Critical Language Awareness in Motion
Disrupting Dominant Spaces through CELLWs
Bibliographic Data
| ID | 6417419 |
|---|---|
| Authors | Rahat Zaidi (0000-0003-2989-6675, University of Calgary, Calgary, Alberta, Canada), Fabielle Rocha Cruz (0000-0001-6364-8603, University of Calgary, Calgary, Alberta, Canada), Gisele Moura (0000-0002-5714-9581, University of Calgary), Gustavo da Cunha Moura (University of Calgary, Calgary, Alberta, Canada) |
| Year | 2025 |
| Volume | 81 |
| Issue | 4 |
| Pages | 326-350 |
| Publication date | 2025-11-01 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Canadian Modern Language Review/ La Revue canadienne des langues vivantes (JOURNAL) |
| Journal identifiers | ISSN: 0008-4506 • E-ISSN: 1710-1131 |
| Publisher | University of Toronto Press (PUBLISHER • CA) |
| DOI | 10.3138/cmlr-05_zaidi |
| OpenAlex | W4417199477 |
| Language | EN |
| References cited | 29 |
One of the primary challenges for multilingual students in Canada is to learn English and integrate into mainstream society. Within this process, students’ intersectional identities (the intersection of race, language, culture, and religion) influence their L2 learning while creating overlapping and interdependent systems of discrimination and disadvantage. This article explores “multilingual awareness” and its interplay with “spatial awareness” among high school newcomers in Canada. In particular, it focuses on how they employ linguistic, cultural, racial, and religious backgrounds in navigating English language learning spaces. The study involved 13 students from grades 10 to 12, all of whom participated in a series of Critically Engaged Language and Literacy Workshops (CELLWs). These workshops employed arts-based research methods and walking methodology that facilitated discussions about students’ experiences and provided opportunities to challenge them in the context of their multilayered identities. The question guiding this study was, “How does newcomer high school students’ spatial awareness, as explored through CELLWs, contribute to the disruption of dominant English language spaces?” Findings highlight the critical role of spatial awareness in fostering connections to multilingual identities and revealing systemic discriminations tied to these identities. Overall, the newcomer students’ narratives underscored the significant role of community and school interactions in shaping their sense of identity and belongingness, as well as discrimination and disadvantages that were intrinsically related to their intersectional identities
Walking as Critical Inquiry
Creative Explorations
The social justice potential of critical reflection and critical language awareness pedagogies for L2 writers
Raciolinguistic ideologies as experienced by racialized academics in South Africa
Centering critical multilingual language awareness in language teacher education
Considering Counter-Narratives
Funds of identity and self-exploration through artistic creation
Language, Education and Transnationalism
Affordances of Multilingual and Multimodal Literacy Engagements of Immigrant High School Students
Multilingual Literacies
Beyond Covid-19
Critical Multilingual Language Awareness
Liberation or emancipation? Counter-hegemony, performance and public space in Lebanon
Cosmopolitanism and rural education
Refugee Community-Based Organizations
Functions of codeswitching in ESL classrooms
Linguistic and Cultural Collaboration in Schools
Critically Engaged Language and Literacy Workshops as a Disruptive Pedagogy in Plurilingual Classrooms
Reframing Suburbs
Othering, Alienation and Establishment
Transnationalism and Community Building
Are cities ever more cosmopolitan? Studying trends in urban-rural divergence of cultural attitudes
A Transmaterial Approach to Walking Methodologies
Partnerships in research
| Citation velocity | historical |
|---|---|
| Highly cited | No |