The Routledge Handbook of the Sociopolitical Context of Language Learning

Cover
Half Title
Series Information
Title Page
Copyright Page
Table of Contents
List of Figures
List of Tables
List of Contributors
Editorial Board
Introduction
Section I The New Sociopolitical Contexts of Language Learning
	1 Present and Future of the Ukrainian Language Teaching and Ukrainian Studies in Europe
		Introduction
		Language Shift From Russian to Ukrainian in Ukraine – the Full-Scale Invasion as a Trigger of Sociolinguistic Changes
		Ukrainian in the Linguistic and Educational Landscape of Europe – New Appearance Or Reinforcement?
		Ukrainian in the System of European Schooling – Adapting to New Realities
		Ukrainian as a Heritage Language: State of the Art in Europe
		Ukrainian Studies in Europe: Decolonization and Language as a Key Component
		Conclusions and Discussion
		Acknowledgement
		Note
		References
	2 Revisiting the Influence of Linguistic Hegemony in Oman: The Choice of English as a Medium of Instruction
		Introduction
		Literature Review
			Students’ Challenges With EMI
		EMI in the Omani Classroom
		Methodology
		Instrument and Participants
		Quantitative Data Analysis
		Findings
			English Subskill Variations
			Listening Subskills
			Speaking Subskills
			Reading Subskills
			Writing Subskills
		Challenges Across Demographic Factors
		Interrelationships in English Language Skills Challenges
		Qualitative Findings
		Language Proficiency and Transfer of Knowledge
		Cultural and Linguistic Considerations
		Balancing Languages in Instruction
		Concerns About Future Opportunities
		Policy Considerations and Recommendations
		Discussion
		Conclusions
		Appendix
			Focus Group Discussion Questions
		References
	3 Does Thailand’s English Language Education Reflect Thainess?: The Case of a Thai Ideology in English Language Learning
		Introduction
		National Language Policy and Nation-Building
			Nation-building, Globalization, and Neoliberalism
			Thainess A.k.a. Kwam Pen Thai
			Language and Identity Vis-Á-Vis Thainess
		Methodology
		Findings and Discussion
			Data Set 1
				Tables
			Data Set 2
				Vignettes
		Conclusion
		Acknowledgements
		Note
		References
	4 Language Education Ideologies in Pakistani Education Policies and Newspapers: Ecology of Languages Or Diffusion of English Paradigm?
		Introduction
			Political Shifts and Language Education Ideologies in Pakistan
		Theoretical Framework: Language Ecology and Diffusion of English Paradigm
		Method
			Corpus Building Process
			Downsampling
			Data Analysis
		Findings
			Policies and Newspapers Frequency Analysis: CQTs/topical Typicality
			Collocation Analysis: Education Policy Documents
			Concordance Analysis: Education Policy Documents
			Collocation Analysis: Newspaper Corpus
			Discourse Historical Analysis of Downsampled Texts
		Discussion of Findings
		Conclusion and Implications
		References
	5 The CEFR and English Language Curriculum Reform in Vietnamese Higher Education: Tensions in Teacher Agency
		Introduction
		The CEFR as a Global Language Policy
		Teacher Agency in Language Policy Enactment
		English Language Teachers in Vietnamese Higher Education
		Methodology
		Agency as Intrapersonal Tensions: Dilemmas of Teaching-To-The-Test
		Agency as Intrapersonal Tensions: Convoluted Use of CEFR-Aligned Materials
		Agency as Intrapersonal Tensions: Contradictory Views of CEFR-Based Testing
		Agency as Interpersonal Tensions: Competing Pedagogies
		Agency as Interpersonal Tensions: Competing Teacher Assessment Procedures
		Conclusion
		Notes
		References
	6 Exploring Intercultural Dynamics in CFL: Experiences of International Students in Chinese Higher Education
		Introduction
		Promotion of CFL: Focusing On Chinese Cultural and Language Elements
		Advancing CFL Promotion: Cultivating Intercultural Understanding
		Globalizing CFL: Embracing Interculturality in Education and Identity Formation
		Perceptions and Experiences of Diverse International Students in China: A Multiregional Study
			Challenges and Support Needs in Pre-Degree Programs
			Striking a Balance in CFL Education: Navigating Mandatory Courses and Cultural Integration
			International Students’ Cultural Adaptation and Intercultural Understanding
			Global Mindset Development Among International Students
		Concluding Remarks and Future Research Directions
		References
	7 The Globalization of the Korean Language in the Context of South Korea–China Relations
		Introduction
		China’s ‘Bans On Korean Culture’
			The THAAD Controversy and Bans On Korean Culture in China
			The Impact of ‘Bans On Korean Culture’ On Korean Language Learning
