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This study examines a series of government textbooks used to teach Korean language and culture to spouses of South Korean nationals living in Korea. A multimodal analysis of textbook images and narratives explores how strictly defined gender identity discourses are constructed and circulated through these government textbooks in ways that not only seek to reinforce gender conventions, but also advance a conservative, assimilationist curriculum for these immigrants. The analysis reveals ways in which female marriage immigrants are positioned primarily as housekeepers; how they are subordinately positioned vis-à-vis in-laws and their husbands; and finally, how intercultural miscommunications are presented as the fault only of the immigrants. In this, the burden for intercultural communication and learning is placed solely on the immigrants in the multimodal narratives presented in the textbooks, without reciprocal burden ever placed on the spouse or spouse’s family, or effective ways of negotiating intercultural miscommunications being shared. Images and text work together in multimodal ensembles to craft narratives that position immigrant women in ways that textual or visual analysis alone would not fully capture. Thus, the study argues the use of multimodal analytical approach in examining language textbooks as a way of deconstructing broader discourses and disrupting problematic discourses.

This study explores how preschool educators could assess dual language learners’ (DLLs) English language abilities using formative instruments in school settings. It specifically examines (1) DLLs’...

In this final contribution, the authors of the Special Issue reflect collaboratively on the work gathered in the Special Issue [...]

Neoliberal policies in education have created a focus on profits and competition, systemically casualized teachers as workers, and commodified language and race in ways that impact teachers and how they navigate the morality of their work under these conditions. This article investigates teachers as they construct moral selves in the neoliberal context of private English language institutes in South Korea. Drawing on data from a two-year longitudinal study, it offers new insights on teacher morality construction using positioning analysis of narratives. Narrative analysis allows for situated, interactive, layered examinations of how teachers create moral selves. In their stories, explanations, justifications, and other linguistic devices mark positions in which teachers disagree with, yet align to neoliberal policies. These tensions illustrate how neoliberalism comes to be viewed as immutable, and how teachers adopt an individualized sense of justice in response, while also facing pressure to maintain privileges they gain through the system.

This article is based on a set of short narratives from four researchers in applied linguistics, who adopt the descriptor “junior political researcher-practitioners.” These individuals shared and a...

In the climate of shifting language policies and constant influx of native English-speaking teachers to South Korea, the question of what constitutes a “good” language teacher (GLT) arises. To this end, the present study examines how 577 young English learners (K-6th grade) come to demonstrate their understanding of GLT by making use of visual images and written narratives. A social semiotic, multimodal approach to analysis is employed to scrutinize how these textual and visual narratives construct and/or presuppose a certain image of teacher identity and, as a result, display societal ideologies (Jewitt 2009). The findings yield two dimensions with regard to the objects associated with GLTs, an emotional/abstract dimension and a teaching-related dimension, and the differing use of these objects in relation to teacher gender indicating students’ awareness of teacher roles and gender. Moreover, the ways in which learners place themselves in the storied worlds seem to provide evidence for how teacher identity is, in fact, co-constructed with the notion of learner identity. Thus, the study underscores the complex nature of GLT identity construction and further highlights the benefits of using both textual and visual methods to gain better insights into learners’ beliefs about, attitudes towards, and perspectives on teachers, students, and language learning.

Pollution has the potential to negatively alter coastal ecosystem health, including fisheries species, through direct impacts, food web effects and habitat degradation. Vieques is an island municipality of the Commonwealth of Puerto Rico, which lies off the east coast of the main island. In addition to normal pollution stressors associated with human activities, Vieques was also the site of a military bombing range from the 1940s until 2003. There is significant local concern about potential negative impacts of pollution from these and other activities on fisheries stocks, as well as seafood as a vector for toxic contaminants to enter the human food supply. In this study, queen conch ( Strombus gigas) tissues were analyzed for a suite of contaminants: metals, the pesticide DDT (and its degradation products), and energetic compounds (associated with munitions) from three areas around the island. The magnitude of contamination found in queen conch was within the range of values reported in other studies in the Caribbean, suggesting that the levels of these selected contaminants present in conch in Vieques are not unusual for the region.

Many early stages of estuarine species congregate at the surface or in the upper mixing layer making them prone to UV light exposure and oil sheens. Laboratory testing was used to assess UV-oil sheen interactions with grass shrimp (Palaemon pugio). Newly hatched grass shrimp larvae were exposed to a 1-μm thick oil sheen for 24 h with or without an 8-h pulse of UV light. Grass shrimp were then transferred to clean seawater and non-UV conditions to measure development, growth, and reproductive fitness. Minimal toxicity was observed after the initial exposure but larval development was significantly delayed in shrimp exposed to the UV enhanced sheen. After reaching sexual maturity, shrimp were paired to evaluate effects on reproduction. Shrimp initially exposed to the UV enhanced sheen as larvae had a significant reduction in fecundity compared to controls. This demonstrates the importance of examining interactions between UV light and oil since negative effects to aquatic organisms may be underestimated if based on standard laboratory fluorescent lighting. Acute exposures of early life stages to thin oil sheens and UV light may lead to long-term impacts to individuals and ultimately to grass shrimp populations.

This chapter describes how one teacher increased connections between the ESL classroom and the local community through pedagogic innovation. Beginning with reading circles, and drawing on critical and sociocultural views that promote learner autonomy, the teacher shares examples of reading projects that helped learners establish reading communities and connections beyond the classroom. This approach thus broadens the possibilities for what an academic reading course might entail.

Practitioners in language and literacy education who are interested researching and furthering social justice issues often seek critical approaches to their work. Ultimately, the goal of such research under favorable conditions is to produce action for change, however, under difficult circumstances that approaches need to be adjusted. Today, practitioners may find resistance to critical work from neoliberal education policies, to which such work is undesirable in that it may harm profits, or from restrictive administrative regimes. First, this chapter gives an historical overview of critical approaches to educational research, and then discusses in detail an approach the authors call critical practitioner research. Drawing on a case study of research done at private language institute in South Korea, the authors highlight several issues which prohibited the use of other previously defined critical approaches to research, including restrictive school policies, and working with young learners. Ethical and reporting issues of such research are also discussed. Out of this work, the authors propose three broad principles for critical practitioner research: a focus on social justice issues, flexibility in data collection and exploration, and collaboration with participants to the extent it is possible while recognizing that fully participatory approaches may not always be possible.