Agency mobilization applying an ethnography-based questionnaire of critical sociolinguistic incidents
Bibliographic Data
| ID | 6440650 |
|---|---|
| Authors | H Grad (0000-0002-2142-9290, Universidad Autónoma de Madrid, corresponding author), Anna Tudela-Isanta (0000-0002-4379-706X, Universidad Autónoma de Madrid) |
| Year | 2025 |
| Volume | 24 |
| Issue | 4 |
| Pages | 657-687 |
| Publication date | 2025-08-08 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Language Policy (JOURNAL) |
| Journal identifiers | ISSN: 1568-4555 • E-ISSN: 1573-1863 |
| Publisher | Springer Science+Business Media (PUBLISHER • DE) |
| DOI | 10.1007/s10993-025-09742-w |
| OpenAlex | W4413131158 |
| Language | EN |
| References cited | 37 |
In the context of an action-research project in Madrid focusing on sociolinguistic inequalities, this paper presents one of the tools used to prompt critical reflection and discussion on sociolinguistic inequalities and agency amongst higher education students: The questionnaire of critical sociolinguistic incidents. The questionnaire presents experiences drawn from previous ethnographic work that cover situations of misrecognition and unequal distribution of linguistic resources among speakers of minority languages, varieties of Spanish, and the presence of English at Spanish universities. For each critical incident, participant students were presented with multiple-choice answers that suggested possible reactions or opinions, offering different alternatives of agency. The questionnaire of sociolinguistic critical incidents served three main goals: To ask participants to react to lived situations of inequality, to trigger reflection on the agency of speakers, and to assess the impact of the project’s interventions. To assess this impact, the students answered the questionnaire twice, at the beginning and at the end of the semester, in intervention and control groups. Results indicate a shift towards increased agency following the project’s interventions. This research indicates that an ethnography-based questionnaire an effective tool to help students reflect on their linguistic resources, the sociolinguistic order in the university and their own agency in changing this order
Action research · Agency (philosophy · Context (archaeology · Ethnography · Geography · Linguistics · Participant observation · Pedagogy · Psychological intervention · Social science · Sociolinguistics · Sociology · EFL/ESL Teaching and Learning · Multilingual Education and Policy · Psychology · Second Language Learning and Teaching · Social Psychology
Marxism and literature
The Oxford Handbook of Acculturation and Health
Mutual Intercultural Relations
Neoliberalism, language, and governmentality
Social Justice in the Age of Identity Politics
Language and Social Justice
Outline of a Theory of Practice
Constructing Inequality in Multilingual Classrooms
Exploring social justice pedagogies in health and physical education through Critical Incident Technique methodology
African Mother-tongue Programmes and the Politics of Language
The Multilingual Citizen
What Kind of Citizen? The Politics of Educating for Democracy
Transformative actions for sociolinguistic equity
Negotiating sociolinguistic justice
Spaces of conscientization as a bridge between inequality and contestation
The critical incident technique
Talking about sociolinguistic injustice
Agency as doing-together
Discourse analysis for social change
Central Problems in Social Theory
Fifty years of the critical incident technique
Language and Agency
Hegemonic Relations and Gender Resistance
What Is Agency
Untangling the web of critical incidents
| Citation velocity | historical |
|---|---|
| Highly cited | No |