Emma R Britton
Biographic Data
| ID | 5434764 |
|---|---|
| NAME | Emma R Britton |
| GIVEN NAMES | Emma R |
| FAMILY NAME | Britton |
| SIGNATURE | BRITTON E R |
| AFFILIATIONS | Tompkins Cortland Community College Dryden New York USA |
| ORCID | 0000-0001-9906-7608 |
| VERIFIED | Yes |
| TOTAL WORKS | 6 |
| TOTAL CITATIONS | 3 |
| AUTHOR COUNT | 6 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2020 |
| LATEST PUBLICATION YEAR | 2024 |
| H-INDEX | 1 |
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…
Assessing Languages Across the Curriculum: Critical reflection and student learning perspectives
Language program evaluation is a complicated field of practice, especially for models that are not commonly implemented in higher education. This article features Languages Across the Curriculum (LAC), a lesser‐known program model, reporting on a qualitative evaluative program study taking place in a Northeastern university. It identifies challenges associated with common program evaluation approaches (used in LAC and other language models) and a…
Critical and Dominant Language Learner Ideologies: A Case Study of Two Chinese Writers’ Experiences with a Critical Language Writing Pedagogy
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…
Tu lucha es mi lucha”: Teaching Spanish through an equity and social justice lens
This article reports about a 2‐year participatory action research (PAR) study in which three instructors engaged in an ongoing PAR cycle to develop and implement an explicit social justice teaching approach in their differing instructional contexts in the Northeastern US: a graduate course for teacher education and two secondary school Spanish courses. Building upon critical pedagogy (Freire, 2005) and intersectional positionalities studies (Cren…
The social justice potential of critical reflection and critical language awareness pedagogies for L2 writers
Keeping Words in Context”: Language Policy and Social Identification in an Immigrant Job Training Program
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…
Tu lucha es mi lucha”: Teaching Spanish through an equity and social justice lens
This article reports about a 2‐year participatory action research (PAR) study in which three instructors engaged in an ongoing PAR cycle to develop and implement an explicit social justice teaching approach in their differing instructional contexts in the Northeastern US: a graduate course for teacher education and two secondary school Spanish courses. Building upon critical pedagogy (Freire, 2005) and intersectional positionalities studies (Cren…
The social justice potential of critical reflection and critical language awareness pedagogies for L2 writers
Keeping Words in Context”: Language Policy and Social Identification in an Immigrant Job Training Program
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…
Tu lucha es mi lucha”: Teaching Spanish through an equity and social justice lens
This article reports about a 2‐year participatory action research (PAR) study in which three instructors engaged in an ongoing PAR cycle to develop and implement an explicit social justice teaching approach in their differing instructional contexts in the Northeastern US: a graduate course for teacher education and two secondary school Spanish courses. Building upon critical pedagogy (Freire, 2005) and intersectional positionalities studies (Cren…
Critical and Dominant Language Learner Ideologies: A Case Study of Two Chinese Writers’ Experiences with a Critical Language Writing Pedagogy
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…
Assessing Languages Across the Curriculum: Critical reflection and student learning perspectives
Language program evaluation is a complicated field of practice, especially for models that are not commonly implemented in higher education. This article features Languages Across the Curriculum (LAC), a lesser‐known program model, reporting on a qualitative evaluative program study taking place in a Northeastern university. It identifies challenges associated with common program evaluation approaches (used in LAC and other language models) and a…
Pedagogy (6 works) · Psychology (6 works) · Sociology (6 works) · EFL/ESL Teaching and Learning (5 works) · Linguistics (5 works) · Multilingual Education and Policy (5 works) · Social science (4 works) · Political science (3 works) · Second Language Learning and Teaching (3 works) · Computer Science (2 works)