doing so, this volume invites us to reconsider the nature and focus of the field of study and questions a number of current thoughts about language theory, application, and use. In effect, the nature of linguistics, linguistic theory, and languages are called into question, as are the methods that we as linguists may take for granted in our developed research traditions.

This paper investigates if and how job advertisements for English language teachers discriminate against candidates with particular backgrounds. Based on an analysis of 77 advertisements (42 from East Asia and 35 from the Middle East), the paper identifies seven factors that are included as key requirements in these advertisements. A number of these factors, such as age, gender, nationality, nativeness and race, are ―biographical‖ in nature and may be used to discriminate against particular populations of candidates. While discriminatory issues were observed in advertisements from both East Asia and from the Middle East, there were some differences between the two regions. The findings of this study suggest that the discriminatory practices that the field has been trying to eliminate are still visible and that more work needs to be carried out to make TESOL an equitable profession.

In short, this essay does for the concept of the assemblage what Deleuze and Giorgio Agamben did for Foucault in their essays on the dispositif: it extracts from a large body of work the core formal features of its operative methodology... more

- by Thomas Nail
- •
- Critical Theory, Sociology, Political Sociology, Social Theory
- by Alastair Pennycook
- •
- Critical applied linguistics

One might wonder what the title of this paper implies. What does one mean when one says English – the industry? Most people know English as a language, perhaps as a global language. Why industry, then? As this paper will outline, English is not only a language. There are a range of commercial, economic, and industrial interests that are affiliated to it. It is these interests that we will call „industry‟ in this paper. In particular, this paper will focus on how the English language relates to the interests of corporations and governments, who use the language to make money and to promote certain beliefs and practices. The paper will also highlight some of the politics that arise as a result of this „marketing‟ and „industrialization‟ of English. The paper will consider how various nationalistic and political agendas are related to English, the industry, and how they work in tandem to create a particular linguistic hegemony (i.e., dominance that is mistaken by most, including the dominated, to be fair and natural).

- by Ahmar Mahboob
- •
- Teacher Education, Critical Pedagogy, Critical Race Theory, TESOL