Online Academic Collaborations in Situations of Forced Immobility: Lessons from Palestine

We recently published Multilingual Online Academic Collaborations as Resistance edited by Giovanna Fassetta, Nazmi Al-Masri and Alison Phipps. In this post the editors explain how the Covid-19 pandemic has given the world a taste of the forced immobility faced by academics in Palestine.

The moment we had been working towards for almost two years was announced to us via an email that said:

Dear Contributor

“Multilingual Online Academic Collaborations as Resistance” is now published. Your copy will be sent out shortly.

We gladly shared this happy news with our Palestinian colleagues at the Islamic University of Gaza (IUG), and elsewhere around the world, who contributed to the edited collection with their reflections, experience and expertise. The news, however, came at an unprecedented time for many of us: as we were celebrating our joint effort, huge numbers of people around the world were still experiencing severe restriction to their freedom of movement and to their ability to meet with others for work, family or pleasure, as the Covid-19 pandemic meant widespread and severe lockdown rules in most countries, including Palestine.

While a pandemic is an exceptional experience for everyone, some of the effects of lockdown are not new for our colleagues at IUG. The Gaza Strip, where IUG is located, is a tiny territory (only 365 m2) which is home to nearly 2 million people, the vast majority of whom are refugees from other parts of Palestine. It is one of the most densely populated places on earth. IUG’s academics, like all other people in the Gaza Strip, have been enduring a 14-year blockade that has crippled the economy and severely limited people’s freedom to move from/to the Strip for work or personal reasons. Being unable to travel and having to rely on online tools to remain in touch with the rest of the world is thus not a new experience for academics at IUG and the other educational institutions in the Gaza Strip.

Discussing the political and military situation in Gaza is beyond the scope of the newly published book, but the humanitarian, economic and academic repercussions of the blockade – further exacerbated by frequent bombings of the Strip by the Israel Defense Force – are not. Maintaining and expanding knowledge and scholarly work under circumstances of economic hardship, crumbling infrastructures and constant disruption, pressure and fear is beyond challenging. It requires a lot of determination, resilience and the steadfast refusal to give up hope for a better future which is the main component of ‘Sumud’. Sumud is “[…] a very distinct, Palestinian, idea […] the art of living to survive and thrive in the homeland in spite of hardship and under occupation practices” (Marie et al, 2018). This includes the strengthening of academic life through the online national and international exchanges of knowledge and expertise that are a core part of academic growth and advancement.

Driven by the need and the will to be equal partners in international academic collaborations despite the blockade and virtually impassable borders, IUG has, in the recent past, developed online, multilingual collaborations with a range of Higher Education Institutions worldwide, especially in Europe. These involve a large number of academics from a range of disciplines and backgrounds, and academic partners in several countries around the world who strive to connect with their Palestinian colleagues despite the challenges that come from having to work without being able to meet face to face.

Our book Multilingual Online Academic Collaborations as Resistance collects reflections and discussions by seventeen academics from Palestine, Europe and the US who worked hard (online) over many, many months, and through frequent challenges and disruptions, to put together a book that primarily aims to convey the importance of online and multilingual academic collaborations as a form of ‘Sumud’ and of ‘virtual academic hospitality’ (Phipps, A. and Barnett, R., 2007). The interdisciplinary, intercultural nature of the chapters are the book’s strength, although they have also meant many compromises, tricky online discussions, changes, and delays. Different research approaches and subject traditions; unequal availability of resources such as books and journal articles; distinctive academic conventions and expectations have all been negotiated over several months to produce a book that, we hope, is informative in its contents but – crucially – offers an insight into what can be achieved when the will to collaborate and work together is stronger and more powerful than the difficulties faced along the way, especially in contexts of protracted challenges, crises and emergencies.

Drawing, among others, from expertise in TESOL, educational technology, the arts and humanities, architecture and teacher training, the chapters discuss research and capacity building projects that have used (and/or use) multiple languages and online technologies to ensure collaborations across borders. The crucial importance of online communication tools to ensure academic and intercultural collaborations when borders are impassable are at the centre of each chapter, meaning that the authors (unintentionally) anticipated a shift that most academic institutions worldwide had to face in the wake of the Covid-19 pandemic and subsequent lockdowns. As we were putting the final touches to the book’s manuscript, the online teaching and research which the book was discussing suddenly went from being an option needed by a few academics working in exceptional circumstances, to being the only available way to continue working for most educators and researchers worldwide.

