Theresa Austin
Datos Biográficos
| ID | 3780780 |
|---|---|
| NOMBRE | Theresa Austin |
| NOMBRES | Theresa |
| APELLIDO | Austin |
| FIRMA | AUSTIN T |
| AFILIACIONES | University of Massachusetts Amherst |
| ORCID | 0000-0002-7189-9370 |
| VERIFICADO | Sí |
| TOTAL DE OBRAS | 12 |
| TOTAL DE CITAS | 22 |
| TOTAL COMO AUTOR | 12 |
| TOTAL COMO EDITOR | 0 |
| PRIMER AÑO DE PUBLICACIÓN | 1994 |
| AÑO MÁS RECIENTE DE PUBLICACIÓN | 2024 |
| ÍNDICE H | 2 |
Learning and teaching trans-inclusive language and register hybridity for multilingual writers
In multilingual instructional spaces, language use can reinforce or disrupt gender disparities. This self-study, situated in the context of a university developmental English writing course, examines how an instructor sought to raise L2 learners’ critical language awareness, operationalized as consciousness of ways that gender disparity is mediated by and through language. It also explores how one L2 Chinese learner, Wesheng, explored transgende…
Crossing linguistic boundaries with community literacies
This chapter shares research that is part of a continuing effort of a university group of teacher educators and pre-service and in-service teachers who share an interest in exploring the local cultural and linguistic texts from the surrounding neighborhoods of the historic center in Bogotá. We draw on the contributions of ethnographers and sociologists like Fals Borda (1991), Rappaport et al. (2008), and Pink (2008). Pink (2008) exhorts us to att…
Critical and Dominant Language Learner Ideologies
Anglophone universities have increasingly become contact zones for the growing numbers of ethnolinguistically diverse students who use English as a lingua franca (Jenkins, 2014). Despite the sociolinguistic reality of English as contact language, monolingual and monoglossic ideologies often prevail not only at the macro institutional scale, but also at the individual learner scale. By idealizing native English speakers, regarding English as unifo…
Resistance, solidarity, and sisterhood in the age of Trump
On Saturday, January 21, 2017, the day after the inauguration of Donald Trump as the 45th President of the United States, there was an impressive Women’s March in Washington, D.C., the nation’s capital. The guiding vision and definition of principles of the Women’s March equated Women’s Rights with Human Rights and called for the liberation of “Black women, Native Women, poor women, immigrant women, disabled women, Muslim women, Lesbian, queer an…
Keeping Words in Context”
This ethnography examines how teachers interpret and enact language-in-education policies in an adult ESL classroom in the United States, where students simultaneously received job training as Certified Nursing Assistants (CNAs). We draw on postmodern and interpretive lenses from the ethnography of communication, considering how workforce-oriented language policies impact teachers’ agency during speech events when classroom participants discuss t…
Language learner-teachers
This study reports on the developing emotions and perspectives of 68 in-service teachers regarding their experiences in university-based Spanish classes as part of the ACCELA project (Access to Critical Content and English Language Acquisition) at UMass-Amherst. The program gave teacher-participants the opportunity to experience and reflect on the emotional intensity of their own initial language learning, and to personally connect with the chall…
Challenges for Latino Educators Crossing Symbolic, Cultural, and Linguistic Boundaries
This article reports on a teacher education program's preparation of bilingual paraeducators during a period of conflicting educational reform of structured English immersion in Massachusetts. Drawing on nexus analysis of discourses (R. Scollon & S. W. Scollon, 2004), we discuss factors faced by Latino educators. These include competing discourses, historical institutional inequities, and boundaries circumscribing the interactions between univers…
Critical Approaches to World Language Education in the United States
In today's rapidly changing sociopolitical world landscape, language education in the United States is in need of critical scrutiny. In schools and universities, often the rationale for teaching an
Diversity and Inclusion of Sociopolitical Issues in Foreign Language Classrooms
One aim of foreign language teaching is to broaden learners' worldviews and promote intercultural communication. Less discussed, however, are domestic diversity and sociopolitical issues. Through a survey of university students of Japanese, Spanish, and Swahili, the authors of this study investigated diversity in the classroom, students' backgrounds and learning experiences, and their perceptions about the relationship between foreign language le…
Cross‐cultural Pragmatics—Building in Analysis of Communication Across Cultures and Languages
Native language users draw on implicit understandings and cultural patterns to create and understand messages in conversation. What can foreign language learners do to learn these implicit understandings and patterns so that they may appropriate the language well enough to accomplish the same? What basic unit of analysis can we use to build curricula supportive of this development? Adding to the complexity of interpreting and constructing meaning…
Mentoring Mathematics and Science Preservice Teachers for Urban Bilingual Classrooms
67-89
A Yen for Business
The following paper chronicles the steps taken in developing a curricular project to design, implement, and evaluate a simulation business course for beginners learning Japanese at the university level. The steps in developing the program, from the selection of materials to the evaluation of the entire project, are presented together with insights gained from the experience and suggestions for improvement. The paper concludes with issues that are…
Diversity and Inclusion of Sociopolitical Issues in Foreign Language Classrooms
One aim of foreign language teaching is to broaden learners' worldviews and promote intercultural communication. Less discussed, however, are domestic diversity and sociopolitical issues. Through a survey of university students of Japanese, Spanish, and Swahili, the authors of this study investigated diversity in the classroom, students' backgrounds and learning experiences, and their perceptions about the relationship between foreign language le…
A Yen for Business
The following paper chronicles the steps taken in developing a curricular project to design, implement, and evaluate a simulation business course for beginners learning Japanese at the university level. The steps in developing the program, from the selection of materials to the evaluation of the entire project, are presented together with insights gained from the experience and suggestions for improvement. The paper concludes with issues that are…