			In-depth Interviews On Motivations for Learning Korean
		The Globalization of the Korean Language Within South Korea–China Relations
			South Korea–China Friendly Cooperative Relations
			Economic Interdependence
			The Spread of the Korean Wave (Hallyu)
			Migration to Korea (Study Abroad, Employment, International Marriage)
		Conclusion: Sustainable Conditions for the Globalization of Korean Language
		References
Section II Language Learning and Teaching as Advocacy and Social Justice
	8 New Dogma for a Dogma-Averse Age: A Fantasy-Theme Analysis of Pedagogy of the Oppressed
		Review of Literature
		Method: Fantasy-Theme Criticism
			Setting
			Characters
			Action
				Actions of the Oppressed
				Actions of the Oppressors
				Actions of Human Beings
		Rhetorical Vision: Christian-Style Salvation for an Anti-Foundationalist Age
		Conclusion
		Note
		References
	9 Teacher Candidates’ Perspectives On Addressing Social Justice in English Language and Literature Classes Through Critical Pedagogy
		Introduction
		Related Research
		Theoretical Framework
		Methodology
		Research Context and Participants
		Research Design
		Data Collection
		Data Analysis
		Findings
			Perceived Understanding of Social Justice and Critical Pedagogy
				Critical Pedagogy in Mind
				Social Justice in Mind
			Perspectives of Just Teacher and Classroom
				Features of a Just Language and Literature Teacher
				Features of a Just Language and Literature Classroom
			Social Justice Instruction Through Critical Pedagogy
			Benefits and Challenges of Social Justice Instruction Through Critical Pedagogy
				Benefits
				Challenges
		Discussion and Conclusion
		References
	10 Bilingual Education Research in the U.S.: A Critical Analysis of School Choice and Neoliberal Ideologies in Dual Language Programs
		Introduction
		A Brief History of Bilingual Education in the U.S.
		The Influence of (Meta)discourses On Bilingual Education Advocacy
		School Choice and Neoliberal Ideologies in Bilingual Education
		Conclusions and Implications
		References
	11 Implementing Sustainable Education Through Project-Based Learning: A Case Study of L2 Instruction in Tunisia
		Introduction
		Promoting 21st-Century Skills
		Perspectives On Project-Based Learning
		Teacher Involvement in PBL
		Assessing PBL
		Sustainable Learning Through PBL
		Classroom Application of PBL
		Research Methodology
			Instruments of Research
			Study Group
		Findings
		Discussion
		Challenges and Recommendations
		Concluding Remarks
		References
	12 Negotiating Multilingual Language Education Through a Democratic All-Stakeholder Discussion in Cambodian Universities: The Teaching of Less-Learned Languages Other Than English
		Introduction
		Literature Review
			Policy Formation
			Policy Formation in Cambodia
			Research Conceptual Framework
		Methods
			The Case Universities’ Language Programs and Survey Participants
			The Language Programs of the Case Universities
			The Survey
			The Survey Design
			Data Analysis: The Language Curricula and the Survey
		Findings
			The Analysis of Language Curricula
			Survey Findings
				Demographics of the Participants
				Contextual Factors Affecting the Formation of Cambodian LEP
				Human Factors On the LEP
		Discussions
		Conclusion
		References
	13 Learning the Language of Gender and Feminism in Postcommunist Countries of Central and Eastern Europe
		Introduction
		Considerations On Context
		Learning Feminism and Gender in the Transition Period
		A Language of One’s Own
			‘Unlearning’ the Language of Gender
		Navigating Opposition and Learning the Double Language of Activism and Academia
		Learning From the Struggle Against “Retrogressive Mobilization”
		Way Forward and Conclusion
		Notes
		References
	14 Foreign Language Learning in a Welfare Linguistics Framework: The Case of Japanese
		Introduction
		Dominant Ideologies and Practices in Foreign Language Teaching
		Origins and Theoretical Grounding of Welfare Linguistics
		Welfare Linguistics On the Societal Level
		Welfare Linguistics On the Individual Level
		Foreign Language Learning in a Welfare Linguistics Framework
		Discussion and Outlook
		Acknowledgments
		Note
		References
Section III Ideology, Identity, and Language Politics
	15 Creating an Enemy as a Feature of Ideological Discourse: The Case of Contemporary Russian Power in Relation to Ukraine
		Introduction
		Methodology and Terminological Assumptions
		Putin’s Rule and an Outline of His Ideology
		Communist Propaganda. A Historical Overview of the Figure of Enemy
		Enemy Creation in Putin’s Public Discourse
		Conclusions
		Notes
		References
