Critical Approaches in Applied Linguistics [CRITAL] – serie

This volume explores the emergent process of developing translanguaging repertoires among teacher educators, pre- and in-service teachers in different U.S. teacher education contexts. Its empirically based chapters adopt various qualitative methods to unpack the opportunities and challenges and provide implications for critical teacher education. It will be of interest to researchers and teachers in bilingual education, TESOL and social justice.

This volume examines ethical tensions in multilingual education by centering personal narratives from educators, and researchers across diverse contexts. It invites the reader to question whose voices are heard or silenced, how power is negotiated or ignored, and who is included or excluded in language learning spaces. Uniquely grounded in lived experiences, the book offers a rare window into the everyday ethical dilemmas of language education and encourages readers to critically reflect on justice, agency, and responsibility. It is an essential resource for educators, researchers, and policymakers committed to equity and ethical professional development.

This edited volume focuses on the ways in which the COVID-19 pandemic has prompted discussions about diversity, equity, and justice in various types of learning environments, such as classroom and study abroad educational settings, and in different locations, including Australia, Cyprus, Germany, India, and the United States. The volume addresses issues that have arisen from the adaptation of curricular and assessment models to incorporate online communication. Specific chapters highlight the reconceptualization of teachers’ and students’ roles in different interaction settings, as well as the processes of identity construction in online pedagogical environments and of language change in multilingual settings.

Drawing on extensive research in a marginalized community in Bogotá, Colombia, and informed by engagements with diverse communities from diverse contexts, this book offers a groundbreaking perspective on pluriversal applied linguistics for language teaching and research. Through critical ethnography and decolonial praxis, it challenges binary views of language, advocating for a more inclusive and relational approach to linguistic education. By embracing epistemologies from the Global South, this book unlocks new possibilities for language learning, teaching, and research, fostering a more equitable and socially just future in education.

Aquí se habla serves to envision a more just and equitable Spanish language education that centers language learning as a deeply personal, local, and lifelong practice. Organized around long-standing tension points within and outside the field, this volume features a unique set of contributors whose diverse perspectives help to deconstruct disciplinary boundaries and elevate the knowledge and lived experiences of U.S. Spanish speakers. With chapters that include a variety of formats and dialogues between authors, this invaluable resource is collectively crafted by and for students, researchers, educators, and community partners.

This volume illustrates how the adoption of discourse approaches can cast light on the complex and often subtle ways in which gender-based violence (GBV) discursively operates. The focus is on careful theorisations and empirical contributions that foreground GVB as a human rights violation motivated by the gender of the targeted community. The chapters are premised on the belief that the hierarchical social arrangements that are inherent to GVB are symbolically realised through language use. While resonating with previous feminist discourse scholarship, the book explicitly focuses on the theme of GVB. It intends to be a valuable resource for language and gender researchers, and for organisations willing to prevent and respond to GVB.

This volume addresses the politicization of linguistic features indexing sexual and gender non-normativity at the phonological, morphological, and discursive levels. In the context of masculinist, heteronormative, and transphobic backlash around the world, these groundbreaking studies adopt queer, trans, and feminist linguistic perspectives to examine how normativity is resisted and identity is stylized, negotiated, and reproduced in everyday text and talk. Part 1 focuses on self-determination/identification through phonetic and other resources. Part 2 focuses on debates over language reform and change. Part 3 examines the contestation of gender ideology using critical linguistic analytical tools.

Polarisation, the ideological positioning at extreme ends of a continuum actively combating opposite views, is a major concern these days as it spreads beyond the political sphere and permeates public discourse on current socio-political issues. Critical socio-cognitive approaches to discourse analysis provide excellent conceptual and analytical tools to examine such a complex phenomenon. The chapters in this volume explore and identify the most common polarisation strategies for ideological positioning in a variety of contexts, such as climate change, abortion, and gender, as well as in a wide range of digital media, including blogs, social media, corporate websites, and forums.

This volume explores the emergent process of developing translanguaging repertoires among teacher educators, pre- and in-service teachers in different U.S. teacher education contexts. Its empirically based chapters adopt various qualitative methods to unpack the opportunities and challenges and provide implications for critical teacher education. It will be of interest to researchers and teachers in bilingual education, TESOL and social justice.