LINGUIST List 26.2861

Wed Jun 10 2015

TOC: L2 Journal 7/3 (2015)

Editor for this issue: Andrew Lamont <alamontlinguistlist.org>


Date: 09-Jun-2015
From: Justin Gonder <helpescholarship.org>
Subject: L2 Journal Vol. 7, No. 3 (2015)
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Publisher: eScholarship - University of California
http://www.escholarship.org

Journal Title: L2 Journal
Volume Number: 7
Issue Number: 3
Issue Date: 2015


Subtitle: Critical Perspectives on Neoliberalism in Second/Foreign Language Education


Main Text:

L2 Journal announces the publication of a Special Issue titled: Critical Perspectives on Neoliberalism in Second/Foreign Language Education
With guest editors Katie A. Bernstein, Emily A. Hellmich, Noah Katznelson, Jaran Shin, and Kimberly Vinall

Accountability, competitiveness, efficiency, profit: While it is not surprising to hear these terms in corporate offices around the world, it is slightly alarming to hear these terms in reference to schools, teachers, and students. Second/foreign language education, like education more broadly, has not only been influenced by the language and logic of the market; it has been responsible for reproducing many of its discourses. The coercive impact of neoliberalism for second/foreign language education is readily observable at multiple levels:

1. Language as a technicized skill
2. Culture as a commodity
3. Language teachers as expendable and replaceable knowledge workers
4. Language learners as entrepreneurs and consumers
5. The creation of a global language teaching industry
6. The emergence of new linguistic markets: Global English

Yet, while language has become both a target and an instrument of neoliberalization, language education offers the possibility to develop the critical capacities of our students as they learn to read the world and to use language to shape and govern it. This special issue has two aims:

a. To contribute to the growing body of research within applied linguistics, sociolinguistics, second language acquisition, and Teaching English to Speakers of Other Languages (TESOL) that investigates neoliberalism’s impact on language education, seeking to denaturalize neoliberal processes and uncover their influences (i.e., Holborow, 2007; Block, Gray, & Holborow, 2012).
b. To create a space for critical perspectives that situate second/foreign language education as a site of potential struggle against the naturalization of neoliberalism, thereby opening the possibility for resistance and change.

Contents of the special issue:

Preface and Introduction to the Special Issue

Preface to the Special Issue
Kramsch, Claire

Introduction to Special Issue: Critical Perspectives on Neoliberalism in Second / Foreign Language Education
Bernstein, Katie A.; Hellmich, Emily A.; Katznelson, Noah; Shin, Jaran; Vinall, Kimberly

Articles

Mapping Conceptual Change: The Ideological Struggle for the Meaning of EFL in Uruguayan Education
Canale, German

“More & Earlier”: Neoliberalism and Primary English Education in Mexican Public Schools
Sayer, Peter

Language Learning as a Struggle for Distinction in Today’s Corporate Recruitment Culture: An Ethnographic Study of English Study Abroad Practices among South Korean Undergraduates
Jang, In Chull

Space and Language Learning under the Neoliberal Economy
Gao, Shuang; Park, Joseph Sung-Yul

Neoliberal Discourses and the Local Policy Implementation of an English Literacy and Civics Education Program
López, Dina

The Coloniality of Neoliberal English: The Enduring Structures of American Colonial English Instruction in the Philippines and Puerto Rico
Hsu, Funie

In the Face of Neoliberal Adversity: Engaging Language Education Policy and Practices
Davis, Kathryn A.; Phyak, Prem

Neoliberalism, Universities and the Discourse of Crisis
Ramírez, Andrés; Hyslop-Margison, Emery


Linguistic Field(s): Applied Linguistics
                            Language Acquisition
                            Sociolinguistics

Subject Language(s): English (eng)
                            French (fra)
                            Italian (ita)

Page Updated: 10-Jun-2015