	16 Language Ideologies and Politics of Language in Education in Southeast Asia
		Introduction
		Context of Southeast Asia
		Language Ideologies
		Linguistic Nationalism
		Linguistic Instrumentalism
		English for Development Discourses
		Linguistic Imperialism
		Implications On Language(-In-)education Policies
		Linguistic Dilemma Among Policymakers
		‘More Is Better’ and ‘Earlier Is Better’ Fallacies in ELT
		Parentocracy
		Way Forward
		Rethinking Language For/of Development Discourses
		Linguistic Pragmatism
		Language and Multilingualism as Resources
		Conclusion
		References
	17 Ideology, Language, and Education: The Linguistic Mechanism of Ideology and Its Transformation
		Introduction
		The General Mechanism of Ideology and Its Relations to Education – Exploring the Althusserian Perspective of the Materiality of Signifiers
		The Mechanism of Ideology and Its Pedagogy
		The Language of Neoliberalism and Human Capital
		Ideology and Its Dissolution: How Ideology Can Change
		Ideology as Universality: Ideology, Universals and Education
		Concluding Remarks
		Notes
		References
	18 Learning From Totalitarianism: The Inculcation of Ideology Through Language
		Introduction
		Research Context
		Volksbildung: National Education in Germany From Bismarck to Hitler
		Volksgemeinschaft: The Language of Nazi Policy
			Logicality Via Genitivization
			Ideological Fixation Via Closed Conditionals
			Semantic Shifts: Changes of Meaning
		Conclusion
		Acknowledgements
		Notes
		References
	19 International Students and Neoliberal English-Medium Higher Education: Contextualizing the Impact of Race and Language Ideologies
		Introduction
		The Humanistic and Intercultural Goals of Traditional Higher Education
		Internationalization of Higher Education and of the Curriculum
		Neoliberalism: From an Economic Policy to a Global Framework
		Neoliberalism in Higher Education: Insights On the Student
		Neoliberal Diversity: Equity, Diversity and Inclusion
		Internationalization of Higher Education From a Neoliberal Perspective
		English and Internationalization: Two Inseparable Forces
		Language Ideologies and Norms
			Native-speakerism
			Monolingual Norms
			Raciolinguistic Ideologies
		Conclusion: Ways Forward and Decolonial Insights
		References
	20 Western Language Ideology and Saudi English Identity
		Introduction
		Language Ideology in Saudi Arabia
		What Is Actually Happening in Saudi?
		Conclusion
		References
	21 The Seesaw of Using Cantonese Or Putonghua as the Medium of Instruction for Teaching the Chinese Language Subject in the Post-Colonial Hong Kong Context: A Storm in a Teacup?
		Introduction
		Literature Review
			Brief Historical Background of the Development of the BTP in Hong Kong
			Historical Development of Putonghua as MOI Under the BTP Context
			Comparison of the Teaching Effectiveness Between PMIC and CMIC
			Interplay of Cantonese and Putonghua in Hong Kong
		Discussion and Implications
			Enabling and Constraining Effect From PMIC to the BTP
			Target of PMIC and Underlying Agenda: Policy as Cultural and Structural Resources
			Reexamining the Pragmatic Strategy to Promote Cantonese and Overcome Self-Initiated Discrimination of Putonghua
		Conclusion
		Note
		References
	22 Linguistic Characteristics and Strategies of Charismatic Speakers: A Critical Discourse Analysis of Han Kuo-Yu’s Political Speeches
		Introduction
		Samples of the Study
		Linguistic Characteristics of Charismatic Speakers
			(A) Repetition
			(B) Synonym
			(C) Hyponym
			(D) Antonym
			(E) Collocation
			(F) Exhortation
			(G) Emotive Expressions and Moral Argumentation
			(H) Megalomaniac Expressions
			(I) Stylistic Parallelism
			(J) Rhyme
		Linguistic Strategies of Charismatic Speakers
			(A) Legitimation
			(B) Myth-Making
			(C) Deification
			(D) Self-Glorification
			(E) Antagonization Between ‘Self’ and ‘Other’
			(F) Commonality and Unity
			(G) Metaphorical Conceptualization of Actuality
		Concluding Remarks
		Appendix
		References
	23 Limits of Anthropocentrism: Representation of Environmental Ecology in English Textbooks in Pakistan
		Introduction
			Textual Depiction of Ecology
			Theoretical Considerations in Eco-Studies
			The Current Study
		Methodology
		Analysis and Discussion
			Representation of Nature
			Human-nature Relationship and Reciprocity
			Ecopedagogy and Students’ Lesson Activities
		Conclusion
		References
Section IV Innovative Approaches in Language Learning and Teaching in the New Global Context
	24 Towards Equitable, Diverse and Inclusive Language Models in AI-Enhanced Education Technology for Language Learners
		Introduction
		Large Neural Network Language Models
