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This paper aims to present findings from a three-year qualitative study that used a model of teacher learning referred to as teaching as inquiry (Manfra, 2019). Teaching as inquiry centers the teacher as a learner in a prolonged and “systematic process of data collection and analysis focused on changing teaching” (p. 167). Findings from the larger qualitative study demonstrate the work of collecting transcripts and using discourse analysis to analyze classroom discourse fostered high school English teachers’ knowledge and skills for facilitating critical conversations (Schieble et al., 2020). For this paper, the authors highlight Paula, a white, female secondary teacher who is dual certified in English Language Arts and ESL. Findings from Paula’s case demonstrate the ways the teacher inquiry group disrupted Paula’s language ideologies of linguistic purism, an ideology embedded in white supremacist and colonialist, hegemonic language policies and practices (Kroskrity, 2004), and transformed her instructional practices over time.

The research used qualitative methods for design and scope to generate an information-rich instrumental case study (Stake, 1995). Case study is a form of qualitative inquiry that concentrates on experiential knowledge of the case. This study used case study methods to construct an instrumental case to understand how participation in the teacher inquiry group shaped Paula’s facilitation of critical conversations. Data analysis used inductive and deductive qualitative coding procedures and discourse analysis (Gee, 2004; Rogers, 2018) to address the research questions.

Findings demonstrate that prior to meeting with the teacher inquiry group, Paula’s teaching practices embodied linguistic separatism by emphasizing that standardized English was the “appropriate” way to participate in critical conversations. Through studying her classroom discourse, the inquiry group supported her to critically question these instructional practices and ideologies. Findings demonstrate that the work of the inquiry group supported her embodiment and articulation of a translanguaging ideology that supported her facilitation of critical conversations.

Findings from this study contributes to scholarly and professional knowledge about how models of teaching as inquiry (Manfra, 2019) demonstrate a positive or reconstructive impact on teacher and student learning. This study highlights the potential for reconstructive shifts in the context of how teachers learn together and the tools that support them in doing so.

This research explores the standard language ideology in Chinese foreign language education policies. The most substantial in relation to language policy and management in regard to language ideology are beliefs associated with the values on the named language and its varieties (Spolsky, 2009). In the standard language ideology, the standard is treated as being valuable linguistic capital and possessing prestige as well as authority. Mandarin is the most well-accepted standard Chinese, and similarly, UK English or US English is the most popular and Standard English (SE) in China.

The theoretical framework in this research is critical discourse analysis (CDA) and discourse-historical approach (DHA) to guide the data collection and data analysis. This research will review recent and seminal literature obtained from the China National Knowledge Infrastructure (CNKI) on language policy in China in relation to standard language ideology. The literature also investigates Chinese state's English language ideologies using official language education policies (FLEPs).

The results show that standard language ideology is a common mindset found within official state policies in regard to SE. The authors argue that the Chinese trust on the ideology of standard language appears to not be aligned to recent worldwide trends such as globalization and multilingualism.

This research can provide insights into future language planning and language policy in China and shows that the future research could do more on language planning in China.

The purpose of this paper is to discuss the role of language ideologies in negotiating organisational relationships in a Korean multinational company (MNC). By adopting an interactional sociolinguistics (IS) approach, this paper illustrates how language becomes part of a mechanism of negotiating group membership and of perpetuating or challenging power asymmetries through social and ideological processes.

This paper draws on interview data from an ethnographic case study of a Korean MNC to understand language ideologies in one working team. The interview data are analysed through an IS framework to connect the situated interaction to the broader social context.

This paper shows that participants’ discourse of linguistic differentiation becomes an interactional resource in challenging the organisational status quo. Linguistic superiority/inferiority is constructed through particular sequencing and the systematic production of a dichotomy between two groups – expatriate managers and local employees – at various levels of their company structure. Group membership is enacted temporarily in positioning the self and the others.

This paper offers a methodological contribution to international business language-sensitive research on language and power by conducting interactional analysis of interview talk. Through the lens of IS, it provides insights into how discourse becomes a primary site of negotiating power and status and a multi-level approach to the study of organisational power dynamics and the complex linguistic landscape of any workplace.

The purpose of this study is to support the integration of scientifically grounded linguistic knowledge into language teaching in English Language Arts (ELA) classrooms through building an understanding of what teachers currently know and believe about language.

In total, 310 high school English teachers in the USA responded to a survey about their language beliefs. Statistical analysis of responses identified four distinct constructs within their belief systems. Sub-scales were created for each construct, and hierarchical regressions helped identify key characteristics that predicted beliefs along a continuum from traditional/hegemonic to linguistically informed/counter-hegemonic.

Key findings include the identification of four belief constructs: beliefs about how language reveals speaker characteristics, beliefs about how society perceives language use, beliefs about how language should be treated in schools and beliefs about the English teacher’s role in addressing language use. In general, teachers expressed counter-hegemonic beliefs for their own role and their view of speaker characteristics. They expressed hegemonic beliefs for societal perceptions and the dominant school language narrative. Taking a linguistics class was associated with counter-hegemonic beliefs, and teaching longer was associated with more hegemonic beliefs.

