Julia Menard‐warwick
Biographic Data
| ID | 201738 |
|---|---|
| NAME | Julia Menard‐warwick |
| GIVEN NAMES | Julia |
| FAMILY NAME | Menard‐warwick |
| SIGNATURE | WARWICK J M |
| AFFILIATIONS | University of California, Davis |
| ORCID | 0000-0002-7321-1242 |
| VERIFIED | Yes |
| TOTAL WORKS | 32 |
| TOTAL CITATIONS | 70 |
| WORKS AS AUTHOR | 32 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2000 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 5 |
Gender and Second Language Acquisition
Research on gender and language learning has generally followed larger trends of gender theory in applied linguistics. Thus, over the past several decades, such research has often been situated within what Cameron (2005) terms the difference paradigm of language and gender research, concerned with overarching linguistic differences between men in general and women in general (in contrast to a more explicitly feminist dominance paradigm, which has…
Toward language justice
This ethnographic study applies a language justice (LJ) lens to the interpreting services provided to linguistically-minoritized families in a California school district. The LJ approach emerged out of immigrant rights organizing in the U.S. Southeast, and can be defined as systematic fair treatment of people of all linguistic backgrounds. In this paper, we examine how educators and parents envisioned LJ, along with systemic dilemmas highlighted …
Not sure if I would’ve learned that in the States”
Developing translingual competence and awareness in a study abroad Spanish language classroom
Recent research highlights how agentive capacities for complex meaning-making can be developed among language learners during study abroad (SA) (e.g. Diao and Trentman 2021. Language Learning in Study Abroad: The Multilingual Turn. Multilingual Matters). In this regard, we focus on students' translingual development, or their emerging capacity to communicate across sociopolitically-constructed linguistic and cultural borders (Canagarajah 2013b), …
Research shows
In this article, we synthesize ethnographic data from two studies in US school districts that were implementing dual language bilingual education (DLBE) programs in order to remediate the standardized test scores of students from Spanish-speaking families. While educators in both districts commonly cited "the research" to justify DLBE implementation, our ethnographic exploration of local research discourse highlights some ideological contradictio…
Qualitative Research Interviews in Second Language Acquisition
The interview is a spoken (and written) genre popular in news, politics, and entertainment across the contemporary world, and also employed for varied purposes in social science and humanities research. Within the field of second language acquisition (SLA), qualitative interview research has examined the following: how groups of speakers structure language within an interview; the linguistic features of second language (L2) speech; the ideas abou…
Raciolinguistic Ideologies and Second Language Spanish
The theoretical framework of raciolinguistics examines connections between language ideologies and racialization, but few studies have analyzed the adult learning of languages other than English. This case study is based on life history interviews with a married couple, a Black male journalist and a White female nurse, who learned Spanish as adults. Both grew up as monolingual English speakers, in multilingual US communities where Spanish was wid…
Narratives of Multilingual Becoming
This paper explores linguistic life-histories from five participants in a larger interview study with U.S.-based adults. These five interviewees were middle-class White women from monolingual English-speaking families who pursued multilingual learning trajectories in young adulthood. Having previously attained proficiency in one language through academic study, all five recounted similar pivotal decisions to deprioritize that language, and instea…
Translingual and Transcultural Reflection in Study Abroad
How multilinguals reflect on and interpret their experiences abroad as they acquire an additional language has been undertheorized in study abroad research. Multilinguals navigate multiple identities, cross linguistic and social boundaries, and employ an array of resources to make meaning—that is, they engage in translingual practice. This article presents the case of Terry—a Vietnamese‐American learner of Spanish—during a 13‐week stay in Guatema…
Same Language, Different Histories
Our paper contends that growing awareness of the historicity of English lies at the heart of the process by which English language teachers develop “critical” identities. We compare novice teachers in three different contexts of English teaching: urban Guatemala, rural Nicaragua, and a Tibetan refugee community in India. Collectively, these ethnographic case studies illustrate the complexity of English teacher identity formation in contemporary g…
The Translingual Identity Development of Two California Teachers
While recent literature advocates a translingual approach to pedagogy, the implications of such an approach for teacher identity development has been little explored. This article presents case studies of two English-dominant California teachers who learned Spanish: a Filipino-American teacher of Spanish, and an Anglo-American teacher of ESL. Both teachers were interviewed as they began teaching and again three years later, as they increasingly a…
In “sociocultural in-betweenness”
