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July 2018 - December 2018
Publications
Publications (137)
This session explores the relationship between teacher agency, emotional labor, and well-being, focusing on individual practices and institutional contexts. Using examples from a recent case study and our own experiences, we seek to foster a collaborative discussion where participants reflect and dialogue about enacting professional well-being in t...
In this chapter, we introduce the principles and practices underlying qualitative methodologies (e.g., ethnography, case studies, action research) and qualitative methods (e.g., field observations, interviews) that are compatible with socioculturally-oriented SLA theories (e.g., language socialization, identity theory, Vygotskian sociocultural theo...
Educational reforms often precipitate teacher tensions that subsequently impact teacher identity (re)construction. Adopting a community of practice (CoP) framework to examine identity-, belief- and emotion-inflected tensions, and drawing on data from five rounds of interviews, our longitudinal case study traced the identity reformation of an Englis...
In keeping with discipline-specific genre expectations for writing in scientific and technological fields, students enrolled in English writing classes for future engineers are often required to produce collaborative reports on team projects. For freshman engineering students, such collaborative report writing, which constitutes a cornerstone in th...
As a linguistically and ethnically diverse region in China, Xinjiang has received much scholarly attention in multilingual and multicultural education research. Given that minority Uyghur students need to learn three languages (i.e. Uyghur, Mandarin Chinese, and English), and that they generally have limited access to educational resources, some of...
The guest editors, Masatoshi Sato (Universidad Andres Bello) and Shawn Loewen (Michigan State University), feature a collection of empirical studies focusing on the relationship between research and practice in the field of second language (L2) learning and teaching—a much-debated yet rarely-investigated topic. With articles written by like-minded...
Consistent with recent calls to bridge the research–practice divide in second language acquisition, this article reports on the findings of a collaborative autoethnographic study that we, authors of this article, conducted as critical second language teacher educators. Conducting a series of constructive dialogues among ourselves for a semester, we...
Since the beginning of the COVID-19 pandemic and Trump’s branding of the virus as the “China” or “Wuhan” virus, anti-Asian sentiment has swept through the United States, resulting in developments involving antiracist discourse. Our commentary draws upon these events and other recent incidents in the United States to demonstrate the power that words...
As the educational landscape evolves to address emerging international demands (De Costa, Green-Eneix & Li, 2020), teacher educators and researchers have begun to reevaluate what it means to be a ‘good’ teacher within digital classrooms. An area that has not been fully explored is how language (LTC) and (LTE) dialectically occur through the stories...
This case study investigates how one community college instructor in California navigated a set of rules regarding how teachers should feel – feeling rules (Zembylas, 2006) – in the workplace, imposed by a new language policy to accrue emotional capital, embodied emotions developed over time through power structures and daily interaction with stude...
Multilingual learners confront challenges not only in mastering new languages but also in forming new identities. Guided by the investment model, we traced the learning of Chinese and English of two Uyghur women who attended a coastal Chinese university and investigated how they navigated the Chinese mainstream education system to university level....
TESOL teacher education (TESOL TE) research seeks to understand how to prepare ESL and EFL teachers, primarily in regards to language teaching, to navigate and negotiate within their (future) professional contexts (De Costa & Norton, 2017; Yuan & Lee, 2014). Such research continues to examine how in-service teachers attempt to embrace the complexit...
The multilingual turn in TESOL (May in The multilingual turn: implications for SLA, TESOL, and bilingual education. Routledge, New York, 2014) is overdue with the field still viewing languages as separate entities that exist in individuals (Deroo et al. in Envisioning TESOL through a translanguaging lens. Springer, New York, pp. 111–134, 2020). By...
Methodological and theoretical innovations in second language (L2) narrative research have yielded helpful insights into L2 learning and teaching over the past four decades. However, with the creation of this vibrant line of inquiry, new ethical dilemmas have correspondingly emerged. These dilemmas threaten to violate the core ethical principles of...
This is the pre-draft of our editorial piece for our upcoming special issue in the RELC Journal. Please go to this web address: https://doi.org/10.1177/00336882211018540 , or to the RELC Journal website for the final published version.
This editorial piece is the introduction of our special issue on English as a medium of instruction (EMI) and tra...
This is a predraft of our editorial for the Australian Review of Applied Linguistics special issue: Green-Eneix, C. A., De Costa, P. I., & Li, W. (eds) (2021). Problematizing language policy and practice in EMI and transnational higher education. Australian Review of Applied Linguistics, 44(2). https://www.jbe-platform.com/content/journals/18337139...
