Latest posts tagged with #languageed on Bluesky
"Pluriversal Applied Linguistics: Implications for Language Teaching and Research from the Global South" by Yecid Ortega advocates for a more inclusive approach to #LanguageEd by drawing on epistemologies from the Global South.
40% off with DGBHOLIDAY40 until Dec 11
#Linguistics #CriticalPedagogy
💡Don't miss your chance to attend Tech Slam 6!
Join us this Thursday, Oct. 16 @ 7pm Eastern for bite-sized talks about language learning technologies for Latin & other languages.
Registration is free: tinyurl.com/techslam6
#LanguageEd #EdTech #langchat #MFLTwitterati #IALLT
Have you registered for Tech Slam 6? Bite-sized talks about language learning technologies for Latin & other languages. Registration is free & open to the first 100 registrants. Reserve your spot here! #LanguageEd #EdTech #langchat #MFLTwitterati #IALLT
tinyurl.com/techslam6
Tech Slam 6 is here! Join us Oct. 16 @ 7PM ET for mini-presentations related to learning technologies for Latin and languages more broadly.
Registration is free and open to the first 100 registrants. Reserve your spot here!
tinyurl.com/techslam6
#LanguageEd #EdTech #langchat
Discover how immersive social VR environments can level up Spanish conversation skills.
🔗 Read the full article: utppublishing.com/doi/10.3138/...
#CALL #VR #SpanishLearning #LanguageEd #CALICOJournal
@uoftpress.bsky.social @caliconsortium.bsky.social
Author bio: sites.google.com/view/naoko-t...
![“The Negro in a tight place is a genius”: Black language teachers and the (re)making of [B]lack jobs
Tasha Austin
https://orcid.org/0000-0003-0677-5061
Abstract
This chapter discusses the need for Black language scholars particularly in the role of educational linguists. It details the author’s introduction to the field and describes the vantage point of those multiply marginalized as uniquely valuable to educational linguistics. The author then introduces the raciolinguistic genealogical methodology (Flores, 2021) followed by its application in a brief study on the naturalized discourse of the Black language/teacher shortage. In taking a genealogical perspective on the discourse of Black teacher shortages, the study outlines the material distribution of both land and monies through the first and second Morrill Acts becoming the model for stratified U.S. (higher) education. Finally, the chapter concludes with an invitation for more Black/Indigenous language scholars to engage in educational linguistics to unsettle recurring discourses around “Black jobs,” who is deserving of liberal arts, (and thus, language-rich) educational opportunities, and other pressing issues in education research.](https://cdn.bsky.app/img/feed_thumbnail/plain/did:plc:fkbto2nkox2r5aohryveq5as/bafkreiaerk3af7vuty3o4aqg2jwtyjijr3gdv4xbdv33udqfk63wmewr3i)
“The Negro in a tight place is a genius”: Black language teachers and the (re)making of [B]lack jobs Tasha Austin https://orcid.org/0000-0003-0677-5061 Abstract This chapter discusses the need for Black language scholars particularly in the role of educational linguists. It details the author’s introduction to the field and describes the vantage point of those multiply marginalized as uniquely valuable to educational linguistics. The author then introduces the raciolinguistic genealogical methodology (Flores, 2021) followed by its application in a brief study on the naturalized discourse of the Black language/teacher shortage. In taking a genealogical perspective on the discourse of Black teacher shortages, the study outlines the material distribution of both land and monies through the first and second Morrill Acts becoming the model for stratified U.S. (higher) education. Finally, the chapter concludes with an invitation for more Black/Indigenous language scholars to engage in educational linguistics to unsettle recurring discourses around “Black jobs,” who is deserving of liberal arts, (and thus, language-rich) educational opportunities, and other pressing issues in education research.
Denaturalizing the ‘Black teacher shortage’ In the tradition of Black scholars who wielded their knowledge of language and linguistics as critical resistance against anti-Black societal forces, this raciolinguistic genealogy denaturalizes discourses around the Black language/teacher shortage. It does so through drawing on literature that outlines the present-day absence of Black language/teachers (Anya & Randolph, 2019; NCES, 2025b) and connects it to programmatic misalignment that has both historically and contemporarily pushed Black advanced language learners out of their studies (Schoener III & McKenzie, 2016; Johnson, 2019; Austin, 2022). By tracing the preparation of Black teachers as funded by local and federal governmental apparatuses in the U.S., the data rather reflect a systematic denial to Black and Indigenous learners of what is considered a liberal arts education while converting their very bodies (and Indigenous land) into capital for the state.