In this article, we investigate second/foreign language teachers’ translingual identity development through a narrative approach to their life histories. While several studies have investigated how teachers’ intercultural experiences shape their identity formation and pedagogies, we explore not only the impact of teachers’ identity on their practice but also highlight the influences of language teaching itself on teacher identity development. In …
Translingual practice in L2 Japanese
Translingual practice is an emergent theoretical perspective which emphasizes the capacity and disposition for meaning-making across linguistic boundaries. Following on studies of globalized workplaces that have focused on lingua franca English, this article explores translingual practice as represented in interview and blog narratives recounted by multilingual, multiethnic young adults hired by Japanese schools and companies for their English pr…
“Tiffany Does Not Have a Solid Language Background, As She Speaks Only English”
Californians often take for granted a split between ethnic and linguistic identities, expecting immigrants to maintain strong ethnic identities while becoming monolingual in English. However, recent immigration has led to increasing diversity at California universities, with no majority ethnic group and many students bilingual. This study explores the language ideologies of diverse university students through an analysis of 100 essays written by …
Bilingual development in study-abroad journal narratives
Bilingual development in study-abroad journal narratives
Article Bilingual development in study-abroad journal narratives: Three case studies from a short-term program in Mexico was published on October 1, 2012 in the journal Multilingua (volume 31, issue 4)
Chilean English teacher identity and popular culture
Recent discussions on English as an International Language have highlighted the important role played by English language popular culture for the identities and bilingual development of diverse global citizens who learn and use English. However, there has been little attention to connections between popular culture and teacher identity. In this article, based on life history interviews with Chilean English teachers, I draw on a Bakhtinian theoret…
A Methodological Reflection on the Process of Narrative Analysis
beliefs on grammar teaching. RELC Journal, 30, 1-17. Kalaja, P., Menezes, V., & Barcelos, A. M. F. (2008). Narratives of learning and teaching EFL. London, England: Palgrave Macmillan. Kanno, Y. (2003). Negotiating bilingual and bicultural identities: Japanese returnees betwixt two worlds. Mahwah, NT: Lawrence Erlbaum. Lam, W. S. E. (2006). Re-envisioning language, literacy, and the immigrant subject in new mediascapes. Pedagogies: An Internation…
Home–school connection
Comparing protest movements in Chile and California
This paper is based on an analysis of chat transcripts from an English-language telecollaboration project between students at universities in Chile and California. This research found that the richest intercultural interactions involved events that could not have been foreseen: the immigrant rights demonstrations in the USA and the massive student protests in Chile in May of 2006. Through a discursive analysis of the chat transcripts in which par…
The Dad in the Che Guevara T-Shirt
Building on previous critical research regarding student resistance to English Language Teaching (ELT), this paper illustrates Chilean high-school English teachers' use of narrative to make sense of ideological challenges from students. While the government of Chile is promoting English in connection with the nation's export-oriented economic policies, this promotion of English has been resisted by leftist movements unrepresented within the curre…
The Cultural and Intercultural Identities of Transnational English Teachers
This article presents case studies of two long‐time English language teachers: a California English as a second language instructor originally from Brazil, and a Chilean English as a foreign language teacher who worked for many years in the United States before returning home. Based on interview and classroom observation data, this research explores teachers' perspectives on the connections between their transnational life experiences and their d…
'Because She Made Beds. Every Day'. Social Positioning, Classroom Discourse, and Language Learning
This paper discursively analyzes two events of gendered positioning that took place during a unit on employment in an adult English as a Second Language program in California. Because the program primarily served Latina immigrant women, the teacher focused in this unit on the needs and goals of full-time homemakers who might want to transition into paid employment. This paper contends that it was the tensions inherent in the teacher's assumptions…
“My little sister had a disaster, she had a baby”
This paper discursively analyzes an extended personal narrative from a life history interview with a Mexican woman immigrant in California, in which the teller details the varying reactions of family and community members to her younger sister’s unmarried pregnancy in a Mexican village at a time of increasing emigration. In analyzing the narrator’s account of these events, the paper focuses on her orchestration of multiple discourses and social v…
Research on Language Education Through Programmes of Study and Residence Abroad
Mexican Americans and Language: Del dicho al hecho. G.A. Martinez. Tucson: University of Arizona Press. 2006. Pp. xi/128. ISBN 0-8165-2374-6 (pbk): $15.95
Both a fiction and an existential fact
The Cultural and Intercultural Identities of Transnational English Teachers