Problematizing language policy and practice in EMI and transnational higher education:
Challenges and possibilities
Special issue of Australian Review of Applied Linguistics 44:2 (2021)
This article explores the nature of reflective practice in a professional development process based on lesson study. The authors examine how a lesson study model initiates reflection as a meta‐action scaffolding reflective practice among teachers of English as a foreign language (EFL) at a university in Turkey. Fieldnotes, interviews, and audio dia...
This chapter explores the sociopolitical implications of adopting multilingual pedagogies in teacher education. More specifically, the authors draw on data from a qualitative inquiry of how racism manifested and was addressed and ignored within an online undergraduate ESL methodology course for pre-service teachers (PSTs). Classwork from PSTs and i...
The 40 th anniversary of the Journal of Language and Social Psychology occurs around the corner of another anniversary, the language motivation field reaching 60 years. At this occasion, we pause to reflect on the contribution of language motivation research to language teaching practice. We argue that this contribution has been negligible and put...
Within TESOL over the past two decades, much of the vibrant discussion on the native/non-native English-speaking teacher (NEST/NNEST) ideological dichotomy has begun to put race front and center. It is this centering of race that forms the focus of this chapter. To this end, we examine the ideologies surrounding language, the language learner, and...
Identity research in second language acquisition (SLA) and second language teacher education (SLTE) attempts to (1) understand how, through language, an individual achieves a sense of belonging within a sociocultural context, and (2) how relationships change over time and space as individuals traverse physical and cultural borders. Building on thes...
This introduction builds on De Costa et al.'s (2016, 2019) notion of linguistic entrepreneurship, which is defined as "the act of aligning with the moral imperative to strategically exploit language-related resources for enhancing one's worth in the world" (2016: 696). The four empirical studies and two critical commentaries that constitute this sp...
The global spread of English has made it the dominant language in academic publishing (Hyland, Ken. 2015. Academic Publishing: Issues and Challenges in the Construction of Knowledge . Oxford: Oxford University Press). Influenced by enterprise culture, scholars from peripheral non-Western countries face mounting pressure to publish in English (Curry...
This case study explores the experience of a Chinese-born postdoctoral STEM scholar, Miles, who has lived in the United States for six consecutive years. Our research illuminates Miles’s complex identity-making process by taking a close look at his language practices and language ideologies. Guided by identity theory (Norton 2013; De Costa/Norton 2...
Recent global social unrest that stems from historical racial, ethnic, and socioeconomic inequality and inequity has elevated the need for language educators to challenge traditional understandings of and practices in the language classroom. Such a development warrants an examination of language teacher agency in contemporary society. To this end a...
In this chapter, we present two case studies of a pre-service and in-service teacher as they make sense of translanguaging as theory and pedagogy with particular attention to their adoption of a translanguaging stance. Specifically, we asked: What course and field experiences support PST and ISTs' adoption of a translan-guaging stance as a part of...
The growing concern for ethics in applied linguistics may be attributed to attempts to stem the rising incidence of ethical lapses in order to ensure that the core ethical principles of (1) respect for persons, (2) yielding optimal benefits while minimizing harm, and (3) justice are preserved. Following a brief historical review of this topic, and...
Linguistic racism is magnified when a speaker is multilingual and shuttles between different languages and language varieties. This reality is underscored in this commentary that reviews four empirical studies that comprise this special issue on linguistic racism. We see linguistic racism enacted in different forms and contexts: through racial micr...
Language policies generally seek to establish, regulate, and conform linguistic practices – whether explicit or implicit – that occur within an ‘authorized’ domain. While there are multiple levels (societal, institutional, and interpersonal) at which such policies are enacted (Hornberger & Johnson, 2007), academic institutions are often significant...
The Annual BAAL Conference, 29-31 August, 2019, Manchester, UK (https://www2.mmu.ac.uk/education/baal/)
Colloquium: “Problematizing Language Policy and Practice in EMI and Transnational Higher Education: International Perspectives”,
Organized and Convened by Peter de Costa, Curtis Green-Eneix, & Wendy Li (Michigan State University);
Discussant...
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 entrepreneurship is used as a framework to guide this paper that examines the growing influence of neoliberalism within t...
