Exploring the living experiences of Confucius Institute Chinese teachers in the UK

22 September 2017

This month we published Taking Chinese to the World by Wei Ye. In this post the author gives us an insight into her own experience of living in the UK as a Confucius Institute Chinese teacher.

At chilly spring dusk, like any of the after-work Friday afternoons in the past few months, I was sitting in a small tavern named “El Guapo” among my chuffed American social circles, sipping a margarita while half-listening to their chattering. I had no interest in Super Bowl or Sarah Palin. Or let’s be frank, I couldn’t fully catch their words. Savouring Chinese food and watching Chinese drama were the treats I yearned for after peanut butter jellied buzzing weekdays. Some of my associates, who had been abroad and had experience dealing with foreigners, would kindly slow down and ask which team I support, or have a few words with me from time to time. For the rest, I was an excellent companion. What else could I do? If I wish not to become “unsociable, eccentric and maladjusted” like my predecessors, as I had been reminded upon arrival, I should be cheerful, sweet, devoted, always say Yes, why not? Great, let’s do it! And smile.

I didn’t realize what Super Bowl and margaritas had done to me until a year later I was entrenched in the research of study abroad. The daily life in Britain immersed me into the intangible power relationship between language, culture, capital, and identity. I was also amazed at the changes that had taken place for my expatriates and me.

My book explores the work and living experiences of Confucius Institute Chinese teachers in the UK through their accounts and reflection, and how this context and the wider globalised social environment have impacted on their understandings and their personal growth.

To sum up, this book germinated from Super Bowl and margaritas but fermented in English ale, might be of interest to those focused on identity and interculturality in the context of globalization.

For more information about this book please see our website. If you found this interesting, you might also like Soft Power and the Worldwide Promotion of Chinese Language Learning by Jeffrey Gil. 


No, Where Are You Really From? The Impact of Categorizing Others

8 August 2017

This month we are publishing Becoming Diasporically Moroccan by Lauren Wagner. In this post the author discusses the themes of microaggression and othering that are explored in her book.

© Kiyun Kim – from Racial Microaggressions, December 2013

Contrary to the typical imagination of discriminatory speech being direct and obvious, othering or categorizing statements often happen more subtly through microaggression. It can be understood as the ways underlying stereotypes about race, class, gender, and other social attributes are reproduced in casual encounters – like the experience of the woman in the picture on the right, from photographer Kiyun Kim’s project on microaggressions in a NYC university (For more testimonies, see the Microaggressions Tumblr or this nice video at Quartz with examples from film and TV). Microaggressions can be found anywhere, and experienced by anyone who might find their own sense of identity and belonging inadvertently or purposefully stereotyped by someone else. As they are becoming more widely researched and recognized as fostering social divisions, universities around the US are mandating that incoming students learn about the negative impacts of microaggression on their peers.

Yet, the existence of ‘microaggression’ is coming under attack by media and researchers, who question many of the claims made about potentially negative impacts of subtle speech. In Becoming Diasporically Moroccan, I try to show how the very subtle communicative and embodied modes for categorizing others do have an impact – not necessarily a direct and immediate one, but a cumulative and collective impact, as whole communities can come to feel ‘othered’ by the repetition, across members and over time, of small speech acts that create distinctions between us and them. This book doesn’t concentrate on how ‘othered’ groups feel harmed; rather, I try to focus on how othering contributes to evolving ideas of membership, participation, and a sense of belonging in an emerging group.

Let me take the example from the photograph above to illustrate how categorization happens in ordinary conversation.

No, where are you really from?

This is a question I hear quoted all the time by my research participants as one of the most troublesome ones they receive. While they are Moroccan-origin individuals who grew up in Europe, they share the problem of many migrant-origin individuals around the world of somehow not being allowed to be ‘from’ the place where they grew up.

The person asking this question may be on a genuine quest for information, but this includes layered, embedded assumptions that make it microaggressive. It is, firstly, context-specific, and depends on local knowledges and shared assumptions about what is ‘normal’; what should a person who is from somewhere look, sound, or be like? That leads to a second factor: that statement takes into account some kind of visible embodiment as categorizable in a combination of place (e.g. the somewhere she is from) and descent (or, the family lineage she comes from). This statement makes an assumption that place and descent map onto each other following a ‘normal’ category. Asking where she is really from implies that her claim to be from that somewhere is impossible. When these assumptions work together, they perpetuate this kind of (maybe unintentional…) microaggression, where this woman may feel like she has to justify being from the somewhere she feels she is from.