The findings of this study suggest that the longer teachers teach within a system that promotes hegemonic language practices, the more they will align their own beliefs with those practices, despite having learned linguistic facts that contradict pervasive societal beliefs about language. The Dominant School Language Narrative currently accommodates, rather that disrupting, linguistic prejudice.

A current understanding of teachers’ language ideologies is a key step in designing teacher professional development to help align teaching practices with established linguistic knowledge and to break down a socially constructed linguistic hierarchy based on subjective, and frequently prejudicial, beliefs.

The purpose of this paper is to address the intensive spread of the English language in Central and Eastern Europe as an aspect of postsocialist transition.

The paper analyses the discourses and ideologies related to the spread of English in postsocialist Poland, drawing on insights from critical discourse analysis and language ideology. The empirical material discussed comprises newspaper articles dealing with the topic of language policy in Poland, with a focus on the media campaign, “battle for English”.

The paper finds that the spread of English is facilitated by powerful discourses propagating the knowledge of English together with the ideology of neo‐liberal economic and social transformation. The exploration of the discourses inherent in the story of the “battle for English” enables the links between the linguistic practices applied by individual actors and the ideologies conveyed by the discourses found in mainstream media to be made explicit.

An awareness of the mechanisms of discourse and ideology allows us to question both the drive behind and the social impact of the spread of English in Central and Eastern Europe.

The paper offers a novel theoretical and empirical contribution to the understanding on postsocialist transition.

As US universities increasingly participate in the project of the internationalization of higher education through growing international student enrollment, those campuses need to better support their diverse learners and prepare students to be culturally competent. Part of cultural competence for university students includes issues related to language use and language policy because one cannot separate language from culture. Highlighting multilingual international undergraduate student voices from China, India, and Malaysia, the author offers insight into how these students thoughtfully navigate through complicated language ideologies and policies inside and outside of the classroom. The chapter concludes with recommendations for how US universities should encourage cross-cultural competence through embracing multilingual ideologies and language policies.

The purpose of this paper is to explore issues pertaining to monolingual ideology in the United States and the challenges in terms of career identity and development for multilingual individuals.

This conceptual paper provides a discussion of the relevant literature pertaining to linguistic diversity, language ideologies, career identity and career development, and offers a critical conceptual framework for understanding career development in linguistically diverse, multilingual contexts.

Based on a critical review of literature, this paper proposes a conceptual framework which can be used to address linguistic issues that may otherwise encourage discrimination and inequity in the workplace.

This paper addresses the gap in career development literature by proposing a critical conceptual framework that integrates language as an important element of one’s career identity.

This paper seeks to explain and establish theories and methodologies for the exploration of corporations' ideologies as a subfield of study of corporate communication. By a corporation's ideology is meant a system of ideas, beliefs, meanings, and concepts prioritised and institutionalised by a corporation in its internal and external communication.

Because the natural receptacle of a corporation's ideology is language, research into corporations' ideologies will necessarily involve the analysis of text: the social manifestation of language. A corpus‐driven approach, which is concerned not with what is going on in the minds of people and the way they understand words, phrases and text, but with the categories and probabilities of words, phrases and text, assures empiricity and objectivity.

Research into corporations' ideologies creates multiple avenues of enquiry related to corporate communication, corporations, and society.

A new understanding of corporate communication which enables its more reliable strategic management.

Offers a theoretical understanding and practical application of a new subfield of study of corporate communication: corporations' ideologies.

The purpose of this study is to support advocacy for racial and linguistic justice by examining teachers’ efforts to contest their colleagues' language-exclusive policies and practices.

The author used a critical and reconstructive discourse analysis guided by interest convergence theory to analyze narratives shared by teachers working to contest language-exclusive practices.

Teachers identified or created interest convergence to successfully contest specific practices. However, their arguments had the potential to be coopted for hegemonic purposes.

Previous studies have used interest convergence to analyze bilingual education policy. This study is one of the few to apply the theory to analyze other efforts to contest language-exclusive practices.

The purpose of this paper is to clarify the influence of linguistic profiling on perceived employability. In doing so, we recognize multiple factors that can contribute to this relationship. Using the systems theory framework (STF) of career development, we categorize these factors based on whether they primarily reside within the societal system, the organizational system, or the individual system. Subsequently, we construct and present an open systems model that depicts the influence of linguistic profiling on perceived employability in context with other societal, organizational and individual factors.

The STF provides a theoretical perspective on how to contextualize linguistic profiling and perceived employability within the scope of career development. We employed an integrative literature review method to locate existing research studies that investigated the influences of linguistic profiling and perceived employability. The literature search process, coupled with inclusion and exclusion criteria, resulted in 46 publications retained for analysis.

Findings provided evidence of language ideologies that contribute to linguistic profiling globally. Linguistic profiling usually results in reduced perceived employability. There was variation in the research findings based on the context of the research studies. The context consisted of the societal, organizational and individual systems in which the research study was conducted. Findings supported our construction of an open systems model of the influence of linguistic profiling on perceived employability, which is rooted in the STF.

This study highlights the negative influence of linguistic profiling on perceived employability. It also demonstrates how the STF can be used to contextualize the linguistic profiling problem within societal and organizational systems.