Expanding access to CLA
The effects of incorporating critical language awareness into a general education course on bilingualism in the United States
Bibliographic Data
| ID | 11114541 |
|---|---|
| Authors | Sean Mckinnon (0000-0002-7553-2074, corresponding author) |
| Year | 2025 |
| Volume | 101 |
| Issue | 4 |
| Pages | e307-e342 |
| Publication date | 2025-12-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Language (JOURNAL) |
| Journal identifiers | ISSN: 0097-8507 • E-ISSN: 1535-0665 |
| Publisher | Cambridge University Press (CUP) (PUBLISHER) |
| DOI | 10.1353/lan.2025.a978278 |
| OpenAlex | W4417495794 |
| Language | EN |
| References cited | 73 |
Given historical and contemporary hegemonic discourse that portrays the United States as a monolingual nation, a critical perspective is needed to counter this societal erasure of bi/multilingualism. The present study reports on an introductory linguistics course about bilingualism in the US that adopted critical language awareness as its pedagogical framework. Results from an end-of-semester survey show that students from diverse linguistic backgrounds (monolingual English, heritage language, L2 world language, and L2 English speakers) demonstrated critical awareness about language, albeit with some differences that were mediated by their linguistic backgrounds. Implications for linguistics and world language programs, as well as adaptations for future iterations of the course, are also discussed
Applied linguistics · Bilingual education · Critical discourse analysis · Hegemony · Language education · Metalinguistics · Multilingualism · Neuroscience of multilingualism · Perspective (graphical) · Theoretical linguistics · EFL/ESL Teaching and Learning · Multilingual Education and Policy · Second Language Learning and Teaching
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| Citation velocity | historical |
|---|---|
| Highly cited | No |