No wonder she is rolling her eyes…

Categorization at ‘home’

In Becoming Diasporically Moroccan, I pick apart face-to-face interactions where similar kinds of categorizing talk takes place, but in a different kind of context. Instead of looking at how Moroccan-origins manage their categorization in their European homelands – which might be compared to how lots of other minorities and migrant-origin groups have to deal with microaggression within a dominant (often ‘white’) group – this book looks at how these categorizations take place between Moroccans who live in Morocco and Moroccan-origin adults who visit Morocco from Europe. Like some other communities that develop in one place and can trace their familial descent to another place, Moroccans have a chance to regularly visit ‘home’. When they do, however, they often feel ‘othered’, in the opposite way to how many feel ‘othered’ in Europe.

By looking at individual examples of interactions in marketplaces, between resident Moroccan vendors and Moroccans-from-Europe, I show the subtle conversational details of how this ‘othering’ works. My conclusion, however, is not about how one or the other party may be doing wrong… Instead, I advocate that we start to think about how individuals like this – who grow up connected by descent and place to multiple homelands – together create new categories that help us evolve our thinking about where anyone might ‘belong’.

For more information about this book please see our website. If you found this interesting, you might also like Local Languaging, Literacy and Multilingualism in a West African Society by Kasper Juffermans.


Exploring Feminist Pedagogy in TESOL

19 May 2017

This month we published The Socially Responsible Feminist EFL Classroom by Reiko Yoshihara. In this post the author explains what inspired her to write the book and what we can expect from reading it.

The main purpose of the book is to explore feminist pedagogy in TESOL (Teaching of English to Speakers of Other Languages). Although I focus on the teaching practices of self-identified feminist EFL educators in Japanese universities, I hope to make connections to TESOL more broadly. To obtain a deep understanding of their feminist teaching practices, I explored the feminist teachers’ identities and teaching beliefs. The idea for The Socially Responsible Feminist EFL Classroom grew out of the frustration I experienced when I saw and heard of hesitation, resistance and accusations against feminist teaching from other ESL/EFL (English as a second language/English as a foreign language) teachers. What are our responsibilities as university ESL/EFL teachers? What can we do as ESL/EFL teachers to prepare students for their future? Should we teach only English grammar, vocabulary and linguistic information, and have students improve their English proficiency? I believe that our responsibility is to teach social equality and justice along with the language practice and to educate our language students to become socially responsible world citizens. To promote social equality and justice, teaching about global issues, environmental problems, and human rights and gender issues in ESL/EFL classes should be paid attention to.

In order to understand what is going on in the feminist EFL classroom in Japanese universities, I worked with eight participants who were self-identified feminist teachers (three American women, one American man, one British woman, two Japanese women, one Japan-born Korean women) who taught EFL at university level in Japan. To accomplish this goal, I conducted feminist narrative research. Drawing on poststructural feminist theory of identity, I examined the construction of their feminist teacher identities in social and cultural contexts. I also examined stories addressing the questions of what teaching beliefs individual feminist teachers held, how their feminist identities connected with their teaching beliefs and practices, and how they reflected their teaching beliefs in their teaching practices. This examination provided many major and minor ways of feminist teaching in Japanese university EFL classrooms. On the other hand, I found some incompatibility among feminist teacher identities, teaching beliefs and classroom practices. Poststructural feminist views helped examine incompatible relationships between identities, beliefs and practices.

My hope is that this book will succeed in establishing a new direction in language education research by drawing attention to a powerful, yet under-researched group of teachers. Readers with a passion for learning more about feminist pedagogy in TESOL will find inspiration and ideas for moving forward in this pursuit. In addition, I hope ESL/EFL researchers who are interested in feminist teaching will see this book as an invitation to continue the scholarly conversation and to build a research space for investigating feminist pedagogy within the TESOL field.

For more information about this book, please see our website. If you found this interesting, you might also like Identity, Gender and Teaching English in Japan by Diane Hawley Nagatomo and Being and Becoming a Speaker of Japanese by Andrea Simon-Maeda.


My Mother Tongue and Me: Staying Unapologetically Foreign in the Land I Proudly Call Home

21 February 2017

In celebration of International Mother Language Day, we’re delighted to share this post written by Tommi’s mum, Marjukka, about what her mother language, Finnish, means to her.