However, most of our fellow academics can hope that, in the not so distant future, lives will go back to ‘normal’, and that well-known practices will be resumed. This is not currently an option for our colleagues and friends in the Gaza Strip (nor for other colleagues in similar contexts of protracted conflict and crises) for whom online collaborations will remain the norm even once the Covid-19 pandemic is a thing of the past.

What Multilingual Online Academic Collaborations as Resistance shows is that, even though it cannot and should not replace the freedom to move and live a life free from fear, online collaborations can be fruitful (as well as crucial) when they become a way to resist and defy constraints and a means to reach out to others, to share experiences, to foster mutual growth, and to offer – and receive – academic hospitality. What this book also shows is that the extremely difficult experiences our Palestinian colleagues have had to endure for well over a decade, and the individual and collective resilience and steadfastness (the ‘Sumud’) they have maintained throughout, can be a source of inspiration – and a lesson – on how to keep on going, and growing, through challenging times.

For more information about this book please see our website.

If you found this interesting, you might also like Decolonising Multilingualism by Alison Phipps.

Focusing on Phonology in Child Language Acquisition Research

This month we published On Under-reported Monolingual Child Phonology edited by Elena Babatsouli. In this post, the editor writes about how her new book contributes to the field of child language acquisition research.

Early evidence of philosophical thought on how language is acquired dates back to Classical Greece in the 4th and 5th centuries BC. Even nowadays several language acquisition publications — reviews or actual research — pose the logical problem of acquisition: how language is acquired, known as Plato’s problem. More recently, fundamental philosophical insights waver between two opposing perspectives, namely, the rational (e.g. Noam Chomsky) and the empirical stance (e.g. B.F. Skinner).

For language acquisitionists, there is also a distinct difference between the logical problem of acquisition and the developmental problem of acquisition (Hornstein & Lightfoot 1981).

The distinguished child linguist David Ingram differentiates between research on language acquisition, as one substantiated by ‘what people know’, and research on child language, substantiated by ‘what children say’. Thus, a comprehensive model of child language development needs to combine knowledge of how grammar is practiced during language acquisition, with how learnerability evolves in human offsprings. Furthermore, for such a model to have universal applicability, all aspects of the acquisition of grammar, across all natural languages, and across language acquisition contexts, need to be accounted for.

This necessitates ongoing research into individual children’s linguistic development as well as across several children’s collective developmental linguistic data from infancy and toddlerhood to about school age (i.e. protolanguage). Further elucidation comes by comparing children’s speech outputs (phonological systems) in typical development contexts, in atypical development contexts (i.e. in the presence of disorder or impairment), and in cases where intervention and therapy are practiced.

In the midst of everything, child language data (empirical proof) are the driving force behind theoretical suppositions (rationalizing).

The present volume, On Under-reported Monolingual Child Phonology, adds a tile on the edifice that makes up child language acquisition research, with a particular focus on the development of phonology (i.e. the study of human speech sounds). It has been a while since a compilation of this type has appeared in the book literature, in spite of the gradually increasing upsurge of related research undertaken in the field.

Also, there has not been a volume previously published that attempts to fill in general knowledge gaps that concern scientists, interested colleagues, and novices in child phonological development — some evidence-based, some theoretical, some purely informative.

Like the auburn-haired child on its cover, On Under-reported Monolingual Child Phonology stands out as a unique and singular contribution that pays homage to every child, every parent, every parent-linguist, every scientist, and every group effort (contributors, books, conferences) that makes child language research the vibrant collaborative enterprise that it is.

I am thankful for the opportunity to put this book together and hopeful that it will occupy a deserving place in the procession of similar struggles since the ‘official’ commencement of crosslinguistic child phonological research in the early 20th century.

Elena Babatsouli
University of Louisiana at Lafayette
elena.babatsouli@louisiana.edu

 

For more information about this book please see our website.

If you found this interesting, you might also like An Anthology of Bilingual Child Phonology edited by Elena Babatsouli and Martin J. Ball.

