Centre for Language and Social Justice Research
Publications
Discover books and other recent publications from the Centre.
Books
Cunningham, C. and Hall, C. J. (eds) 2021. Vulnerabilities, Challenges and Risks in Applied Linguistics. Bristol: Multilingual Matters.
The chapters in this book call attention to vulnerabilities, challenges and risks for applied linguistics researchers and the communities they work with across a broad range of contexts from the Global North and South, and in both signed and spoken languages. Together they provide insights on both academic and professional practice across several areas: the vulnerabilities involved in researching, the limitations of traditional epistemologies, the challenges inherent in the repertoire of methodologies and pedagogies employed by applied linguists, and the effectiveness of practical responses to language-related problems. The book encourages those involved in applied linguistics to consider their own practice and their relationship with the communities, policies and educational contexts they engage with in the course of their teaching, research and activism.
Vulnerabilities, Challenges and Risks in Applied Linguistics
Hall, C. J. and Wicaksono, R. (eds) 2020. Ontologies of English. Conceptualising the Language for Learning, Teaching, and Assessment. Cambridge: Cambridge University Press.
In applied linguistics, being explicit about ontologies of English, and how they underpin educational ideologies and professional practices, is essential. For the first time, this volume presents a critical examination of the ways in which English is conceptualised for learning, teaching, and assessment, from both social and cognitive perspectives. Written by a team of leading scholars, it considers the language in a range of contexts and domains, including: models and targets for EFL, ESL and EAL teaching and testing, and the contested dominance of native-speaker 'standard' varieties; English as a school subject, using England's educational system as an example; English as a lingua franca, where typically several languages and cultures are in contact; and English as broader social practice in a world characterised by unprecedented mobility and destabilisation. Readers are provided with a balanced set of perspectives on ontologies of English and a valuable resource for educational research and practice.
Morrish, L. and Sauntson, H. 2020. Academic Irregularities: Language and Neoliberalism in Higher Education. London: Routledge.
Runner Up for 2021 BAAL Book Prize
This volume serves as a critical examination of the discourses at play in the higher education system and the ways in which these discourses underpin the transmission of neoliberal values in 21st century universities. Situated within a Critical Discourse Analysis-based framework, the book also draws upon other linguistic approaches, including corpus linguistics and appraisal analysis, to unpack the construction and development of the management style known as managerialism, emergent in the 1990s US and UK higher education systems, and the social dynamics and power relations embedded within the discourses at the heart of managerialism in today's universities. Each chapter introduces a particular aspect of neoliberal discourse in higher education and uses these multiple linguistic approaches to analyse linguistic data in two case studies and demonstrate these principles at work. This multi-layered systematic linguistic framework allows for a nuanced exploration of neoliberal institutional discourse and its implications for academic labour, offering a critique of the managerial system in higher education but also a larger voice for alternative discursive narratives within the academic community. This important work is a key resource for students and scholars in applied linguistics, Critical Discourse Analysis, sociology, business and management studies, education, and cultural studies.
Sauntson, H. 2020. Researching Language, Gender and Sexuality: A Student Guide. London: Routledge.
'Researching Language, Gender and Sexuality' leads students through the process of undertaking research in order to explore how gender and sexuality are represented and constructed through language. Drawing on international research, Sauntson incorporates a fluid understanding of genders and sexualities and includes research on a diverse range of identities.
This accessible guidebook offers an outline of the practical steps and ethical guidelines involved when gathering linguistic data for the purpose of investigating gender and sexuality. Each chapter contains up-to-date information and empirical case studies that relate to a range of topics within the field of language, gender and sexuality, as well as suggestions for how students could practically research the areas covered.
Student-friendly, this is essential reading for undergraduate and postgraduate students of English language, linguistics and gender studies.
Wicaksono, R. and Zhurauskaya, D. 2020. York's Hidden Stories: Interviews in Applied Linguistics. Basingstoke: Palgrave.
This book explores the mechanics of storytelling within a study aimed at focusing on a 'hidden' population of migrants in the city of York, UK. Taking applied linguistics to mean the consideration of real-world ‘problems’ as identified by a 'client', in which the use of (and beliefs about) language is a significant component, the authors describe the benefits and challenges of working in a partnership with a community organisation. With project participants from Africa, Europe, Asia and South and Central America who had lived in York between 2 and 50 years, the study considers the co-construction of meaning in interviews from a range of practical and theoretical perspectives. The book will be of interest to students, academic researchers and community project leaders who are interested in migration stories and interviews as a method of data collection.
Kjaran, J. and Sauntson, H. (eds) 2019. Schools as Queer Transformative Spaces: Global Narratives on Sexualities and Genders. London: Routledge.
This book explores the narratives and experiences of LGBTQ+ and gender non-conforming students around the world. Much previous research has focused on homophobic or transphobic bullying and the negative consequences of expressing non-heterosexual and non-gender-conforming identities in school environments. To date, less attention has been paid to what may help LGBTQ+ students to experience school more positively, and relatively little has been done to compare research across the global contexts. This book addresses these research gaps by bringing together ongoing research from countries including Brazil, China, South Africa, the UK and many more.