The best description I have heard of mother-tongue was made by Tove Skutnabb-Kangas, when she described it as being like skin. The second language, by contrast, is like a pair of jeans, which fits well and feels comfortable but will never replace the skin.

Marjukka rowing on Enäjärvi

Marjukka rowing on Enäjärvi

My mother-tongue, Finnish, is the language of my identity, and the language of my deep feelings. Through it I can describe my joys and sorrows, anger and delight much better than I could in any other language. If I hit my thumb with a hammer, nothing releases the pain better than “voi perkele” (devil) and when I get Sudoku numbers wrong, the frustration is vented with “voi paska” (oh shit). Just recently I remembered a word “hämäränhyssy” – the twilight time when my parents would sit silently in semi darkness just relaxing and waiting for the evening to come. Even now, at the age of 67, the word brings to my mind a beautiful sense of peace and harmony.

Marjukka with Tommi and Sami

Marjukka with Tommi and Sami

So how could I have ever spoken soft, caressing, loving words of baby talk to my two sons in English, since I hadn’t heard them from my mother and father? My language to my children had to be Finnish! And it still is. The best thing, however, is that it can now be Finnish, English or Finglish – since some things are easier described in the language they occur.

I have a strong Finnish identity, despite having happily lived in beautiful Great Britain for over 45 years. My accent reveals me to be a Finn even if I say just “yes”. Could it be that I want to be noticed as a Finn? My parents raised me with a love of the language: the happy memories of my father reading Moomin adventures, or my mother chatting and laughing with her numerous sisters. As a teenager, the romantic words of the Finnish melancholy tango songs moved me to tears. And there are so many words which just can’t be translated into English. Just like there are words in English which are hard to translate into Finnish.

So my mother tongue is my identity, my soul, and my tool. English is my very useful second tool, and I am very grateful I have learned to use that tool well, but it will never be my soul or my identity.

Marjukka Grover


Exploring the identities of female English teachers in Japan

8 April 2016

This week we published Diane Nagatomo’s latest book Identity, Gender and Teaching English in Japan. In this post, Diane explains the issues faced by Western English teachers in Japan and how they form both their personal and professional identities.

Identity, Gender and Teaching English in JapanIn a nutshell, my research interests generally lie in trying to find out what makes EFL teachers tick. In other words, what makes them do the things that they do in the classroom and their beliefs on how they should go about doing them.

For Identity, Gender and Teaching English in Japan, I focused on the personal and professional identity development of one group of language teachers: foreign women who are married to Japanese men. The ten women portrayed in this book range in age from their mid-twenties to their mid-sixties, and they teach in formal and in informal educational contexts. As wives and mothers of Japanese citizens, they have established deep roots in their local communities throughout Japan. And yet, as non-Japanese, they are not entirely insiders either. In addition, expectations that they should conform to Japanese gendered norms that place priority on the home and the family have shaped nearly every aspect of their lives. Nonetheless, all of the women in my study have demonstrated extraordinary resourcefulness, resilience and resistance in constructing their English language teaching careers.

My goal in writing this book was to let the women tell their own stories: how they operate English conversation school businesses; how they juggle numerous classes in multiple teaching contexts; and how they assimilate into their workplaces as full-time teachers. But I first wanted to situate their stories within the broader sociopolitical context of Japan in the introductory chapters.

So in Chapter 2, I discussed the historical background of language teaching and language learning in some detail, starting with the appearance of the first Europeans in the 1600s and moving to the economic miracle of the 1980s. In Chapter 3, I described the different educational contexts (conversation schools, secondary schools and tertiary institutions) that foreigners generally work in, and I discussed how ideologies toward the teaching and the learning of English in Japan have shaped, and continue to shape the careers of foreign and Japanese teachers. In Chapter 4, I looked at interracial relationships from a historical perspective and from a current one. Attitudes that consider Western men to be ideal romantic partners for Japanese women, but on the other hand, do not consider Japanese men to be ideal romantic partners for Western women, have influenced the experiences of all Westerners with Japanese spouses. In addition, I write about how these gendered attitudes have carried over into the classroom and how they shape the learning experiences of the students as well as those of the teachers.

