Papers by Curtis Green-Eneix
The Handbook of Plurilingual and Intercultural Langauge Learning, 2025
As English continues to spread and become enmeshed in the local social, political, and economic c... more As English continues to spread and become enmeshed in the local social, political, and economic contexts of various countries, English in these varied multilingual spaces has come under increasing scrutiny through three main streams of research that focus on English as a lingua franca (ELF), English as an international language (EIL), and world Englishes (WE). The first two research streams have focused primarily on the pedagogical concerns surrounding teaching, curriculum, and assessment in non-English speaking countries. In keeping with the activist origins of Kachru (1997), the third stream (world Englishes), after which this chapter is titled, has continually problematized issues of inequity and inequality brought forth by the spread of English. In accordance with our commitment to decenter the hegemonic ideals embedded in the global spread of English, this chapter problematizes what it means to engage in critical world Englishes as a paradigm. To achieve this aim, our chapter examines the ideological nature of English while considering the local politics of English, as it is acquired and learned against a wider backdrop of globalization, plurilingualism, and intercultural communication. Next, we unpack what it means to adopt a critical approach. Lastly, we discuss future directions to engage with this paradigm in order to further bridge the research/practice divide within the broader field of applied linguistics.
Ideology, 2024
Ideologies, as shared beliefs about what is acceptable or valued in a society, are present in var... more Ideologies, as shared beliefs about what is acceptable or valued in a society, are present in various aspects of everyday life, including education, public discourse, and popular culture. Applied linguistics research has increasingly used the concept of ideology to examine the intersection of language and social structures, including the social norms, contested value systems, and imagined representations of the social world, both in concrete practices and as discourses operating more broadly. In this entry, we provide an overview of the concept of ideology in applied linguistics, with a specific focus on language ideologies. After presenting a historical account of the concept of ideology and its interpretations across different academic disciplines, we examine the relationship between ideology, power, and social structures, highlighting how ideologies are (re)produced and enacted through language practices and discourses. We highlight different theoretical tools used to examine ideologies, including indexicality, iconization, fractal recursivity, erasure, chronotope, and ideological becoming. These conceptual tools have proven useful to examine language learning, identity construction, and language policy and help demonstrate the role of language ideologies in mediating second language acquisition, multilingual literacy practices, and the appropriation of school language. Overall, the entry provides a comprehensive overview of the concept of ideology and its relevance to applied linguistics, particularly in relation to language use and social structures.
Linguistics and Education, 2023
This editorial piece is the introduction to our special issue on the emotional landscape of Engli... more This editorial piece is the introduction to our special issue on the emotional landscape of English medium instruction (EMI) in higher education. In this piece, we argue for a greater focus on examining the emotional environment of EMI in higher education-the variety of emotions that get entangled in policies, discourses, and practices in local EMI contexts, and the emotional effects of EMI on various stakeholders, such as students, teachers, and administrators. We also center poststructural and critical approaches to examining emotions in EMI, which enable researchers to be responsive to the local contexts, and contribute to developing emotionally supportive and socially just EMI environments. The five empirical studies, two commentaries, and forum piece that constitute this special issue all develop these arguments further.
Linguistics and Education, 2023
This editorial piece is the introduction to our special issue on the emotional landscape of Engli... more This editorial piece is the introduction to our special issue on the emotional landscape of English medium instruction (EMI) in higher education. In this piece, we argue for a greater focus on examining the emotional environment of EMI in higher education-the variety of emotions that get entangled in policies, discourses, and practices in local EMI contexts, and the emotional effects of EMI on various stakeholders, such as students, teachers, and administrators. We also center poststructural and critical approaches to examining emotions in EMI, which enable researchers to be responsive to the local contexts, and contribute to developing emotionally supportive and socially just EMI environments. The five empirical studies, two commentaries, and forum piece that constitute this special issue all develop these arguments further.
Becoming and Being a TESOL Teacher Educator
The multilingual turn in TESOL (May in The multilingual turn: implications for SLA, TESOL, and bi... more The multilingual turn in TESOL (May in The multilingual turn: implications for SLA, TESOL, and bilingual education. Routledge, New York, 2014) is overdue with the field still viewing languages as separate entities that exist in individuals (Deroo et al. in Envisioning TESOL through a translanguaging lens.