Each chapter examines results of empirical research into school experiences of LGBTQ+ students, and the experiences and perspectives of teachers and parents. All contributions are theoretically informed by aspects of queer theory and/or critical feminist theory, with additional insights from psychological, sociological and linguistic perspectives.
Contributing chapters consider how educational workers may question socially sanctioned concepts of normality in relation to gender and sexuality in ways that benefit all students, and how they can 'queer' schools to make them less oppressive in terms of gender and sexuality.
Expertly written and researched, this book is an invaluable resource for researchers, policymakers and students in the fields of education, sociology, gender studies and anyone with an interest in gender and sexuality studies.
Sauntson, H. 2018. Language, Sexuality and Education. Cambridge: Cambridge University Press.
Presenting a range of data obtained from secondary schools in the UK and US, this path-breaking book explores the role played by language in constructing sexual identities.
Analysing the often complex ways in which homophobia, heterosexism and heteronormativity are enacted within school contexts, it shows that by analysing language, we can discover much about how educators and students experience sexual diversity in their schools, how sexual identities are constructed through language, and how different statuses are ascribed to different sexual identities.
Book chapters and journal articles
2023
Cunningham, C. Parks, J., Heinemeyer, C., Bailey, J. and Castaneda Martin, A.
2023. ‘Doing your little bit’ when ‘everything is just so big now’: Locating domains for developing agency amidst disagentic student discourses about our climate crisis. The SoJo Journal: Educational Foundations and Social Justice Education.
Charura, D. and Wicaksono, R. 2023. Doing arts-based decolonising research. In Bager-Charleson, S. and McBeath, A. (eds.) Supporting Research in Counselling and Psychotherapy. Basingstoke: Palgrave. 39-55.
Sauntson, H. 2023. Reflexivity and the production of shared meanings in language and sexuality research. In S. Consoli and S. Ganassin (eds) Reflexivity in Applied Linguistics Research: Opportunities, Challenges and Suggestions. London: Routledge. 171-189.
Sauntson, H. 2023. Gender and sexuality. In L. Wei, Z. Hua and J. Simpson (eds) The Routledge Handbook of Applied Linguistics. London: Routledge.
2022
Chua, M., De Meulder, M., Geer, L., Henner, J., Hou, L., Kubus, O., O'Brien, D. and Robinson, O. 2022. 1001 small victories: Deaf academics and imposter syndrome. In M. Addison, M. Breeze and Y. Taylor (eds) The Palgrave Handbook of Imposter Syndrome in Higher Education. London: Springer: 481-496. doi.org/10.1007/978-3-030-86570-2_29
Cunningham, C. 2022. 'It's exciting and rewarding!': Structured mini writing retreats as a tool for undergraduate researchers. Journal of Further and Higher Education 46 (10): 1421-1433. DOI: 10.1080/0309877X.2022.2085031.
Cunningham, C., Foxcroft, C. and Sauntson, H. 2022. The divergent discourses of activists and politicians in the climate change debate: An ecolinguistic corpus analysis. Language and Ecology.
Cunningham, C. and Little, S. 2022. 'Inert benevolence' towards languages beyond English in the discourses of English primary school teachers. Linguistics and Education.
Hall, C. J., Gruber, A. and Qian, Y. 2022. Modelling plurilithic orientations to English with pre-service teachers: An exploratory international study. TESOL Quarterly. doi.org/10.1002/tesq.3181.
Du, F., Jee, H., Tamariz, M., and Shillcock, R. 2022. Grapho-Syllabic Systematicity in Chinese: Chinese pictographs have a non-arbitrary relation with their pronunciations. In Proceedings of the Annual Meeting of the Cognitive Science Society (Vol. 44).
Edwards, T., Svystunova, L., Almond, P., Kern, P., Kim, K. and Tregaskis, O. 2022. Whither national subsidiaries? The need to refocus international management research on structures and processes that matter. Journal of International Business Studies 53 (1): 203-210.
Jee, H., Tamariz, M. and Shillcock, R. 2022. Systematicity in language and the fast and slow creation of writing systems: Understanding two types of non-arbitrary relations between orthographic characters and their canonical pronunciation. Cognition 226.
Jee, H., Tamariz, M. and Shillcock. R. 2022. Letters and their sounds are not perfectly arbitrary: Exploring grapho-phonemic systematicity in multiple orthography systems. In Proceedings of the Joint Conference on Language Evolution (JCoLE) Evolution of Language. 354-356.
Kim, K. 2022. 'We are in the hands of the head office': Managing a multinational institution in decision-making meeting talk. In Y. Porsché, R. Scholz, and J. N. Singh (eds) Institutionality: Studies of Discursive and Material (Re-)Ordering. London: Palgrave: 63-81.