The stories that are told by my participants in this book are uniquely their own. However, as a foreign woman with a Japanese spouse who has been teaching in Japan since 1979, they strongly resonated with me, and I believe that they will resonate with other expatriate teachers, male and female, who teach English abroad as long-term and/or permanent migrants as well.

Dr. Diane Hawley Nagatomo, Ochanomizu University, Hawley.diane.edla@ocha.ac.jp

Exploring Japanese University English Teachers'€™ Professional IdentityFor more information please see our website or contact Diane at the address above. You may also be interested in Diane’s previous book Exploring Japanese University English Teachers’€™ Professional Identity.


Face and Enactment of Identities in the L2 Classroom

3 March 2016

This week we published Face and Enactment of Identities in the L2 Classroom by Joshua Alexander Kidd. The book explores Japanese students’ identities in the English language classroom and outlines a professional development model for teachers to build their pragmatic awareness. In this post, Joshua introduces the key themes of his book.

Face and Enactment of Identities in the L2 ClassroomHow would you describe your book?
It focuses on examining classroom discourse as interpreted through the voices of Japanese students during L2 learning activities. A broad corpus of classroom recordings, student retrospective interviews and teacher interviews are scrutinised with attention to cross-cultural pragmatics, politeness theory, face and identity. The data reveals moments when interpretations of classroom interaction deviate from communicative intentions. Significant disparity is evident between socio-cultural and individual affiliations attributed to language use and the implications for students as they engage in the complex process of forging and performing new identities while adjusting to the unfamiliar demands of the L2 learning environment.

Joshua's daughter youngest daughter on her last day at elementary school

Joshua’s youngest daughter on her last day at elementary school

What is the significance of the cover image?
It was chosen to convey that the heart of the book lies in the journey the students’ generously share through candid reflections. This photograph is of my youngest daughter’s first day at elementary school in Japan and she was thrilled to be carrying her randoseru school bag and partaking in the toukouhan (commuting group). Within the toukouhan the older students, assigned to the head and rear, are responsible for getting members to school safely and on time. This was a particularly exciting time for my daughter as her big sister was hanchou (leader) of the merry band.

Why the focus on face and identity?
Face and identity influence the complex and dynamic ways in which individuals present themselves verbally and non-verbally during interaction. Language and issues of identity are closely bound together, as too are language and the management and negotiation of face. Nevertheless, there has been little attention within the research community to how the constructs of identity and face are interrelated and the impact on the student within the language classroom. These two formidable conceptual areas provide fresh insight into the communicative negotiation of face within the broader framework of identity.

What themes do you examine?
We found that what students and teachers consider standard and conventionally acceptable language use and behaviour differ markedly according to social, cultural and individual frames of reference. Of concern here was that students’ communicative strategies were regularly misinterpreted or disallowed. Pervasive patterns of language use, attitudes, and behaviour were collapsed into four themes for examination:

  • Student collaboration
  • Japanese identities
  • L1/L2 usage
  • Student silence

Analysis was carried out through a composite theoretical framework which draws on a critical account of Brown and Levinson’s ([1978]1987) concept of face duality and notions of social and cultural interdependency, discernment and place as advocated by Japanese scholarship.

You conclude with a professional development model. Why?
This model addresses the crucial question: What does it all mean? Findings highlight the need to actively build teacher/student pragmatic awareness (L1 and L2) in order to facilitate positive learning experiences and strengthen interactive competence. Our model is based on continuing reflection from authentic sites of engagement and follows a pedagogic and exploratory cycle of teaching and learning developed around five phases: Awareness, Knowledge Building, Critique, Action and Evaluation. The model holds that culturally responsive curriculum and teaching practices can foster a classroom environment in which socio-cultural diversity and individuality are valued and celebrated. 

Dr Joshua Alexander Kidd, Utsunomiya University, j.kidd6776@gmail.com

For further information about this book please see our website or contact the author at the email address above.


Johan Edelheim introduces his new book Tourist Attractions

30 September 2015

This month we published Tourist Attractions: From Object to Narrative by Johan Edelheim. Johan has discussed the main themes of his book in this short video clip.

Please see our website if you would like more information about Johan’s book.


The Impact of Self-Concept on Language Learning

17 October 2014

We recently published The Impact of Self-Concept on Language Learning edited by Kata Csizér and Michael Magid. Here, they give us a bit of background on their innovative volume.