The Cambridge Handbook of Language Learning - edited by John W. Schwieter June 2019
Cambridge Core - Applied Linguistics - The Cambridge Handbook of Language Learning - edited by John W. Schwieter
A limited ability to pursue postsecondary education often leaves English language learners (ELLs) with a gamut of negative emotional experiences. Using an emotionally oriented framework to guide our study, this article focuses on the experiences of two female South Asian students who graduated from different U.S. high schools. We explored what emot...
Building on recent calls to examine the material realities of people’s lives, our paper explores how developments in ecological approaches to second language acquisition (SLA) and recent SLA identity work can help advance the language policy and planning (LPP) research agenda. To this end, we draw on (1) the multi-level transdisciplinary framework...
The exponential growth of research and enormity of the body of knowledge that has been accumulated in applied linguistics make the need for quality and reliable synthesis of the available research more pressing than ever. Traditional reviews seek to critique existing research, provide an overview of the research, and/or contextualize a new study. R...
Recognizing the inherent value of refugee youth’s diverse and powerful linguistic and cultural capital, this case study adds to the growing body of research regarding refugee youth’s intersecting identities and multiliteracies by exploring (1) how youth who have settled in the American Midwest as refugees express their emerging notions of identity...
The exploration of links between faith and second language pedagogy has been underexplored, and the emotional experiences of English language teachers of religious faith are even less studied in applied linguistics circles. This qualitative case study is an effort to address this gap in the research by investigating the faith-based emotional experi...
29 June 2018 Issue No:512
http://www.universityworldnews.com/article.php?story=20180626103409378&query=de+costa
Dr. Peter De Costa's commentary on Phan Le-Ha (2017).Transnational Education Crossing 'Asia' and 'the West': Adjusted Desire, Transformative Mediocrity, Neo-colonial Disguise. London and New York: Routledge. Thank you to Peter De Cost...
When collaborating remotely and cross-culturally, negotiating control, navigating ambiguities in context, and recognizing one's own cultural influences require immense amounts of self-awareness when positioning oneself within a project. This is of particular relevance to the field of TESOL as the everexpanding realm of English language education br...
Following the sociocultural turn (e.g., Zembylas in Teaching with emotion: a postmodern enactment. Information Age Publishing, Greenwich, CT, 2005a) in teacher emotion research, we explore second language (L2) teacher emotions from a critical perspective. Such a perspective extends Benesch’s (Considering emotions in critical English language teachi...
In spite of the explosive growth in the global use of English, the subfields of Second Language Acquisition and world Englishes have failed to establish a synergistic relationship that can propel both areas of research forward well into the 21st century. In this pedagogically‐oriented article, we survey how previously established barriers between t...
The growing interest in identity and language education over the past two decades, coupled with increased interest in digital technology and transnationalism, has resulted in a rich body of work that has informed language learning, teaching, and research. To keep abreast of these developments in identity research, the authors propose a series of re...
This Handbook provides a comprehensive treatment of basic and more advanced research methodologies in applied linguistics and offers a state-of-the-art review of methods particular to various domains within the field. Arranged thematically in 4 parts, across 41 chapters, it covers a range of research approaches, presents current perspectives, and a...
This chapter provides an overview of methodologies key to World Englishes inquiry, an empirical field focused on the linguistic and sociocultural dimensions of Global English usage. Despite a continuously growing scholarly interest, few volumes have provided information on methods of empirical investigation. We first outline three major streams of...
The growing interest in identity and language education over the past two decades,
coupled with increased interest in digital technology and transnationalism, has resulted
in a rich body of work that has informed language learning, teaching, and research. To keep abreast of these developments in identity research, the authors propose a series of re...
Ingrid Piller , Linguistic diversity and social justice: An introduction to applied sociolinguistics. Oxford: Oxford University Press, 2016. Pp. 282. Pb. $29.93. - Volume 46 Issue 5 - Peter I. De Costa
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 h...
The notion of translingual practice has gained much currency within college composition and sociolinguistics over the last few years. Translingual practices challenge structuralist conceptualizations of language as discrete, bounded, impermeable, autonomous systems, conceptualizations that unfortunately (1) privilege linguistic codes over nonlingui...
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 a...
This is an ambitious work, covering the whole breadth of the field from its theoretical underpinnings to research and teaching methodology. The Editors have managed to recruit a stellar panel of contributors, resulting in the kind of 'all you ever wanted to know about instructed SLA' collection that should be found on the shelves of every good libr...