This article presents case studies of two long‐time English language teachers: a California English as a second language instructor originally from Brazil, and a Chilean English as a foreign language teacher who worked for many years in the United States before returning home. Based on interview and classroom observation data, this research explores teachers' perspectives on the connections between their transnational life experiences and their d…
Intergenerational Trajectories and Sociopolitical Context
In this ethnographic study, I contrast the educational experiences of two Central American immigrant women in an English as a second language (ESL) family literacy program in the San Francisco Bay area in 2002. Based on life-history interviews and classroom observations, I argue that these learners ’ second language and literacy development can only be understood within the larger sociopolitical context over time. To this end, I draw on participa…
I Always Had the Desire to Progress a Little
Based on a qualitative study of Latin American adults enrolled in a California Eng-lish as a second language (ESL) program, this article examines the ways in which gender as a social construct mediates learners ’ decisions and opportunities to learn English. In narratives audiotaped during life-history interviews, participants shared their varying responses to the gender ideologies and practices of their communities, and their understanding of ho…
A Methodological Reflection on the Process of Narrative Analysis
beliefs on grammar teaching. RELC Journal, 30, 1-17. Kalaja, P., Menezes, V., & Barcelos, A. M. F. (2008). Narratives of learning and teaching EFL. London, England: Palgrave Macmillan. Kanno, Y. (2003). Negotiating bilingual and bicultural identities: Japanese returnees betwixt two worlds. Mahwah, NT: Lawrence Erlbaum. Lam, W. S. E. (2006). Re-envisioning language, literacy, and the immigrant subject in new mediascapes. Pedagogies: An Internation…
Translingual practice in L2 Japanese
Translingual practice is an emergent theoretical perspective which emphasizes the capacity and disposition for meaning-making across linguistic boundaries. Following on studies of globalized workplaces that have focused on lingua franca English, this article explores translingual practice as represented in interview and blog narratives recounted by multilingual, multiethnic young adults hired by Japanese schools and companies for their English pr…
Transgression narratives, dialogic voicing, and cultural change1
The narrative discursively analyzed in this paper is taken from a larger study involving life history interviews with Latina/o immigrants in California. It exemplifies a type of narrative among these interviews in which tellers recount how they or their family members have broken with cultural expectations. In this story, the teller, a Nicaraguan woman, recounts how her uncle violated traditional values in her family by enlisting in the Sandinist…
Research shows
In this article, we synthesize ethnographic data from two studies in US school districts that were implementing dual language bilingual education (DLBE) programs in order to remediate the standardized test scores of students from Spanish-speaking families. While educators in both districts commonly cited "the research" to justify DLBE implementation, our ethnographic exploration of local research discourse highlights some ideological contradictio…
Bilingual development in study-abroad journal narratives
Same Language, Different Histories
Our paper contends that growing awareness of the historicity of English lies at the heart of the process by which English language teachers develop “critical” identities. We compare novice teachers in three different contexts of English teaching: urban Guatemala, rural Nicaragua, and a Tibetan refugee community in India. Collectively, these ethnographic case studies illustrate the complexity of English teacher identity formation in contemporary g…
In “sociocultural in-betweenness”
In this article, we investigate second/foreign language teachers’ translingual identity development through a narrative approach to their life histories. While several studies have investigated how teachers’ intercultural experiences shape their identity formation and pedagogies, we explore not only the impact of teachers’ identity on their practice but also highlight the influences of language teaching itself on teacher identity development. In …
Biliteracy and Schooling in an Extended-Family Nicaraguan Immigrant Household
Situating parental involvement in education within a sociohistorical context, this case study of a Nicaraguan immigrant household in California contrasts the perspectives of two sisters-inlaw who shared a home and whose daughters attended the same urban elementary school. Although the two women were involved in their daughters' schooling in different ways, the article illustrates how both women drew on a variety of personal, family, and community…
Developing translingual competence and awareness in a study abroad Spanish language classroom
Recent research highlights how agentive capacities for complex meaning-making can be developed among language learners during study abroad (SA) (e.g. Diao and Trentman 2021. Language Learning in Study Abroad: The Multilingual Turn. Multilingual Matters). In this regard, we focus on students' translingual development, or their emerging capacity to communicate across sociopolitically-constructed linguistic and cultural borders (Canagarajah 2013b), …
Narratives of Multilingual Becoming