![This chapter presents a raciolinguistic genealogy of Black language/teacher education demonstrating my assertion that educational linguistics is apt for those whose experiences most acutely reflect the shortcomings of society– particularly through the apparatus of schooling as an institution. Folks at the intersections of Black, queer, poor, women and disabled groups (among others) should be overrepresented among educational linguists not only because of their being framed as “problems” within dominant society (Du Bois, 2015), but because of our position on the margins which imbues us with perspectives often invisible to the majoritized group/s (Crenshaw, 1994; Collins, 2006). Of note, teacher education replicates some of the same challenges as linguistics– it is disproportionately valuable to peripheralized groups for the potential leverage it offers in shaping the ideologies of future generations, yet remains statistically least accessible to them (Austin & Anya, 2024; Austin, 2023; Charity-Hudley, 2023; Allen et al., 2017; Milner, 2010; Sleeter, 2001). To better understand the under-realized value of Black teachers (of language, specifically) and the apparatuses that stifle their entry to the ranks, I will take a raciolinguistic genealogical approach to denaturalizing how who is suited for leisure has been racialized as white while those suited for labor has been racialized as Black in U.S. higher education. I will first highlight the intersections between the two disciplines, teacher education and linguistics, then unpack my application of the critical educational linguistics methodology that befits the analysis –raciolinguistic genealogy (Flores, 2021), and finally present the findings of my analysis of language teacher education and its relationship to “[b]lack jobs” in the modern U.S. formation.](https://cdn.bsky.app/img/feed_thumbnail/plain/did:plc:fkbto2nkox2r5aohryveq5as/bafkreih73ilnhzu635hmnvalqe4uiugl7xann5fdri4bx2ckqfmazla4jy)
This chapter presents a raciolinguistic genealogy of Black language/teacher education demonstrating my assertion that educational linguistics is apt for those whose experiences most acutely reflect the shortcomings of society– particularly through the apparatus of schooling as an institution. Folks at the intersections of Black, queer, poor, women and disabled groups (among others) should be overrepresented among educational linguists not only because of their being framed as “problems” within dominant society (Du Bois, 2015), but because of our position on the margins which imbues us with perspectives often invisible to the majoritized group/s (Crenshaw, 1994; Collins, 2006). Of note, teacher education replicates some of the same challenges as linguistics– it is disproportionately valuable to peripheralized groups for the potential leverage it offers in shaping the ideologies of future generations, yet remains statistically least accessible to them (Austin & Anya, 2024; Austin, 2023; Charity-Hudley, 2023; Allen et al., 2017; Milner, 2010; Sleeter, 2001). To better understand the under-realized value of Black teachers (of language, specifically) and the apparatuses that stifle their entry to the ranks, I will take a raciolinguistic genealogical approach to denaturalizing how who is suited for leisure has been racialized as white while those suited for labor has been racialized as Black in U.S. higher education. I will first highlight the intersections between the two disciplines, teacher education and linguistics, then unpack my application of the critical educational linguistics methodology that befits the analysis –raciolinguistic genealogy (Flores, 2021), and finally present the findings of my analysis of language teacher education and its relationship to “[b]lack jobs” in the modern U.S. formation.
The Black language/teacher shortage when narrated within the larger discourse of US higher education, does not reflect shortage, but rather, refusal.
So proud of this handbook chapter & sharing as I think the value of it cannot afford to be delayed. Reach out for more info!
#TeacherEd #LanguageEd
🧩 Dr Ruth Koro & Dr Lesley Hagger-Vaughan explore the #CLiCproject: co-creating curriculum with teachers to integrate culture & language. A call for agency, not standardisation. 🌍✏️ #TeacherAgency #CurriculumMaking #LanguageEd #EAL
Interesting 🤔 that so many of us in the United States hearing a foreign language think
"Why isn't this in English?"
instead of ...
"Why am I illiterate
in every language but my own?"
Support #diversity #LanguageEd #ForeignLanguage #education
3️⃣ 'A systematic literature review on the role of technology in supporting and preserving individual identities', que presenta los resultados de una revisión de literatura sobre el estado de la cuestión del impacto de la tecnología en la identidad lingüística. #pluridentities #technology #languageed
🚨 MIWLA Awards deadline extended to May 31, 2025! 🚨
Nominate a stellar WL educator, admin, or org making a difference in Michigan! 🌎✏️
🏆 Categories include K–12, post-secondary, and “Friend of WL”
One will represent MI at Central States in Chicago! 🗳️✨
#MIWLA #WorldLanguages #LanguageEd
🚨 The AERA Second Language Research SIG is launching the Critical Language Education Seed Grant! 🎓✍️
$500–$1,000 awards for critical research on language and inequality.
Deadline: Oct 15, 2025.
Details + apply 👉 docs.google.com/document/d/1...
#LanguageEd #ResearchFunding #EducationEquity
🚨 The AERA Second Language Research SIG is launching the Critical Language Education Seed Grant! 🎓✍️
$500–$1,000 awards for critical research on language and inequality.