How to Teach Adult Second Language Learners with Limited Literacy

This month we published Teaching Adult Immigrants with Limited Formal Education edited by Joy Kreeft Peyton and Martha Young-Scholten.

Adult education for learners of a new language has always been an extremely diverse sector, with classes taught in different contexts, from universities and community/further education colleges to community and faith-based organizations. Adults also have many different life situations along with varying goals, aspirations, and needs. Most diverse are adult immigrants with respect to their home language as well as educational background and literacy skills. Their diversity presents challenges for teacher training and professional development, challenges which are greatest for full-time teachers as well as part-time teachers and volunteer tutors who work with adults with limited formal education and literacy.

A practitioner survey was conducted by the 2010-2018 EU-Speak Project. Results revealed that limited opportunities exist in most countries for dedicated training or professional development to impart the knowledge and develop the skills needed for effective work with these learners, and it was on this basis that EU-Speak designed six online modules in five languages. These modules continue to be offered by a post-EU-Speak project team and are self-standing and independent of the volume emerging from the project, Teaching Adult Immigrants with Limited Formal Education, which provides readers with more in-depth coverage of module topics, particularly in terms of relevant research. Readers of the volume will discover that there is a dearth of research on these immigrant adults’ language acquisition and, to a somewhat lesser extent, their literacy development. An expectation of the editors and chapter authors is that the volume will inspire readers to contribute to this research base. Accordingly, the online modules facilitate contact with chapter authors, who are also module designers and lead modules when they are delivered.

When all six modules were offered twice from 2015 to 2018, feedback from practitioners was as the EU-Speak team had hoped. Module participants reported that they felt “compelled to explore and research each of the topics” and “happy with the possibility of sharing the resources I found and that some people liked”. They found the content that addresses “the phonological components of language and the books for pleasure reading” especially useful. And they noted they feel much better prepared for their work and have more confidence and more tools.

The project ended in August 2018 and, since then, the EU-Speak team has continued to deliver modules. Most recently (winter 2019), the team delivered ‘Acquisition and Assessment of Morphosyntax,’ adding a sixth language, Italian. Egle Mocciaro, who recently completed her PhD on the Italian morphosyntax of immigrants with limited literacy, helped lead the module with chapter authors and module designers Martha Young-Scholten and Rola Naeb. From May to July 2020, ‘Reading in a LESLLA Context’ is being delivered, led by chapter author and module designer Marcin Sosinski, assisted by Enas Filimban (whose recent PhD addresses immigrant adults’ early reading development in English) and Martha Young-Scholten. Fall 2020 will see ‘Bilingualism and Multilingualism,’ led by chapter author and module designer Belma Haznedar; and in winter 2021, ‘Vocabulary Acquisition’ will be offered, led by chapter author and designer Andreas Rohde with his team in Cologne.

Larry Condelli says about the book, “While there is voluminous research on how children learn to read in their native language, [research on] the learning process for adult second language learners with limited literacy is sparse. [… ] Those who work with adult migrants, to improve their literacy and language skills and integrate them in their new countries, need research-based knowledge to understand how to teach these learners and help them improve their lives. The chapters of this book provide current and insightful research on the reading development process for adult migrants with limited literacy. Each chapter brings to light new research and unique insights into the reading process and fills a void in previously unexamined areas for migrant adults with unique characteristics.”

Martha Young-Scholten, Newcastle University, martha.young-scholten@newcastle.ac.uk

Joy Kreeft Peyton, Center for Applied Linguistics, Washington, DC, joy@peytons.us

For more information about this book please see our website.

If you found this interesting, you might also like Educating Refugee-background Students edited by Shawna Shapiro, Raichle Farrelly and Mary Jane Curry.

Translanguaging and Collaborative Research

This month we published Translanguaging as Transformation edited by Emilee Moore, Jessica Bradley and James Simpson. In this post the editors talk about the research collaborations that led to the book.

