By Alastair Pennycook
This obtainable advisor and advent to severe utilized linguistics offers a transparent evaluation, highlighting difficulties, debates, and competing perspectives in language schooling, literacy, discourse research, language within the place of work, translation and different language-related domain names. protecting either serious thought and domain names of perform, the e-book is geared up round 5 topics: the politics of data, the politics of language, the politics of texts, the politics of pedagogy, and the politics of distinction. it truly is a big textual content for somebody considering utilized linguistics, TESOL, language schooling, or different language-related fields.
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Extra info for Critical Applied Linguistics: A Critical Introduction
In a recent edition of TESOL Quarterly that I edited, many of the different critical concerns in relation to language teaching were well represented. Awad Ibrahim (1999), for example, discusses how students from non-English-speaking African backgrounds studying in French schools in Canada "become Black" as they enter into the racialized world of North America. This process of becoming Black, as < previous page page_14 next page > < previous page page_15 next page > Page 15 he demonstrates, is intimately tied up with the forms of English and popular culture with which these students start to identify.
But what is power? And, crucially, how do we relate it to language? The notion of power also sits at the heart of the term empowerment, and if we are to salvage anything useful for this bland and overused term, we need to know what version of power we are dealing with. One of the difficulties with the notion of power is that it is used so widely to mean so much (or so < previous page page_27 next page > < previous page page_28 next page > Page 28 little). Consider, for example, some of its popular contemporary uses: power dressing, power to the people, money is power, the power of love.
Gender runs as a theme through a number of other articles, including Rivera's (1999) and Frye's (1999) accounts of participatory research and curricula in immigrant women's education in the United States. , Sanguinetti, 1992/3; Schenke, 1991, 1996), or feminist research agendas (see Sunderland, 1994). Meanwhile, questions of sexuality and sexual identity are the focus of Cynthia Nelson's (1999) analysis of a period of discussion in an English as a second language (ESL) classroom about the implications of two women walking arm-in-arm down the street.