Language and Social Justice

Edited by:
Miguel Mantero, The University of Alabama
John L Watzke, International Society for Language Studies, Inc.
Paul Chamness Miller

A volume in the series: Readings in Language Studies. Editor(s): John L Watzke, International Society for Language Studies, Inc.. John W. Schwieter, Wilfrid Laurier University.

Published 2022

Language and Social Justice is the fourth volume of the Readings in Language Studies series published by the International Society for Language Studies, Inc. Edited by Miguel Mantero, John L. Watzke, and Paul Chamness Miller, volume four sustains the society's mission to organize and disseminate the work of its contributing members through peer-reviewed publications. The book presents international perspectives on language and social justice in three thematic sections: culture, teaching practices & pedagogy, and policy. A resource for scholars and students, Language and Social Justice represents the latest scholarship in new and emergent areas of inquiry.

CONTENTS
Introduction. SECTION I: LANGUAGE, CULTURE AND SOCIAL JUSTICE. Language Ideologies in an Anglo-Controlled Bilingual Charter School: A Teacher’s Reflections, Malathi Iyengar. Differences in Expressions of Social Justice Evidenced in College Students’ Fables, Bettina Murray. Creating Russian-American Identities in Recent American Fiction: Two Perspectives, Julia Stakhnevich. Que revolu: The !Atrevete y Dilo! Campaign and Language Legitimation in Puerto Rico, Ashlee Civitello and Elaine M. Shenk. Idiomaticity and Language Use: A Sociolinguistic Investigation in the Philippines, Yvonne Velasco. SECTION II: LANGUAGE TEACHING PRACTICES, PEDAGOGY, AND SOCIAL JUSTICE. Intersections of Study Abroad, Social Capital, and Second Language Acquisition, John Schwieter and Aline Ferreira. Ableism and Social Justice in Higher Education: GTAs Readiness and Attitudes Towards Accommodating Students With Disabilities, Muriel Gallego and Carey Busch. Multicultural Social Justice Education through the Lens of Positioning: English Language Learners in K-12 Contexts, Hayriye Kayi-Aydar. Social Justice through Critical Language Pedagogy in the Heritage Language Classroom, Ariana Mrak. Non-Native Teachers and English Language Teaching: Critical Social Choices in the Mexican Context, Gerrard Mugford. A Transformative Educational Experience in San Andres, Colombia, Maria Montoya, Carol Dean, and Diane Mancini. College English Instructors’ and Students’ Preference for Types of Written Corrective Feedback on Expository Compositions: Challenges, Inequalities and Opportunities, Janet Oab. Doing Critical Pedagogy in Neoliberal EFL Spaces: Negotiated Possibilities in Korean Hagwons, Gordon West. Cross-Cultural Equity: Pathway for Impoverished and Marginalized Students in Two-Way Bilingual Immersion Programs, Ana Hernandez and Annette Daoud. SECTION III: LANGUAGE POLICY AND SOCIAL JUSTICE. Language rights for Mexican Americans and the Treaty of Guadalupe Hidalgo, Eduardo Faingold. Language Policy and Social Justice in Quebec, Patrick-Andre Mather. Analysing Language Policy Texts: A Two-Pronged Approach, Dilhara Premaratne. The Discursive Construction of Pro-Nuclear Ideology post-3/11: A Critical Discourse Analysis of the Oi Reactors Restart Decision, Nicholas Drane. Index. About the Editors. About the Contributors.