The genesis of our new book was our work together on the project Translation and Translanguaging (known as TLANG). TLANG was a large multi-site ethnographic study of communication across languages and cultures in four UK cities. It was led by Angela Creese in Birmingham, and we, the editors of this book, were on the Leeds-based team. From the start we carried out our work collaboratively, an approach that is in some ways quite different from traditional research, and we regarded our participants as co-researchers in the study. This manifested itself in different ways, in relation to the research settings themselves. For example, our work in a capoeira group involved researchers also participating in the class. In the TLANG project’s Creative Arts Labs, which Jessica helped to develop, we also explored how we, as researchers, might work with creative practitioners from across the arts – a dancer, an opera composer, a visual artist, a story-teller – to experience different processes of knowledge construction.

Alongside the TLANG project we were involved in other collaborative research: with a diverse group of street artists in Slovenia (Jessica), with the poets of Leeds Young Authors (Emilee), and with the West Yorkshire community arts group Faceless Arts (Jessica and James). This led to the creation of the AILA Research Network for Creative Inquiry in Applied Linguistics, co-convened by Emilee, Jessica and our Leeds colleague Lou Harvey, who was undertaking research in dramatic inquiry, also working with creative practitioners.

All this prompted us to reflect upon collaborative research processes, and how they appeared to disrupt traditional research hierarchies. We found others who were carrying out research in intercultural communication in similar ways, and equally productively. We’re delighted that some have become authors of chapters in our book. For us, and for our fellow chapter authors, collaborative research allows the inclusion of voices of those who are not typically heard, the voices of those who have ways of knowing and doing that differ from our own. This is important because it makes the creation of knowledge a more democratic process: our explorations take place not only with fellow academics, but with practitioners and participants from different walks of life and work, and on an equal footing. However, we understand that there is still much work to be done in this area, and our concerns are that the current global situation may make this even harder, as borders close, educational systems are disrupted and an international economic downturn seems inevitable.

As with other established translanguaging research, the outputs of the projects reported in our book disturb the boundaries of languages, and those between languages and other communicative modes. Our aim though is to emphasise the relationships and processes, as well as the products, of collaborative research. By examining the relationships that are built for and through collaborative research we want to make the backstage visible, including the challenges and tensions inherent in this kind of research. By looking at collaborative processes we enable insights into the ownership of knowledge in terms of whose voices are heard and whose voices are therefore considered worth hearing. And a focus on the outcomes of collaboratively-produced research allows us to consider their tangible transformative potential, and what might follow.

We had intended to finish by saying how proud we are to have co-edited a book reporting on collaborative research activity: this, as we say in our introduction, presents a welcome challenge to the privileging of the single academic voice. However, writing as we are in May 2020, during a global pandemic and with mobility massively constrained, our thoughts turn to our own collaborative research. Our work together as editors was characterised by convivial meetings at the University of Leeds, continuing in the cafés around the campus. Now we are apart, and all working from home. We barely leave our towns, and easy international travel seems unlikely. All our collaborators and partners are in the same position, and in many cases hugely precarious. What does this mean for the future of collaborative research?

Emilee Moore Universitat Autònoma de Barcelona Emilee.Moore@uab.cat @emooredeluca

Jessica Bradley University of Sheffield jessica.bradley@sheffield.ac.uk @JessMaryBradley

James Simpson University of Leeds j.e.b.simpson@education.leeds.ac.uk @jebsim

 

For more information about this book please see our website.

If you found this interesting, you might also like Making Signs, Translanguaging Ethnographies edited by Ari Sherris and Elisabetta Adami. 

Global TESOL And Why Teaching Needs To Change

This month we are publishing Global TESOL for the 21st Century by Heath Rose, Mona Syrbe, Anuchaya Montakantiwong and Natsuno Funada. In this post Heath Rose talks about how teaching English is changing due to globalisation.

In the 21st century, teaching English has become very different to what it was even a few decades ago. Never before has the world seen a global language to the extent that English is now used. New varieties of English have developed in former British colonies in North America, Africa, different parts of Asia, and Australasia. English has also become a default lingua franca for a global community of speakers who communicate on an international platform across linguistic and geographic boundaries.

These global speakers make up the majority of English speakers today, yet find little to no representation in most TESOL curricula. English is now used to express a mixture of global, local, and glocal cultures and identities, and this has significantly shaped the language and the skills required to successfully use it in diverse business, political, social, and academic settings. Our book aims to explore how the TESOL profession needs to change to meet these changing needs.

