Institutions of higher education (HEIs) in English-speaking countries have been engaged in internationalization for decades. Additionally, the data corpus can be used as an authentic resource for the disciplinary socialization of bi-/ multilingual STEM students and scholars for whom English is an additional language. The study details the characteristics of repertoires that are expected in the given instructional space for an effective practice, and it sheds light on what new members can learn and do in order to be competent in their profession. The communication shows a complex entanglement of language with technology, visual representations of concrete designs and embodiment. Using video data, the analysis demonstrates how visual technology, material space and human bodies collectively shape instructional interactions in a structural engineering class in a university setting. It focuses on the ways international faculty members carry out instructional interactions in STEM using English as an additional language. This article responds to a call for applied linguistics and bilingualism research from a spatial repertoires perspective informed by new materialism. As such, this volume will be of interest to a wide range of students, practitioners, researchers, and academics in the fields of education and linguistics. The 16 original contributions to this volume include chapters that question theoretical frameworks and research approaches used in studies in applied linguistics and TESOL, as well as chapters that share strategies and approaches to classroom teaching, teacher education, and education management and policy. The NNEST lens as described in and developed through this volume is a lens of multilingualism, multinationalism, and multiculturalism through which NNESTs and NESTs-as classroom practitioners, researchers, and teacher educators-take diversity as a starting point in their understanding and practice of their profession. The NNEST Lens invites you to imagine how the field of TESOL and applied linguistics can develop if we use the multilingual, multicultural, and multinational perspectives of a NNEST (Non Native English Speakers in TESOL) lens to re-examine our assumptions, practices, and theories in the field. We hope the study will serve as an example of the type of work that can be done in CDA not only to address methodological criticisms but also to lead to more nuanced theory about the effects of discourse on audiences. We also present a post hoc analysis designed to examine whether other textual features might explain the differing reactions to this information about accent which we observed. Our experiments find that comments in which instructors' accents are mentioned but not disparaged (e.g., 'She has an accent, but…') lead readers to be slightly less willing to take a course from the instructor than when information about the instructor's accent is withheld. We use 's Mechanical Turk to test Subtirelu's claim that ostensibly neutral or positive comments about language are taken up negatively by readers.
We examine one example of this: Subtirelu's (2015) study of comments about instructors' language and ethnicity on.
Yet, various critics have charged that CDA's generalizations, drawn from textual analysis, conflate analysts' own interpretations with those of 'typical' readers. However, RMP users' discourse is shown to be less overtly discriminatory and instead to reproduce dominant language ideology in subtle, previously undescribed ways.Ĭritical discourse analysis (CDA) studies how social dominance and power are discursively enacted through, for example, discourse's influence on attitudes, beliefs, and ideologies. Findings confirm the presence of disadvantages related to ‘Asian’ instructors' race and language.
A mixed methodological approach combining statistical analysis of numeric RMP ratings, quantitative corpus linguistic techniques, and critical discourse analysis was employed. The present study explores the extent to which such ideological presuppositions and exaggerative performances are observable in students' evaluations of ‘Asian’ mathematics instructors on the website (RMP). Research into language ideologies concerning NNESs in the US suggests that such complaints can be understood as manifestations of a broader project of social exclusion operating, in part, through the ideological construction of the NNES as incomprehensible Other. Nonnative English speakers (NNESs) who teach at English-medium institutions in the United States (US) have frequently been the subject of student complaints.
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