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Publication Reimagining Literature Circles Using a Critical Translingual Approach in the English Language Arts Classroom(University of Pennsylvania, 2024-10-31) Kelsey TrudoThis paper explores the practice of literature circles in secondary literacy classrooms as spaces that are rooted in student choice and inquiry. Student-led literature circles promote students’ voice and choice, and are rich environments for students to bring their full linguistic and cultural repertoires. By applying new theoretical frameworks to the practice of literature circles and the roles that students traditionally hold, like “connector” and “questioner,” this paper provides a conceptual renovation of the traditional literature circle roles (Daniels, 2002, p.13). I reimagine my own experience as a literacy teacher had they applied these renovated roles to their own practice. Putting these roles into action, I hope that teachers, literacy specialists, and any educator who is looking to use literacy practices in their classroom to help students understand content (novels, informational texts across content, historical documents, etc.) can apply these roles in ways that value and draw on students’ full funds of knowledge (Moll et al., 1992).Publication Negotiating Identities in Language Education: A Study of my English Learning and Teaching Journey(University of Pennsylvania, 2024-10-31) Heying ZhangIn this article, I investigate the dynamic relationship between language ideologies and identity construction within English education in China. Reflecting on my journey as both an English learner and teacher, this study explores the ways in which standard language ideology and native-speakerism have influenced my self-perception and professional role. It narrates a journey from feeling linguistically inferior due to a Chinese accent to confronting professional biases in teaching. Furthermore, it shows a shift from internalizing standard English norms to embracing linguistic diversity. This study highlights the impact of language ideologies on my self-perception and professional identity in English language teaching, advocating for a more inclusive understanding of linguistic diversity and professional competence, beyond the native speaker paradigm.Publication A Collaborative Citizen Sociolinguistic Reading of Eight Popular English Language Novels(University of Pennsylvania, 2024-10-31) The New Philadelphia GroupIn the fall of 2023, we, the authors of this paper, took a class with Dr. Betsy Rymes on the topic of Citizen Sociolinguistics. Dr. Rymes describes Citizen Sociolinguistics as “This everyday talk about language” (2020, p. xi), which as a methodology allows for purposeful exploration of the mundane. Inspiration for data to analyze can come from any source, and in this paper, we look to the world of fiction in novels that we read in groups from a Citizen Sociolinguistic perspective. In this paper, we will discuss the ways that characters, authors, and readers enact the principles of Citizen Sociolinguistics in the following novels: Americanah;The House on Mango Street; The Night Watchman; The Brief Wondrous Life of Oscar Wao; Girl, Woman, Other; Pachinko; Deacon King Kong; and True Biz. The eight novels were initially chosen by Dr. Rymes based on their diverse representations of language and culture, and the reading groups were formed based on student interest.Publication The Power of Language Ideologies: Creating Heteroglossic Implementational Spaces in a Practical English Class(University of Pennsylvania, 2024-10-31) Gengqi XiaoThe multilingual turn in second language acquisition (SLA) has propelled a critical stance on monoglossic language ideologies, advocating for a heteroglossic approach that values the dynamic language practices of multilingual learners (MLs) (May, 2013; Flores & Schissel, 2014). This article shifts the focus from a general exploration of language ideologies to a detailed examination of the nuanced interplay between monoglossic language ideologies, prioritizing an idealized linguistic norm, and heteroglossic language ideologies, validating linguistic diversity. By analyzing the enactment of a heteroglossic approach in an online practical English class, the study explores the complexities where monoglossic and heteroglossic language ideologies are not opposed but rather coexist in complex and potentially deceptive ways. Through semi-structured interviews that probe MLs’ beliefs about race and language, complemented by critical discourse analysis (Fairclough, 2013), this research investigates how MLs and their teacher articulate and navigate their language ideologies, revealing how monoglossic language ideologies, often aligned with ‘white’ norms, shape instructional choices and classroom dynamics. The findings reveal the nuanced interrelations between monoglossic and heteroglossic language ideologies, advocating for educational frameworks that proactively engage with and critically transform the hegemonic language ideologies for more equitable language education.Publication Enregistering Guoyu in Chinese Social Media: Indexicality, Stance, and Mediatization(University of Pennsylvania, 2024-10-31) Xinyi WuThis article examines the semiotically mediatized formation of Guoyu, a newly emergent Chinese internet phonolexical style. Originating in grassroots livestreaming, Guoyu underwent the process of enregisterment, through which it gained metapragmatically formulated indexical meanings. Analyzing social media posts, I show how, based on Guoyu’s stereotypically labeled vulgarity, young users further reflexively construct its laminated orders of indexicality, such as gayness, humor, and authenticity, and deploy its tokens to manipulate their identity projections and interactive agendas. Analyzing how a group of young friends employed fragments of Guoyu style in offline interactions through stance-taking, I show how they dynamically mediate their social relations based on the tokens’ interior and exterior indexical meanings. Despite the inevitable indexical bleaching during the circulation of this style, especially after the style’s iconic speaker was banned by the Chinese government, Guoyu’s internet-charged indexical lifespan has extended along the mediatized speech chain at different social locales.