The book aims to provide a detailed examination of the incorporation of an international perspective into multiple domains of TESOL, including testing, materials, teacher identity, and student attitudes. Beyond that, we hope to encourage teachers to participate in the still largely untapped research agenda surrounding classroom innovation, which is necessary to make a move to teaching English as a truly global language.

Each of us, as the four authors of the book, have come together to write this book as a collective team of TESOL researchers who are also teaching professionals. We each became interested in teaching English as an international language via our own personal journeys, which have brought with them our unique experiences as teachers and learners. My journey began as a language teacher first in Australia and then for 12 years in Japan, where I became increasingly aware that my students needed to prepare to use English with a diverse and global community of English users.

My co-authors each had their own experiences, first as English language learners themselves in Germany, Japan, and Thailand, and later as English language teachers in a variety of global contexts. These journeys have helped to construct our own perspectives, and underpin our personal motivations to write the book. Our dual identities as researchers and language teachers helps to bring a practical perspective to many issues surrounding the teaching of English as an international language to provide readers with practical answers, but also to prompt critical discussion and reflection on what it means to be an English teacher in the 21st century.

Twitter @drheathrose

For more information about this book please see our website

If you found this interesting, you might also like Preparing Teachers to Teach English as an International Language edited by Aya Matsuda.

Exciting New Multilingual Matters Titles for 2020

We can’t believe the first month of 2020 is almost over! It seems like only yesterday we were decorating the office and singing along to our Christmas playlist. However, if January has seemed like a very long month to you, we have plenty of exciting new titles coming up to fend off the winter blues. Here’s a selection of what we’ve got in store for you this spring…

Global TESOL for the 21st Century by Heath Rose, Mona Syrbe, Anuchaya Montakantiwong and Natsuno Funada

This book explores the impact of the spread of English on language teaching and learning. It provides a framework for change in the way English is taught to better reflect global realities and to embrace current research. The book is essential reading for postgraduate researchers, teachers and teacher trainers in TESOL.

Speaking Spanish in the US by Janet M. Fuller and Jennifer Leeman

This book introduces readers to basic concepts of sociolinguistics with a focus on Spanish in the US. The coverage goes beyond linguistics to examine the history and politics of Spanish in the US, the relationship of language to Latinx identities, and how language ideologies and policies reflect and shape societal views of Spanish and its speakers.

Teaching Adult Immigrants with Limited Formal Education edited by Joy Kreeft Peyton and Martha Young-Scholten

This book aims to empower teachers working with adult migrants who have had little or no prior formal schooling, and give them the information and skills that they need to reach the highest possible levels of literacy in their new languages.

Essays on Conference Interpreting by James Nolan

This book, drawing on the author’s 30-year career, seeks to define what constitutes good interpreting and how to develop the skills and abilities that are conducive to it. It places interpretation in its historical context and examines the uses and limitations of modern technology for interpreting.

 

The Dynamics of Language and Inequality in Education edited by Joel Austin Windle, Dánie de Jesus and Lesley Bartlett

This book contributes new perspectives from the Global South on the ways in which linguistic and discursive boundaries shape inequalities in educational contexts, ranging from Amazonian missions to Mongolian universities, using critical ethnographic and sociolinguistic analyses.

The Emotional Rollercoaster of Language Teaching edited by Christina Gkonou, Jean-Marc Dewaele and Jim King

This book focuses on the emotional complexity of language teaching and how the diverse emotions that teachers experience are shaped and function. The book covers a range of emotion-related topics on both positive and negative emotions, including emotional labour, burnout, emotion regulation, resilience, emotional intelligence and wellbeing.

 

Seen something you like? All these titles are available to pre-order on our website and you can get 50% off this month when you enter the code JANSALE at the checkout!

How Language, Religion and Society are Interconnected

We recently published Language Maintenance, Revival and Shift in the Sociology of Religion edited by Rajeshwari Vijay Pandharipande, Maya Khemlani David and Miriam Eisenstein Ebsworth. In this post the editors introduce us to their new book.

Language Maintenance, Revival and Shift in the Sociology of Religion is dedicated to the memory of two great minds, Tope Omoniyi and Joshua Fishman, who revealed to sociolinguists and sociologists the interconnectedness of language and religion. Inspired by their insights, we are proud to present this volume, which includes the work of scholars from different parts of the world, working on a range of languages and faiths.

