This paper contributes to southern theorization of multilingualisms. Noting the predominance of northern-generated academic debates, we discuss perspectives from close engagement with southern socio-historical and political contexts, and through prioritizing community and teacher outlooks on multilingualism. Our account is illustrated with…

This paper explores two prominent strands of inquiry within new materialism -- Deleuze and Guattari's assemblage thinking and Karen Barad's agential realism -- and situates them in relation to language studies. While a singular definition of new materialist scholarship is not feasible, we argue that the selected approaches have potential to come…

The notion of language proficiency in English Language Teaching (ELT), as an internationalized educational enterprise, has tended to be operationalized in terms of stable lexicogrammar and enduring normative patterns of social use. It will be argued that this 'established' stability has been challenged by the scholarship in several fields of…

This article problematizes the politics of language education research with regard to social injustice, which is not only cultural, but also material. Its starting position is that most language education research today is, following Nancy Fraser, recognition oriented, in that it takes on culture- and identity-based injustices such as racism,…

During the last 20 years, "Critical Inquiry in Language Studies" has played an important role in advancing research on critical applied linguistics. Although the level of scholarly interest in critical research and its visibility have increased, issues that critical research has attempted to problematize, such as normative ideologies of…

Critical applied linguistics remains deeply relevant today, arguably more than ever, but it needs constant renewal. This paper returns to these concerns to assess where this project has got to and where it may be headed. I review first both long-term and short-term political trends, from the rise of neoliberalism to the COVID pandemic. Next, I…

The purpose of this study is to investigate the role of place-consciousness in teaching through critical literacies pedagogies and how place-consciousness shapes a teacher's decision-making in critical literacy practices. This classroom-based ethnographic study was carried out at a school in the Northeastern United States. One language teacher was…

The author reports on a qualitative investigation of the language attitudes of multilingual British South Asian English language teachers. Data are drawn from both interviews and focus groups to demonstrate the participants underlying conception of language and their awareness and attitudes toward Indian English and how they coalesce their…

The authors explore the theoretical and pedagogical premises of their critical systemic functional linguistics approach, which they developed to challenge the deficit positioning of bilingual students in the Southeast of the United States. As multilingual educators from postcolonial Ireland and India, the theoretical framework has helped the…

In response to the limitations of the nation-state as a conceptual frame for the study of linguistic landscapes (LL), this article argues for a transnational approach that accounts for the material reconfigurations and symbolic reimaginations of space in the context of global flows and migrations (Appadurai, 1996). This approach enables one to…

bell hooks's (1994) advocacy for teaching to transgress invites educators and students alike to transgress boundaries to strive for ways to know and live fully and deeply as whole human beings. The authors aim to showcase a transgressive attempt in bringing French and English into one multiage (Grades 4-6) classroom, with its two teachers--English…