		How LLMs Are Trained
		Use of AI in Education Technology for Language Learning
		Equality, Diversity and Inclusion in Language Learning
		Language Decolonisation
		Plurilingualism
		AI and EDI in Education Technology for Language Learning
		Conclusion
		Notes
		References
	25 Developing Critical Awareness and Regaining Personal Agency: Autonomous Language Learning as a Personal Liberating Process
		Introduction
		Theoretical Concepts
			Autonomous Language Learning in the Digital Wilds
			Liberatory Autonomy and Critical Media Literacy
		This Study
			The Context
			The Participants
				Focal Participant #1: Yu—For an Alternative Inner Narrative
				Focal Participant #2: Lei—Stay Curious and Critical
			Data Collection
			Data Analysis
				Development of Individual Cases
				Comparative Case Studies
		Case Study 1 (Yu) Findings
			A Motivation
			A Process
			An Outcome
		Case Study 2 (Lei) Findings
			A Motivation
			A Process
			An Outcome
		Discussions
			Regaining Agency and Becoming Critically Aware as Motivations for Autonomous Language Learning
			Regaining Agency and Becoming Critically Aware as Processes for Autonomous Language Learning
			Regaining Agency and Becoming Critically Aware as Outcomes for Autonomous Language Learning
		Implications
		Note
		References
	26 Learning Portuguese in the Context of Climate Change and the Amazon
		Introduction
		The Amazon Rainforest, Human Rights, and Climate Change
		Critical Pedagogy and Global Citizenship in Language Teaching
		Teaching Practices to Promote Global Citizenship
		Language Textbooks and Curriculum
		Teaching Vocabulary
		Animated Films, Short and Long Films, and Documentaries
		Music and Literature
		Arts
		Virtual Exchanges
		Classroom Guests
		Conclusion
		References
	27 Adaptive Learning Methods in Speech-Language Pathology: A Case Study Exploration of Transformative Practices in the Post-Covid Era
		Introduction
		Impact of COVID-19 On SLP Practices
		Literature Review
		Methodology
		Data Processing
			Result Summary of Survey-1
			Adaptive Learning Methods
			Utilization of Teletherapy Platforms
			Application of Teletherapy Platform Model in SLP: Case Study
			Integration of Speech Recognition Technology
			Result Summary of Survey-2
		Discussion
		Conclusion
		Acknowledgments
		References
	28 Technology-Enhanced Scenario-Based Reading Assessment of Pre-Service English Teachers
		Introduction
		Overview of Reading Assessment in Higher Education
		Towards an Authentic Assessment of Reading: A Spotlight On the Scenario-Based Approach
		Developing Technology-Enhanced Scenario-Based Reading Assessment for Pre-Service English Teachers
		Implications and Future Directions
		Acknowledgements
		Notes
		References
	29 Linguistic Landscapes as a Pedagogical Tool to Promote Global Citizenship Skills: Envisioning the Role of Service Learning
		Introduction
		Theoretical Framework
			Linguistic Landscapes: A Proxy to Study Language in Society
			Global Citizenship Education: A Transformative Lifelong Pursuit
			Service Learning
		Linguistic Landscapes to Further Global Citizenship Education: Empirical Evidence
			Critical Thinking Skills and Critical Language Awareness
			Intercultural Competence
				Attitudes
				Knowledge
				Skills of Interpreting and Relating
				Skills of Discovery and Interaction
				Critical Cultural Awareness/Political Education
			(Global) Civic Responsibility and Participation
		Conclusions and Perspectives: Envisioning the Role of Service Learning in Language Education
		Acknowledgments
		References
	30 Assessment of Academic Writing for Undergraduate Nursing Students During COVID-19
		Introduction
		Teaching Writing: Product Approach, Process Approach and Genre Approach
		Present Study
		Proposed Approach During COVID-19
			Humanistic Approach
			Specific Strategies Employed, Challenges Faced, and Lessons Learned
			Assessor’s Opinion About this Study
			Significance of this Study
		Conclusion
		Acknowledgements
		References
	31 Going Beyond War Metaphors: An Educational Intervention About Framing Global Issues
		Introduction
		Theoretical Background
			Frames, Framing and Metaphorical Framing
			War Metaphors and Their Framing Effect
			Metaphor and Education
		An Awareness-Raising Intervention About Metaphor
			EFL Context and Participants
			Teaching-Learning Materials
			Data and Methodological Tools
			Findings and Discussion
		Conclusion
		Appendix
		A) Pre-Task
		B) Task Cycle
			1. Task
			2. Planning
			3. Report
		C) Language Focus
			1. Analysis
			2. Practice
				Activity 1
				Activity 2
				Activity 3
		D) Follow-Up Project
		Notes
		References
Index