This paper explores linguistic life-histories from five participants in a larger interview study with U.S.-based adults. These five interviewees were middle-class White women from monolingual English-speaking families who pursued multilingual learning trajectories in young adulthood. Having previously attained proficiency in one language through academic study, all five recounted similar pivotal decisions to deprioritize that language, and instea…
The Translingual Identity Development of Two California Teachers
While recent literature advocates a translingual approach to pedagogy, the implications of such an approach for teacher identity development has been little explored. This article presents case studies of two English-dominant California teachers who learned Spanish: a Filipino-American teacher of Spanish, and an Anglo-American teacher of ESL. Both teachers were interviewed as they began teaching and again three years later, as they increasingly a…
Close to Home
I Always Had the Desire to Progress a Little
Based on a qualitative study of Latin American adults enrolled in a California Eng-lish as a second language (ESL) program, this article examines the ways in which gender as a social construct mediates learners ’ decisions and opportunities to learn English. In narratives audiotaped during life-history interviews, participants shared their varying responses to the gender ideologies and practices of their communities, and their understanding of ho…
Intergenerational Trajectories and Sociopolitical Context
In this ethnographic study, I contrast the educational experiences of two Central American immigrant women in an English as a second language (ESL) family literacy program in the San Francisco Bay area in 2002. Based on life-history interviews and classroom observations, I argue that these learners ’ second language and literacy development can only be understood within the larger sociopolitical context over time. To this end, I draw on participa…
Both a fiction and an existential fact
Transgression narratives, dialogic voicing, and cultural change1
The narrative discursively analyzed in this paper is taken from a larger study involving life history interviews with Latina/o immigrants in California. It exemplifies a type of narrative among these interviews in which tellers recount how they or their family members have broken with cultural expectations. In this story, the teller, a Nicaraguan woman, recounts how her uncle violated traditional values in her family by enlisting in the Sandinist…
‘The Thing About Work’
Through narratives taken from life history interviews with an indigenous Mexican male immigrant in California, this paper examines the connection between masculinities and the learning of dominant languages associated with access to economic opportunities. In portraying the teller's engagements with work and education in both countries, these life history narratives index the way changing social contexts have caused him to emphasise different mas…
'Because She Made Beds. Every Day'. Social Positioning, Classroom Discourse, and Language Learning
This paper discursively analyzes two events of gendered positioning that took place during a unit on employment in an adult English as a Second Language program in California. Because the program primarily served Latina immigrant women, the teacher focused in this unit on the needs and goals of full-time homemakers who might want to transition into paid employment. This paper contends that it was the tensions inherent in the teacher's assumptions…
“My little sister had a disaster, she had a baby”
This paper discursively analyzes an extended personal narrative from a life history interview with a Mexican woman immigrant in California, in which the teller details the varying reactions of family and community members to her younger sister’s unmarried pregnancy in a Mexican village at a time of increasing emigration. In analyzing the narrator’s account of these events, the paper focuses on her orchestration of multiple discourses and social v…
Research on Language Education Through Programmes of Study and Residence Abroad
Mexican Americans and Language: Del dicho al hecho. G.A. Martinez. Tucson: University of Arizona Press. 2006. Pp. xi/128. ISBN 0-8165-2374-6 (pbk): $15.95
Biliteracy and Schooling in an Extended-Family Nicaraguan Immigrant Household
Situating parental involvement in education within a sociohistorical context, this case study of a Nicaraguan immigrant household in California contrasts the perspectives of two sisters-inlaw who shared a home and whose daughters attended the same urban elementary school. Although the two women were involved in their daughters' schooling in different ways, the article illustrates how both women drew on a variety of personal, family, and community…
The Dad in the Che Guevara T-Shirt
Building on previous critical research regarding student resistance to English Language Teaching (ELT), this paper illustrates Chilean high-school English teachers' use of narrative to make sense of ideological challenges from students. While the government of Chile is promoting English in connection with the nation's export-oriented economic policies, this promotion of English has been resisted by leftist movements unrepresented within the curre…
The Cultural and Intercultural Identities of Transnational English Teachers
This article presents case studies of two long‐time English language teachers: a California English as a second language instructor originally from Brazil, and a Chilean English as a foreign language teacher who worked for many years in the United States before returning home. Based on interview and classroom observation data, this research explores teachers' perspectives on the connections between their transnational life experiences and their d…