Navigating ethical challenges in second language narrative inquiry research, 2021
Methodological and theoretical innovations in second language (L2) narrative research have yielde... more Methodological and theoretical innovations in second language (L2) narrative research have yielded helpful insights into L2 learning and teaching over the past four decades. However, with the creation of this vibrant line of inquiry, new ethical dilemmas have correspondingly emerged. These dilemmas threaten to violate the core ethical principles of (1) respect for persons, (2) yielding optimal benefits while minimizing harm, and (3) the preservation of justice. Building on recent ethics-inflected applied linguistics work that has distinguished between macroethics (procedural ethics of review boards and professional codes of conduct) and microethics (everyday ethical dilemmas encountered in specific research contexts), we explore how ethical challenges have been negotiated by L2 narrative researchers. The article closes with suggested ethical measures that need to be taken in the future as researchers continue to refashion narrative inquiry to meet evolving intellectual demands.
Special Issue of EMI-TNHE, 2021
This editorial piece is the introduction of our special issue on English as a medium of instructi... more This editorial piece is the introduction of our special issue on English as a medium of instruction (EMI) and transnational higher education (TNHE). In this piece, we argue for a centering of diversity, inclusion, equity and access in EMI-TMHE as part of a larger agenda to create a more socially just field of English language teaching.
Problematizing language policy and practice in EMI and transnational higher education Challenges and possibilities, 2021
Introduction to the special issue of the Australian Review of Applied Linguistics I co-guest edit... more Introduction to the special issue of the Australian Review of Applied Linguistics I co-guest edited with Curtis Green-Eneix and Wendy Li.
Due to growing access to audiovisual material (e.g., online videos, movies, and television series... more Due to growing access to audiovisual material (e.g., online videos, movies, and television series) through websites such as YouTube and Netflix, audiovisual material has received notable interest recently within the field of second language acquisition (SLA). This interest is particularly due to the multiple affordances this content provides, specifically captions. Captions are the text-overlay that represents the audio input to assist viewers to understand the native language the video is produced in and conveys its message through (Robin, 2007). Scholarly literature focusing around this material and the use of captions to develop an additional language (L2) has primarily been beneficial (Montero Perez, Peters, & Desmet, 2018; Winke, Sydorenko, & Gass, 2013; Yeldham, 2018). However, there has been little investigation focusing on language learners’ beliefs using videos and their supportive features to learn their L2. This lack in understanding is notable due to research indicating that beliefs can inform the varying aspects of learning a language, such as the strategies used to learn an L2 (see, Kalaja & Barcelos, 2013).
Therefore, this study aims to understand the language learning beliefs students have using audiovisual material with captions to learn their L2. The study consisted of 16 survey responses from students studying five different languages with 2 group interviews consisting of 4 foreign language learners at a Midwestern research university. The findings suggest that learners have mixed views toward using audiovisual material and captions within and outside of the classroom to learn their L2. Potential implications focus on how audiovisual material could be utilized effectively within and outside of the classroom.
McNair Scholars Research Journal, 2016
Although first-generation college students (FGCS) have been entering universities in large number... more Although first-generation college students (FGCS) have been entering universities in large numbers, and even with past quantitative studies to understand this demographic, a major percentage continue to drop out of college within their first two years. Past research has resulted in an overall picture of this demographic. This qualitative study explores: (1) how FGCS perceive their social identity in relation to a college community, and (2) how interacting with support programs, such as Boise State's Student Success Program (SSP), shapes their understanding of support. In interviews with nine FGCS students, most of them did not know this first-generation label applied to them, while researchers and support programs assumed they already knew this. It was through a major event, such as failing a test, when students decided to seek help. This led to an encounter with the identity label. Perceptions about this identity label were split between positive and negative reactions. It was only after time and assistance from SSP that participants realized the significance of being an FGCS. This empowered them to continue with their education during times of hardship and/or personal turmoil.
MSU Working Papers in Second Language Studies, 2019
Foreword What does it mean to be human in a profession that requires you to innovate by listening... more Foreword What does it mean to be human in a profession that requires you to innovate by listening, contemplating, and transforming contemporary and past ideas? How does one define and strive for success in such a demanding profession while maintaining a sense of self? Those new to academia-either as students or emerging professionals-will inevitably encounter these questions in some form. While some have a support system to answer such questions, many others struggle to navigate the labyrinth of academia. Having a mentor to provide advice and support is crucial in helping us avoid this labyrinth's dead ends and pitfalls, so that the goals we aspire to can be achieved. The 2019 Second Language Research Forum (SLRF) was hosted by Michigan State University (MSU). With the support of the co-chairs of the event, Caitlin Cornell and Matt Kessler, we inaugurated the mentor lunch session, in which 17 faculty members and 17 students participated. The goal of the program was twofold: 1) to connect mentors and mentees with similar research interests, and 2) to strongly encourage mentors and mentees to not only discuss research but also to help foster the growth of the SLA community by assisting students in their integration into it. The second part entailed mentoring individuals with regard to such things as the development of their professional identities, as well as advising them on ways to support, grow and care for their personal self. In essence, our goal was to acknowledge, support, celebrate and develop emerging members of the community by focusing not only on the scholarly but on their human side, as well. The event was a success, even though only 17 of the 40-plus students were able to participate in this session. As such, we asked a few mentors to answer questions on topics ranging from searching for a job to finding a work-life balance to having a family while maintaining an academic career. We hope this compilation will unveil at least some of the mysteries of academia for those who are currently, or will soon, navigate the labyrinth. We would like to warmly express our gratitude to the mentors who took the time to meet and share their valuable insights with us and our readers.