The Impact of Self-Concept on Language LearningDespite the fact that there is an abundance of self-related research studies nowadays, we think that our book managed to carve out a unique niche in the field of Applied Linguistics for a number of reasons. Firstly, we provide an up-to-date and easy-to-follow theorerical background to self-related investigations. Secondly, we contribute to the discussion by publishing original empirical studies on self-related topics concerning both students and teachers. Thirdly, we have included the results of several intervention studies that looked into the classroom and investigated in what ways students can be motivated to learn by developing their selves. Last but not least, we also provide insight into how the self-concept may be researched in the future by outlining the most promising avenues.

As the editors of this book, we were inspired to create a volume on the impact of self-concept on language learning by Professor Zoltán Dörnyei. This volume deals with the following major themes: 1. Second language learning motivation and its relation to vison and mental imagery. 2. The relationship of one’s self and one’s network. 3. The impact of self on self-regulation and autonomy. 4. Age-related differences in self. 5. The development of students’ identities in various contexts including Europe, Canada, Asia and Australia. 6. The dynamically changing motivation of teachers. 7. The strengthening of students’ ideal self and motivation through different intervention programmes.

We sincerely believe that our collection of chapters clarifies the meaning of various self-constructs in order to highlight how the self-constructs may be researched. It also specifically focuses on research that illustrates the effects of self-concept on language learning including the practical applications of the research findings in order to motivate language learners.

Motivational Dynamics in Language LearningIf you would like more information about this book please see our website. You might also be interested in our recently published title Motivational Dynamics in Language Learning edited by Zoltán Dörnyei et al.


Identity and Intercultural Exchange in Travel and Tourism

16 September 2014

Next month we are publishing Identity and Intercultural Exchange in Travel and Tourism edited by Anthony David Barker. Anthony took a bit of time to tell us how the book came together.

Identity and Intercultural Exchange in Travel and TourismThe idea for the collection of essays comes out of the engagement of a group of scholars at the University of Aveiro in Portugal (and its various network of partners) with the changing face of modern travel and tourism. These changes have become of particular importance over the last decade when Portugal has struggled to stay above water economically. One minister recently described tourism as the precious jewel of the Portuguese economy. This level of commercial dependence got us all thinking about the ways in which imagination and enterprise could hope to capitalize on already fast-changing patterns of international mobility. The topic also expanded to include identity questions associated with migration and labour mobility. Just how people’s movements around the globe affect their sense of belonging (or otherwise) and in this way processes of identification with the places they visit are also brought into focus.

The first section of the volume deals with particular interactions of peoples, notably German settlers in Majorca, and new ways of experiencing the foreign which are being picked up on by entrepreneurs and marketed accordingly to niche groups. This includes various forms of ‘extreme’, dark and film-related tourism, as well as more ‘zen’ attempts to slow down the holiday experience and to cherish the ‘getting there’ (with its concern for stations, airports, trains and buses, as well as everything that can be experienced on foot) over the ‘being there’ of monuments, hotels, pools and beaches.

The second section looks at imaginative and literary treatments of holiday and travel experiences, exploring the extent to which the self opens and develops in contact with unfamiliar worlds. Both fiction and travel reportage are drawn upon for this investigation of the fluidity of personal identity.

The third section concerns itself with the case of Portugal. Specialised cultural, wine and food-related tourism are the focus of different chapters, and there is also a piece on spatial perceptions in the organization of holiday experience.

The collection of essays, Identity and Intercultural Exchange in Travel and Tourism is therefore a fresh take by 15 scholars on the issue of exactly what and how experience is exchanged and how change is experienced by both host and visitor cultures.

If you found this interesting please see our website for more details. You might also like: Tourism and National Identity by Kalyan Bhandari.


Sabrina Billings on Language and Tanzanian Beauty Pageants

17 January 2014

Sabrina Billings, author of  Language, Globalization and the Making of a Tanzanian Beauty Queen, describes how she came to research Tanzanian beauty pageants.

When people learn that I have just written a book about language and Tanzanian beauty pageants, one of several questions typically surfaces. Those who are not familiar with the often relatively obscure research interests of anthropologists, including linguistic anthropologists such as myself, ask, How did you become interested in such an unusual topic? Others wonder, What do beauty pageants have to do with language? Many query, How are standards of beauty different in the US and East Africa? And sometimes, people sheepishly ask, Did you yourself ever participate in beauty pageants?