Comparing protest movements in Chile and California
This paper is based on an analysis of chat transcripts from an English-language telecollaboration project between students at universities in Chile and California. This research found that the richest intercultural interactions involved events that could not have been foreseen: the immigrant rights demonstrations in the USA and the massive student protests in Chile in May of 2006. Through a discursive analysis of the chat transcripts in which par…
Home–school connection
Chilean English teacher identity and popular culture
Recent discussions on English as an International Language have highlighted the important role played by English language popular culture for the identities and bilingual development of diverse global citizens who learn and use English. However, there has been little attention to connections between popular culture and teacher identity. In this article, based on life history interviews with Chilean English teachers, I draw on a Bakhtinian theoret…
A Methodological Reflection on the Process of Narrative Analysis
beliefs on grammar teaching. RELC Journal, 30, 1-17. Kalaja, P., Menezes, V., & Barcelos, A. M. F. (2008). Narratives of learning and teaching EFL. London, England: Palgrave Macmillan. Kanno, Y. (2003). Negotiating bilingual and bicultural identities: Japanese returnees betwixt two worlds. Mahwah, NT: Lawrence Erlbaum. Lam, W. S. E. (2006). Re-envisioning language, literacy, and the immigrant subject in new mediascapes. Pedagogies: An Internation…
Bilingual development in study-abroad journal narratives
Bilingual development in study-abroad journal narratives
Article Bilingual development in study-abroad journal narratives: Three case studies from a short-term program in Mexico was published on October 1, 2012 in the journal Multilingua (volume 31, issue 4)
“Tiffany Does Not Have a Solid Language Background, As She Speaks Only English”
Californians often take for granted a split between ethnic and linguistic identities, expecting immigrants to maintain strong ethnic identities while becoming monolingual in English. However, recent immigration has led to increasing diversity at California universities, with no majority ethnic group and many students bilingual. This study explores the language ideologies of diverse university students through an analysis of 100 essays written by …
Translingual practice in L2 Japanese
Translingual practice is an emergent theoretical perspective which emphasizes the capacity and disposition for meaning-making across linguistic boundaries. Following on studies of globalized workplaces that have focused on lingua franca English, this article explores translingual practice as represented in interview and blog narratives recounted by multilingual, multiethnic young adults hired by Japanese schools and companies for their English pr…
The Translingual Identity Development of Two California Teachers
While recent literature advocates a translingual approach to pedagogy, the implications of such an approach for teacher identity development has been little explored. This article presents case studies of two English-dominant California teachers who learned Spanish: a Filipino-American teacher of Spanish, and an Anglo-American teacher of ESL. Both teachers were interviewed as they began teaching and again three years later, as they increasingly a…
In “sociocultural in-betweenness”
In this article, we investigate second/foreign language teachers’ translingual identity development through a narrative approach to their life histories. While several studies have investigated how teachers’ intercultural experiences shape their identity formation and pedagogies, we explore not only the impact of teachers’ identity on their practice but also highlight the influences of language teaching itself on teacher identity development. In …
Same Language, Different Histories
Our paper contends that growing awareness of the historicity of English lies at the heart of the process by which English language teachers develop “critical” identities. We compare novice teachers in three different contexts of English teaching: urban Guatemala, rural Nicaragua, and a Tibetan refugee community in India. Collectively, these ethnographic case studies illustrate the complexity of English teacher identity formation in contemporary g…
Translingual and Transcultural Reflection in Study Abroad
How multilinguals reflect on and interpret their experiences abroad as they acquire an additional language has been undertheorized in study abroad research. Multilinguals navigate multiple identities, cross linguistic and social boundaries, and employ an array of resources to make meaning—that is, they engage in translingual practice. This article presents the case of Terry—a Vietnamese‐American learner of Spanish—during a 13‐week stay in Guatema…
Qualitative Research Interviews in Second Language Acquisition
The interview is a spoken (and written) genre popular in news, politics, and entertainment across the contemporary world, and also employed for varied purposes in social science and humanities research. Within the field of second language acquisition (SLA), qualitative interview research has examined the following: how groups of speakers structure language within an interview; the linguistic features of second language (L2) speech; the ideas abou…
Sociology (28 works) · Multilingual Education and Policy (27 works) · Linguistics (22 works) · Pedagogy (21 works) · EFL/ESL Teaching and Learning (20 works) · Political science (18 works) · Psychology (17 works) · Second Language Learning and Teaching (13 works) · Narrative (12 works) · Anthropology (11 works)