Articles by Curtis Green-Eneix
TESOL Journal, 2019
Literature regarding translanguaging pedagogy has grown in recent years, with several studies exa... more Literature regarding translanguaging pedagogy has grown in recent years, with several studies examining its use within the classroom as well as potential ways it can shape learner identity constructions (e.g., Sayer, 2013). Drawing on translanguaging and translanguaging pedagogy (e.g., Canagarajah, 2011; Creese & Blackledge, 2010) and the literature on teacher identities, this study uses qualitative data collected through in-depth interviews with a music teacher who self-identifies as Hispanic1 and bilingual, observations of his classroom teaching, and descriptive field notes in order to elucidate the links between translanguaging and identity constructions in a U.S. high school classroom.
Analyzing how the music instructor used translingual practices to teach Mariachi, we found he constructed shared sociocultural identities for himself and his students in a fluid languaged space. We conclude with implications for classroom practice as well as suggestions for research that may more fully capture the complex experience and identity work of linguistically, ethnically, and racially diverse teachers in multilingual K-12 classrooms.
Australian Review of Applied Linguistics
This is a draft of our introduction for our special issue. Our special issue is a follow up to ou... more This is a draft of our introduction for our special issue. Our special issue is a follow up to our 2020 English Today article titled, “Problematizing EMI language policy in a transnational world: China’s entry into the global higher education market.” In this introduction to the special issue, we problematize language policy and practice in EMI and Transnational Higher Education (EMI-TNHE). Following an overview of the five feature articles and commentary that constitute the special issue, we address the following four questions: (1)Why do students enroll in the phenomenon of EMI-TNHE programs?; (2) How can we study this phenomenon?; (3) What are the consequences of EMI-TNHE programs?; and (4) What are the implications of EMI-TNHE programs?
Embracing Diversity, Inclusion, Equity and Access in EMI-TNHE, 2021
This editorial piece is the introduction of our special issue on EMI and
transnational higher edu... more This editorial piece is the introduction of our special issue on EMI and
transnational higher education (TNHE). In this piece, we argue for a
centering of diversity, inclusion, equity and access in EMI-TMHE as part
of a larger agenda to create a more socially just field of ELT.
Problematizing EMI language policy in a transnational world, 2020
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Papers by Curtis Green-Eneix
Therefore, this study aims to understand the language learning beliefs students have using audiovisual material with captions to learn their L2. The study consisted of 16 survey responses from students studying five different languages with 2 group interviews consisting of 4 foreign language learners at a Midwestern research university. The findings suggest that learners have mixed views toward using audiovisual material and captions within and outside of the classroom to learn their L2. Potential implications focus on how audiovisual material could be utilized effectively within and outside of the classroom.
Articles by Curtis Green-Eneix
Analyzing how the music instructor used translingual practices to teach Mariachi, we found he constructed shared sociocultural identities for himself and his students in a fluid languaged space. We conclude with implications for classroom practice as well as suggestions for research that may more fully capture the complex experience and identity work of linguistically, ethnically, and racially diverse teachers in multilingual K-12 classrooms.
transnational higher education (TNHE). In this piece, we argue for a
centering of diversity, inclusion, equity and access in EMI-TMHE as part
of a larger agenda to create a more socially just field of ELT.
Therefore, this study aims to understand the language learning beliefs students have using audiovisual material with captions to learn their L2. The study consisted of 16 survey responses from students studying five different languages with 2 group interviews consisting of 4 foreign language learners at a Midwestern research university. The findings suggest that learners have mixed views toward using audiovisual material and captions within and outside of the classroom to learn their L2. Potential implications focus on how audiovisual material could be utilized effectively within and outside of the classroom.
Analyzing how the music instructor used translingual practices to teach Mariachi, we found he constructed shared sociocultural identities for himself and his students in a fluid languaged space. We conclude with implications for classroom practice as well as suggestions for research that may more fully capture the complex experience and identity work of linguistically, ethnically, and racially diverse teachers in multilingual K-12 classrooms.
transnational higher education (TNHE). In this piece, we argue for a
centering of diversity, inclusion, equity and access in EMI-TMHE as part
of a larger agenda to create a more socially just field of ELT.