Language, Globalization and the Making of a Tanzanian Beauty QueenI am taking this invitation to blog about my book as an opportunity to set the record straight: No, I never participated in beauty pageants! In fact, I grew up seeing pageants as a rather antiquated and sometimes disturbing, albeit occasionally entertaining, form of quintessentially American popular culture. And beyond watching with some delight the question and answer portions of the events on TV, it never once occurred to me to consider the happenings at pageants from a scholarly, let alone sociolinguistic, point of view.

Rather, my interest in beauty pageants began as a fluke during my first ever visit to Tanzania as a graduate student participating in an intensive Swahili language program in the lovely, mid-size city of Morogoro. After seeing banners advertising an upcoming pageant I convinced several of my classmates to come with me, purely for the novelty of the experience. From the moment I stepped in the doors, I knew I would have to rethink my assumptions about beauty pageants. While sharing many of the trappings of pageants familiar to me – a decorated stage, bantering MCs, choreographed dance numbers, and besequined contestants – what was going on at these events was vividly different. Perhaps most surprisingly, the audience had come for a party. Young people, dressed to the nines in fashionable clothing, mixed and mingled, enjoying bar drinks and lively dance music. Well-dressed older people were there too, visiting, laughing, or waiting patiently.

After the event got started, I started paying attention to language use. One of the MCs engaged in a lot of English-Swahili codeswitching, while the other one used mostly pure Swahili. At one point, with my fledgling Swahili skills and the ample amount of English used by the one MC, I was able to understand them discussing the fact that Swahili was the national language and important for everyone to know, though contestants were allowed to speak either English or Swahili. I also picked up on threads of a discussion between the two MCs about the relative importance of each language, a topic which struck me as unusual for such a jovial atmosphere. Some of the comments seemed to be grappling with the fact that one of the contestants was from East Asia and did not know Swahili at all. Though there was much that night I did not understand, two main points became clear to me: 1) that these pageants were hip, which in my mind, was the antithesis of those with which I was familiar, and 2) that these pageants allowed for some kind of display and negotiation of local linguistic practices, policies, and ideologies.

For a couple of years, while I was completing my coursework and exams for my PhD, I ruminated over the events of that night, and as I learned more about language ideologies, East Africa, and beauty pageants, I decided to run with it and make these events the focus of in-depth fieldwork on pageants in three cities across Tanzania, research which would culminate in my dissertation.

While my original fieldwork and dissertation focused primarily on language ideologies exhibited in and around pageants, the present book is much expanded in scope and moves well beyond strictly linguistic considerations. The book reflects a decade of engagement with pageants and their participants, allowing, among other things, for a longitudinal glimpse of women’s lives after pageants. Most broadly, my book addresses how young Tanzanian women attempt to craft satisfying lives for themselves, how pageants play a role in their efforts, and how language use facilitates or constrains these dreams.

Three main themes are threaded through the book: education, globalization, and opportunity. In terms of education, I consider how contestants are able to manipulate their often rudimentary knowledge of English to present themselves as elite, and how such contestants often win over their fluent Swahili-speaking counterparts. In terms of globalization, I examine how global norms for language, dress, and beauty circulate in Tanzania and get reinterpreted in locally meaningful ways, and also how linguistic and non-linguistic signs are linked together in clusters to convey recognizable identities. Finally, in terms of opportunity, pageants provide contestants the occasion to engage in a cosmopolitan femininity, and speaking English is often a key component. Most importantly, for many contestants, the primary reason they compete is the hope of winning money in order to return to school, and especially, to continue learning English.

In the end, while participating in pageants is a positive experience for many young women, it does not provide the opportunity for upward and outward mobility that many seek. Unequal access to education, to elite varieties of language, as well as to preferred models of femininity, means that at the highest levels of national competition, only those contestants who have been raised in elite urban households have any chance of winning the crown. The irony then is that at the Miss World competition, the best contestant in all of Tanzania tends to find herself ranked very low, as her linguistic skills become commonplace there while other structural inequalities have resulted in her being much less prepared than competitors from other nations.

The book is informed theoretically and thematically by broad topics such as language ideologies, language in education, and language policy. I have attempted to write an accessible, engaging, and pertinent book, of wide interest to students and teachers of sociolinguistics, applied linguistics, anthropology, cultural and gender studies, and more. I hope readers enjoy it!

To find out more about Sabrina’s book take a look at our website


%d bloggers like this: