Reimagining Dialogue on Identity, Language and Power

Ching-Ching Lin’s career spans more than 20 years of experience as a high school social studies and ESL teacher, college ESL professor, and TESOL and Bilingual Education instructor. She is currently a teacher educator and curriculum developer. She is the co-editor and a contributing author of the following two edited volumes: Inclusion, Diversity, and Intercultural Dialogue in Young People's Philosophical Inquiry (Brill Publishers, 2018) and Internationalization in Action: Leveraging Diversity and Inclusion in Globalized Classrooms (Peter Lang Publishing, 2020).   Clara Vaz Bauler is an Associate Professor of TESOL/Bilingual Education at Adelphi University, NY, USA. She is a sociolinguist and critical discourse analyst who is interested in unveiling unjust and often hidden educational practices that propagate language shaming and discrimination. She investigates language used in news media, social media and classrooms, inquiring on the contexts, purposes and consequences of using certain terms and enacting specific policing practices associated with languaging and migration flows.

Contributors



Suresh Canagarajah: Foreword



Ching-Ching Lin and Clara Vaz Bauler: Introduction



Part 1: Dialogic Testimonio



Chapter 1. Sandra Rodriguez-Arroyo, Laura C. Walls and Ferial Pearson: Ni de Aquí, Ni de Allá: Reflections on Trying to Fit into a Box 



Chapter 2. Priscila Fabiane Farias, Leonardo da Silva and Litiane Barbosa Macedo: On the (Constant) Process of Becoming a Critical Language Educator in the Brazilian Context



Chapter 3. Sumeyra Gok and Angelina Gillispie: Unpacking Raciolinguistic Ideologies and Power Dynamics in Teacher Education through Intersectionality



Chapter 4. Kinsella Valies and Lisa M. Hunsberger: Black Women's Ibasho: Creating a Space of Belonging in Japan



Chapter 5. Lan Wang-Hiles, Ekaterina Goodroad, Tong Zhang and Judith Szerdahelyi: Negotiating Identity, Language and Power: Dialogic Reflections on Non-Native English-Speaking Writing Instructors in the US Composition Classroom



Part 2: Digitally-Mediated Public Scholarship



Chapter 6. Clara Vaz Bauler and Vanja Karanović: Twitter/X as Thinking Communities: Responding, Reacting and Acting on Linguistic Discrimination



Chapter 7. Ching-Ching Lin, Derek Baylor, Yasmeen Coaxum and Shuzhan Li: Forming Performative Space through Legitimate Peripheral Participation: Digitally-Mediated Dialogic Inquiry of Four BIPOC TESOL Professionals                                                                    



Chapter 8. A.R. Shearer and Clara Vaz Bauler: Professional Communities in the Making: Critical Dialogues in the ELT Field



Chapter 9. JPB Gerald and Clara Vaz Bauler: Escaping the H-Index: On the Value and Voice of Public Engagement for Racialized Scholars          



Part 3: Through a Critical Incident Lens



Chapter 10. Ribut Wahyudi and M. Faisol: When Daily Uses of Language, Identity and 'Power' Intersect with the Global (Center) versus Local (Periphery) Power Relations: An Interdisciplinary Study



Chapter 11. Luciana C. de Oliveira, Destini Braxon, Jia Gui and Tara Willging: A Critical Dialogue Among Participants in a Professional Learning Community



Chapter 12. Edmund Christopher Melville, Rasha Ashkar and Nicholas Douglas: Ebbs, Flows, What’s New is Old: A Collaborative Autoethnography of Three EFL Educators in Turkey



Chapter 13. Julia E. Kiernan, Joyce Meier and Xiqiao Wang: Critical Listening: A Teacher-Scholar Dialogue on the Challenges of Linguistically- and Culturally-Centered Coursework                                                                     



Chapter 14. Wing Shuen Lau and Kristine Mensonides Gritter: Curiosity Matters: Envisioning Intercultural Dialogue in Qualitative Research Practice



Index