Mentoring Mathematics and Science Preservice Teachers for Urban Bilingual Classrooms
67-89
Challenges for Latino Educators Crossing Symbolic, Cultural, and Linguistic Boundaries
This article reports on a teacher education program's preparation of bilingual paraeducators during a period of conflicting educational reform of structured English immersion in Massachusetts. Drawing on nexus analysis of discourses (R. Scollon & S. W. Scollon, 2004), we discuss factors faced by Latino educators. These include competing discourses, historical institutional inequities, and boundaries circumscribing the interactions between univers…
Cross‐cultural Pragmatics—Building in Analysis of Communication Across Cultures and Languages
Native language users draw on implicit understandings and cultural patterns to create and understand messages in conversation. What can foreign language learners do to learn these implicit understandings and patterns so that they may appropriate the language well enough to accomplish the same? What basic unit of analysis can we use to build curricula supportive of this development? Adding to the complexity of interpreting and constructing meaning…
A Yen for Business
The following paper chronicles the steps taken in developing a curricular project to design, implement, and evaluate a simulation business course for beginners learning Japanese at the university level. The steps in developing the program, from the selection of materials to the evaluation of the entire project, are presented together with insights gained from the experience and suggestions for improvement. The paper concludes with issues that are…
Mentoring Mathematics and Science Preservice Teachers for Urban Bilingual Classrooms
67-89
Cross‐cultural Pragmatics—Building in Analysis of Communication Across Cultures and Languages
Native language users draw on implicit understandings and cultural patterns to create and understand messages in conversation. What can foreign language learners do to learn these implicit understandings and patterns so that they may appropriate the language well enough to accomplish the same? What basic unit of analysis can we use to build curricula supportive of this development? Adding to the complexity of interpreting and constructing meaning…
Diversity and Inclusion of Sociopolitical Issues in Foreign Language Classrooms
One aim of foreign language teaching is to broaden learners' worldviews and promote intercultural communication. Less discussed, however, are domestic diversity and sociopolitical issues. Through a survey of university students of Japanese, Spanish, and Swahili, the authors of this study investigated diversity in the classroom, students' backgrounds and learning experiences, and their perceptions about the relationship between foreign language le…
Critical Approaches to World Language Education in the United States
In today's rapidly changing sociopolitical world landscape, language education in the United States is in need of critical scrutiny. In schools and universities, often the rationale for teaching an
Challenges for Latino Educators Crossing Symbolic, Cultural, and Linguistic Boundaries
This article reports on a teacher education program's preparation of bilingual paraeducators during a period of conflicting educational reform of structured English immersion in Massachusetts. Drawing on nexus analysis of discourses (R. Scollon & S. W. Scollon, 2004), we discuss factors faced by Latino educators. These include competing discourses, historical institutional inequities, and boundaries circumscribing the interactions between univers…
Language learner-teachers
This study reports on the developing emotions and perspectives of 68 in-service teachers regarding their experiences in university-based Spanish classes as part of the ACCELA project (Access to Critical Content and English Language Acquisition) at UMass-Amherst. The program gave teacher-participants the opportunity to experience and reflect on the emotional intensity of their own initial language learning, and to personally connect with the chall…
Keeping Words in Context”
This ethnography examines how teachers interpret and enact language-in-education policies in an adult ESL classroom in the United States, where students simultaneously received job training as Certified Nursing Assistants (CNAs). We draw on postmodern and interpretive lenses from the ethnography of communication, considering how workforce-oriented language policies impact teachers’ agency during speech events when classroom participants discuss t…
Resistance, solidarity, and sisterhood in the age of Trump
On Saturday, January 21, 2017, the day after the inauguration of Donald Trump as the 45th President of the United States, there was an impressive Women’s March in Washington, D.C., the nation’s capital. The guiding vision and definition of principles of the Women’s March equated Women’s Rights with Human Rights and called for the liberation of “Black women, Native Women, poor women, immigrant women, disabled women, Muslim women, Lesbian, queer an…
Crossing linguistic boundaries with community literacies
This chapter shares research that is part of a continuing effort of a university group of teacher educators and pre-service and in-service teachers who share an interest in exploring the local cultural and linguistic texts from the surrounding neighborhoods of the historic center in Bogotá. We draw on the contributions of ethnographers and sociologists like Fals Borda (1991), Rappaport et al. (2008), and Pink (2008). Pink (2008) exhorts us to att…
Critical and Dominant Language Learner Ideologies
Anglophone universities have increasingly become contact zones for the growing numbers of ethnolinguistically diverse students who use English as a lingua franca (Jenkins, 2014). Despite the sociolinguistic reality of English as contact language, monolingual and monoglossic ideologies often prevail not only at the macro institutional scale, but also at the individual learner scale. By idealizing native English speakers, regarding English as unifo…
Learning and teaching trans-inclusive language and register hybridity for multilingual writers
In multilingual instructional spaces, language use can reinforce or disrupt gender disparities. This self-study, situated in the context of a university developmental English writing course, examines how an instructor sought to raise L2 learners’ critical language awareness, operationalized as consciousness of ways that gender disparity is mediated by and through language. It also explores how one L2 Chinese learner, Wesheng, explored transgende…
Sociology (11 obras) · Linguistics (9 obras) · Pedagogy (9 obras) · Psychology (9 obras) · EFL/ESL Teaching and Learning (7 obras) · Multilingual Education and Policy (7 obras) · Political science (7 obras) · Second Language Learning and Teaching (6 obras) · Mathematics education (4 obras) · Gender Studies (3 obras)