What constitutes a “good teacher” and “good teaching” has come under much scrutiny in an age of globalization, transnationalism, and increased demands for accountability. It is against this evolving landscape and the pathbreaking work of the Douglas Fir Group (DFG, 2016) that this special issue engages the following two broad questions: (a) In what...
This article aims to broaden the scope of language teacher identity research by investigating the emotional demands on teachers-in-training and nonnative English-speaking teachers (NNESTs) in particular. We examined how our focal NNEST participant, Puja, was confronted with and successfully negotiated numerous emotional challenges in her first year...
Following Sayer’s (2010) examination of reflexivity and habitus, we focus on the transnational habitus (Darvin & Norton 2015) of Aaron, a Chinese international student at a U.S. university. Specifically, we examine how he wrestled with being identified as an ESL learner despite having attended a U.S. high school. Also exploring the relationship bet...
Drawing on Hyland's (2005) metadiscourse framework, the researchers investigated how two English as a second or foreign language instructors constructed their identity in a teaching philosophy statement written for a master's in TESOL (MATESOL) course. Analyses revealed that both instructors employed almost all metadiscourse resources in the model...
In this article, we survey the debates and questions relating to scalar approaches in the social sciences. Based on a critical review of emergent scholarship, we propose the adoption of scales as a category of practice, arguing that how scales are defined, their relationships conceived, and related to other social categories should be based on how...
Building on research on identity (e.g., Norton, 2013), intercultural communicative competence (e.g., Byram, 2008) and English as a lingua franca (e.g., Dewey, 2012), this article examines how the notion of a global citizen was constructed in a school-based ethnographic study involving students from Asia who were recipients of a Singapore government...
We focus on the learning of English in a Chinese university in Jiangsu and the university’s preferential language policy, which allowed Uyghur minority students from Xinjiang to be enrolled despite their lower scores in the entrance examination. Guided by the constructs of language ideologies [Kroskrity, P. V. (2000). Regimes of language: Ideologie...
The growing emphasis on accountability, competitiveness, efficiency, and profit demonstrates how language education has been impacted by neoliberalism. To bring out the implications of neoliberalism on language education, we explore how language learning is increasingly constructed as a form of linguistic entrepreneurship, or an act of aligning wit...
This chapter considers how education in general and language learning in particular have been affected by processes of globalization. Specifically, I examine how these processes impacted my designer immigrant students. After introducing these processes, I discuss ways in which issues of structure and agency that constitute a poststructural approach...
This chapter situates the methodology used in this study within a postmodern and poststructuralist paradigm. I discuss features of a critical ethnographic case study methodology. Next, I devote some space to describing Oak Girls’ Secondary, the school in which the study is base, and the different social actors in it. Also described is how I gained...
This chapter describes the backdrop of national social engineering against which this Singapore-based study, which explores the language learning experiences of five Grade 9 immigrant students in an English-medium school, is situated. I refer to these students as designer immigrants (Simmons, Economic integration and designer immigrants: Canadian p...
This chapter explores the complex sociolinguistic landscape into which my focal designer immigrant students stepped. The chapter starts with an introduction to the different official languages of Singapore – English, Mandarin, Malay, and Tamil – and Singapore’s national bilingual policy. Following this introduction and in keeping with an earlier di...
In this concluding chapter, I recapitulate key points of interest raised in the preceding chapters. In particular, I reiterate how unequal power relations ultimately affected language learning possibilities among marginalized individuals and emphasize the need to reconceptualize language learning through an ideology and identity lens. Such an under...
This chapter starts with an explanation of the national recruitment system that is currently in place to procure designer immigrant students for Singapore secondary schools. The general overview of the recruitment scholarship process as expedited by the Ministry of Education in Singapore is supplemented by details of how an immigrant student recrui...
Building upon the observations and the assertions made in these previous chapters, this chapter examines the standard English language ideology the immigrant students had to negotiate at Oak. The chapter starts with an investigation of the linguistic practices that were valued and denigrated at Oak and the language ideologies which were embedded in...
To show how their learning trajectories were impacted by the complex, I first trace how the designer student immigrant complex developed both within and across events. In keeping with Wortham and Reyes’s (Discourse analysis beyond the speech event. New York: Routledge, 2015) observation that social identification is best conceived across trajectori...