Deadline: Oct 15, 2025.
Details + apply 👉 docs.google.com/document/d/1...
#LanguageEd #ResearchFunding #EducationEquity
With this understood, it is no longer sufficient to view the question of African speaking European languages as a function of cognitive skills, physical age, approximation to whites relationship to specific tasks and so forth. Admittedly, these are issues to consider, but none go to the heart of the matter. The real question is not how difficult was it for Africans to learn English words? Rather the truly important queries are, what did it mean to the African to hear and at some point repeat words associated with this captures? What did it signify to the African to be expected to learn an embrace concepts which further concretized his condition of social death? What was it like to have the world renamed, redefined and reimagined for him? Sober reflection leads to the conclusion that the African understood the political nature of his predicament. And in that setting, he also understood that this new language was profoundly political. It stands to reason that he would respond in kind. (Gomez, 1998, p.171)
may my contribution to research always be encouraging folks to ask better questions. #LanguageEd #WorldLanguages #TeacherEd #BlackLinguisticReparations #EdLinguistics #Multilingualism #SLA #Academic
![University of Wisconsin Madison: 18th Annual Second Language Acquisition Student Symposium
Keynote Speaker: Dr. Tasha Austin
Labor, Leisure and Language: Towards world languages for Black linguistic reparations
The present climate of U.S. public education has placed the access to a general course of study in the public discourse at levels unseen in recent decades. This discourse centers on the privatization of K-12 schooling, the policing of federal funds with regard to education research, and the place of nationalism in compliance measures tied to federal resources. World language (WL) education access, however, has not been prevalent in these discourses at the same levels unless attention is directed to the years preceding the 2025 presidential election. The replacement of liberal arts with vocational-oriented programming, WLs with computer science or artificial intelligence-driven instruction, and the elimination of full departments of WLs have steadily taken place prior to the larger sweeping changes of the past months. How has the steady divestment from WL study and the diminishing expectation of a liberal arts education set the stage for the present attempt at overhauling U.S. public education? This talk will explore the genealogical implications of those discursively framed as worthy of language study since the colonial era (e.g. propertied white men) of the formation of the U.S. It will trace the framing of those suited for leisure as opposed to those suited for labor (e.g. enslaved/liberated African[s] Americans) and the ways in which both public and private funding has been distributed along racialized lines. Further, it will trace these discourses to the current era of executive orders and normalized elitist conceptions of WL study. Finally, it will conclude with recommendations for WLs as a site for Black Linguistic Reparations (Austin & Anya, 2024) through ...](https://cdn.bsky.app/img/feed_thumbnail/plain/did:plc:fkbto2nkox2r5aohryveq5as/bafkreieb7xwllofqcspbkzlzh4k2uapnhhn2fvutddtbaj7cgeozleekw4)
University of Wisconsin Madison: 18th Annual Second Language Acquisition Student Symposium Keynote Speaker: Dr. Tasha Austin Labor, Leisure and Language: Towards world languages for Black linguistic reparations The present climate of U.S. public education has placed the access to a general course of study in the public discourse at levels unseen in recent decades. This discourse centers on the privatization of K-12 schooling, the policing of federal funds with regard to education research, and the place of nationalism in compliance measures tied to federal resources. World language (WL) education access, however, has not been prevalent in these discourses at the same levels unless attention is directed to the years preceding the 2025 presidential election. The replacement of liberal arts with vocational-oriented programming, WLs with computer science or artificial intelligence-driven instruction, and the elimination of full departments of WLs have steadily taken place prior to the larger sweeping changes of the past months. How has the steady divestment from WL study and the diminishing expectation of a liberal arts education set the stage for the present attempt at overhauling U.S. public education? This talk will explore the genealogical implications of those discursively framed as worthy of language study since the colonial era (e.g. propertied white men) of the formation of the U.S. It will trace the framing of those suited for leisure as opposed to those suited for labor (e.g. enslaved/liberated African[s] Americans) and the ways in which both public and private funding has been distributed along racialized lines. Further, it will trace these discourses to the current era of executive orders and normalized elitist conceptions of WL study. Finally, it will conclude with recommendations for WLs as a site for Black Linguistic Reparations (Austin & Anya, 2024) through ...
#LanguageEd #TeacherEd #WorldLanguages #EdLinguistics #TeacherPreparation #BlackWorldLanguaging #Raciolinguistics #Genealogies
Grateful for this opportunity and looking forward to communing with the good folks at UW Madison!
![Tasha Austin PhD [she]](https://cdn.bsky.app/img/avatar/plain/did:plc:fkbto2nkox2r5aohryveq5as/bafkreigkfmdeylncma2fg2hhzoeari57y2jzaorwredzdwfgfizjsifczm)
