Supporting Asian American Multilingual College Students through Critical Language Awareness Programming

Autor/inn/en	McPherron, Paul; An, Linh
Titel	Supporting Asian American Multilingual College Students through Critical Language Awareness Programming
Quelle	In: Journal of Language, Identity, and Education, 22 (2023) 4, S.340-358 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1534-8458
DOI	10.1080/15348458.2023.2202587
Schlagwörter	Metalinguistics; Power Structure; Language Attitudes; Language Usage; Asian American Students; Pacific Islanders; Minority Serving Institutions; College Faculty; Asian Americans; Signs; Teaching Methods; Undergraduate Students; Urban Universities; English Language Learners; Program Descriptions; Graduation Rate; Self Concept; Cultural Background; Neighborhoods; Multilingualism; Second Languages; New York (New York) + Suchen Sie Ihr Suchwort? Metalanguage; Metasprache; Sprachverhalten; Sprachgebrauch; Asian immigrant; United States; Student; Students; Asiatischer Einwanderer; USA; Schüler; Schülerin; Studentin; Pacific Rim; Inhabitant; People; Pazifischer Raum; Bewohner; Fakultät; Zeichensystem; Teaching method; Lehrmethode; Unterrichtsmethode; Selbstkonzept; Neighbourhoods; Nachbarschaft; Mehrsprachigkeit; Multilingualismus; Second language; Zweitsprache
Abstract	Critical language awareness (CLA) encourages teachers and students to examine language as social practice and reflect on ideologies and power dynamics embedded within language use. In this article, the authors--both instructors in an Asian American Native American Pacific Islander Serving Institution (AANAPISI) federal grant project at a university in New York City--describe how we integrated a CLA framework to create an Asian American Studies class that uses culturally sustaining pedagogies to affirm student linguistic identities and demystify academic research practices. Specifically, we analyzed a project where we introduced the term linguistic landscapes (LL) and asked students to visit Asian American ethnic enclaves to examine linguistic signage. While implementations of CLA have been based in K-12 instruction, university writing courses, and teacher education courses, this paper presents a successful example of a project based in CLA used in credit-bearing university courses, specifically, in an Asian American Studies program. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01