One of the striking features of this volume is the authors’ use of multidisciplinary approaches and perspectives regarding the relationships between language, religion and society, which significantly enhances our understanding of the phenomena. The landscape of this collection covers a vast terrain of geographically and historically diverse societies across the globe with astonishing variation in their sociopolitical and religious conditions and their influence on the maintenance, revival and shift of languages.

Presenting rich, empirically validated data evaluated within sound theoretical frameworks, this volume will be a valuable resource for scholars who would like to discover local (culture and region-specific) as well as global (universal) determinants of the phenomena of maintenance, revival and shift of languages and religions in past and current social settings.

Readers can travel to diverse locations including Algeria, England, India, Israel, Malaysia, Nigeria, Singapore, Uganda and the United States to discover how religious traditions and practices impact the trajectory of languages such as Arabic, Hebrew, Malay, Mandarin, Pali, Portuguese, Punjabi, Sanskrit and Yoruba. They can explore the intersectionalities of language, religion, identity, policy, and history in societal and educational contexts through the research and interpretations of international scholars through this unique volume.

For more information about this book please see our website.

If you found this interesting, you might also like Spirituality and English Language Teaching edited by Mary Shepard Wong and Ahmar Mahboob.

Chronotopicity: The Inseparability of Time and Space

This month we are publishing Chronotopic Identity Work: Sociolinguistic Analyses of Cultural and Linguistic Phenomena in Time and Space edited by Sjaak Kroon and Jos Swanenberg. In this post the editors discuss how their book explores the concept of chronotopicity.

How often have you encountered a colleague, for instance at an international sociolinguistics conference, who started talking to you about Bakhtin? And how often did you subsequently engage in a somewhat vague and not very satisfying discussion about some of Bakhtin’s central concepts like heteroglossia or chronotopicity?

Over the last few years, chronotopicity has received renewed attention, not only in the field of literary studies where Bakhtin coined it, but also in other scientific fields. The inseparability of time and space also applies to, for example, social interaction and recently several scholars have shed new light on the possible contributions of the concept of chronotopicity to theorizing in sociolinguistics. This almost automatically led to questions on whether and how the concept could be used in empirical, mainly ethnographically-oriented sociolinguistic research.

In our edited volume Chronotopic Identity Work, we attempt to bring together a variety of empirical studies that put some flesh on the bones of the rather abstract chronotopic theorizing as presented thus far in the field of sociolinguistics. By doing so, we aim to show how Bakhtin’s concept of chronotopicity can be used for unraveling the intricate relationships between language, culture and identity in an era of globalization, digitalization and superdiversity.

Our cooperation with colleagues who agreed to face the challenge of using chronotopicity as a central concept in their research has taken us to:

  • young adults in Mongolia interacting on Facebook through mixed and inverted language practices;
  • fame-seeking identity plays by so-called baifumei (white, rich, beautiful, young women), within the Chinese ‘attention economy’;
  • changes in picturing bureaucratic personhood through descriptions with deictics in local newspapers in Indonesia;
  • touristic entertainment in a former traditional rural neighborhood in China;
  • the commodification of cultural heritage and identity work in an ethnic minority community in Enshi, China;
  • navigations of teachers and students between different language regimes in a multicultural school in Denmark;
  • normative behavior and attitudes regarding different language resources in and around school situations in the Netherlands;
  • the construction and meaning of Polish identity in an immigrant community in a superdiverse neighborhood in Belgium.

We think this collection of sociolinguistic analyses through the lens of chronotopicity clearly illustrates how the concept can be used in empirical research and how it contributes to the understanding of identity work in relation to the context of time and space.

Sjaak Kroon and Jos Swanenberg

Department of Culture Studies & Babylon, Center for the Study of Superdiversity, Tilburg University (The Netherlands)

a.p.c.swanenberg@uvt.nl

 

For more information about this book please see our website.

If you found this interesting, you might also like Multilingualism, (Im)mobilities and Spaces of Belonging edited by Kristine Horner and Jennifer Dailey-O’Cain.

The 1963 Coral Way Bilingual Program: Looking to the Past and Moving into the Future

This month we published The Coral Way Bilingual Program by Maria R. Coady. In this post the author explains how the book came together.

Among bilingual educators in the US, the name “Coral Way” is a virtual household word. Whenever scholars think about the start of dual language programs, they accurately cite the Coral Way School and its contributions to the field. Yet few know the real stories, people, and energy that went into opening the country’s first publicly funded dual language program – referred to in 1963 simply as “the bilingual program.” This book changes that.

In 2017, I began to read and revisit the early work by Dr. Richard Ruiz and Bess de Farber at the University of Arizona, who collected archival data and oral histories from former teachers, students, and “Cuban Aides” at Coral Way Elementary. An under-examined archive was housed there, but few in our field knew about it.

Coral Way School in 1963

Next I dug deep into archives that hadn’t yet been examined. I unearthed the sole dissertation on Coral Way students from 1968 by Dr. Mabel Richardson. I examined memos, notes, reports and grant applications archived in New York at the Rockefeller Dimes Archive Center on the Ford Foundation. I collected new oral histories from Coral Way teachers and students who participated in the program between 1961 and 1968. The story of Coral Way came more clearly into focus.

The journey I undertook led me across the US and Europe, to newspapers and obituaries, and to academic journals from the 1960s to today. I was astonished that the voices of our antecedents – our bilingual educator roots – remained virtually absent from current conversations, accomplishments, and challenges in bilingual education.

My goal in writing The Coral Way Bilingual Program was not only to document a legacy but, more importantly, to carry the stories of our past into the present and future. I hope this book is a start to connecting these places in time and to advancing our knowledge on behalf of bilingual and multilingual students and families.

 

For more information about this book please see our website.

If you found this interesting, you might also like Profiles of Dual Language Education in the 21st Century edited by M. Beatriz Arias and Molly Fee.

Multilingualism – An Asset or A Threat?

We recently published Multilingualism, (Im)mobilities and Spaces of Belonging edited by Kristine Horner and Jennifer Dailey-O’Cain. In this post the editors explain the themes covered in the book.

Like many others in our profession, the two of us are highly mobile people. Each of us changed countries in order to take up our current academic positions – Kristine commutes between the small European country of Luxembourg and the UK, and Jennie relocated from the United States to Canada – and of course our work as linguists is full of regular trips both of the “long-haul” and “short hop” variety.

Even as much of the world we live in considers this kind of mobility of privileged white professional academics as unremarkable, though, the mobility of other kinds of people – such as those from the global South – is often considered far more problematic. While some of us can claim the right to call ourselves “skilled worker immigrants” or even “expats” (a term that conjures up a sort of glamorous yet highly temporary “just passing through” lifestyle), others are dismissed by the societies we live in as “foreign workers” or “migrants”.

It is not all that different with multilingualism. Some forms of it are regarded as an asset or even as an essential skill (such as learning English or French in school and making use of those languages in an eventual work setting), while others can often be deemed problematic or even threatening to national unity. In the end, whether language is a resource, a barrier, or even a site of struggle will tend to come down to who you are, which languages you speak, and especially which contexts you are trying to use those languages in.

Our new book is about what mobility means in different circumstances, some of the different ways that language plays a role in those situations, and how complex social processes play a role in how these occasions and uses of language in those instances are perceived. In addition to our introduction, it includes nine previously unpublished research papers based on fieldwork in Africa, Asia, Australasia and Europe, and three insightful commentaries from experienced researchers that help tie the different papers together. Before publication, many of the contributing authors had the opportunity to discuss work in progress at workshops in Sheffield, England and Cape Town, South Africa. These meetings led to thought-provoking discussions that led us to reflect further on our positionality as scholars. This process was pivotal to the development of the book.

Divided into three thematic sections, the book explores the contestation of spaces and the notion of borders, examines the ways that heritage and authenticity are linked or challenged, and interrogates the intersections between mobility and hierarchies as well as the ways that language can be linked to issues of belonging. We believe that future research will benefit from connecting scholarship in sociolinguistics more closely to scholarship in migration studies and globalization studies. This book is a step along this pathway.

 

For more information about this book please see our website.

If you found this interesting, you might also like Sociolinguistic Perspectives on Migration Control edited by Markus Rheindorf and Ruth Wodak.