Kim, K. and Angouri, J. 2022. 'It's hard for them to even understand what we are saying': Language and power in the multinational workplace. Critical Perspectives on the Management of Multilingualism in International Business, 19(1): 27-45. doi.org/10.1108/cpoib-06-2020-0084
2021
Almond, P., Edwards, T., Kern, P., Kim, K. and Tregaskis, O. 2021. Global norm-making processes in contemporary multinationals. Human Resource Management Journal. doi.org/10.1111/1748-8583.12350
Ashbridge, C., Clarke, M., Bell, B., Sauntson, H. and Walker, E. 2021. Democratic citizenship, critical literacy and educational policy in England: A conceptual paradox? Cambridge Journal of Education 52 (3): 291-307. doi.org/10.1080/0305764X.2021.1977781
Cunningham, C. and Hall, C. J. (eds) 2021. Vulnerabilities, Challenges and Risks in Applied Linguistics. Bristol: Multilingual Matters.
Danjo, C. 2021. Making sense of family language policy: Japanese-English bilingual children's creative and strategic translingual practices. International Journal of Bilingual Education and Bilingualism 24 (2): 292-304. doi.org/10.1080/13670050.2018.1460302
Ecke, P. and Hall, C. J. 2021. Bilingual aspects of the Ontogenesis Model: Parasitic connections at all levels of representation? Bilingualism: Language and Cognition 25: 208-209. doi.org/10.1017/S1366728921000675
Ecke, P. and Hall, C. J. 2021. The Parasitic Model: Lexical acquisition and its impact on morphosyntactic transfer. Linguistic Approaches to Bilingualism 11 (1): 45-49. doi.org/10.1075/lab.20088.eck.
Edmondson, D. 2021. Word norms and measures of linguistic reclamation for LGBTQ+ slurs. Pragmatics and Cognition 28 (1): 193-221. doi: 10.1075/pc.00023.edm
Flockton, G. and Cunningham, C. 2021. Teacher educators' perspectives on preparing student teachers to work with pupils who speak languages beyond English. Journal of Education for Teaching 47 (2): 220-233.
Hall, C. J. 2021. Incorporating ontological reflection into teacher education about English for global learners: A rationale and some guiding principles. In Y. Bayyurt (ed) Bloomsbury World Englishes, Volume 3: Pedagogies. London: Bloomsbury. 11-26.
Han, Y. 2021. Motivations for learning Korean in Vietnam: L2 selves and regulatory focus perspectives. Journal of Language, Identity, and Education. doi.org/10.1080/15348458.2021.1935961
Han, Y. and McDonough, K. 2021. Motivation as individual differences and as task conditions from a regulatory focus perspective: Their effects on L2 Korean speech performance. Innovation in Language Learning and Teaching 15 (1): 1-12. DOI: 10.1080/17501229.2019.1652614
Meddegama, I.V. and Qian, Y. 2021. 'We were willing to try again and make it understandable for both parties': Working across geographical borders to dispel language misconceptions. In Y. Bedrettin and A. Fuad (eds) Global Englishes Language Teacher Education. London: Routledge. 56-60.
O'Brien, D. 2021. Theorising the deaf body: using Lefebvre and Bourdieu to understand deaf spatial experience. Cultural Geographies 28 (4): 645-660. doi.org/10.1177/14744740211003632
Sauntson, H. 2021. 'Befriending' risks, vulnerabilities and challenges: Researching sexuality and language in educational sites. In C. Cunningham and C.J. Hall (eds) Vulnerabilities, Challenges and Risks in Applied Linguistics. Bristol: Multilingual Matters. 63-79.
Sauntson, H. 2021. Queering TESOL in international learning contexts. In L. Pakula (ed) Linguistic Perspectives on Sexuality in Education: Representations, Constructions and Negotiations. Basingstoke: Palgrave. 315-335.
Sauntson, H. 2021. Conflicting discourses of 'democracy' and 'equality': A discourse analysis of the language of pro- and anti-LGBTQ+ inclusion in the Relationships and Sex Education guidance for schools in England. Trabalhos de Linguística Aplicada (Papers in Applied Linguistics). 59: 1995-2016.
Sauntson, H. and Borba, R. 2021. Silence and sexuality in school settings: A transnational perspective. In J. Stern, M. Walejko, C. Sink and W. Ping Ho (eds) The Bloomsbury Handbook of Solitude, Silence and Loneliness. London: Bloomsbury. p174.
2020
Bui, G., Ahmadian, M. J., and Hunter, A. M. 2019. Spacing effects on repeated L2 task performance. System 81: 1-13.
Crawley, V. and O'Brien, D. 2020. Multilingual and multicultural supervision meetings: The case of a deaf supervisor and hearing postgraduate researcher. In S. Little and M. Golledge (eds) The Learner Development Journal 4: Exploring the Supervision Process Across Diverse Contexts: Collaborative Approaches. Tokyo: Japan Association for Language Teaching (JALT) Learner Development Special Interest Group. 6-19.
Cunningham, C. 2020. 'Beliefs about 'good English' in schools.' In C.J. Hall and R. Wicaksono (eds) Ontologies of English: Conceptualising the Language for Learning, Teaching, and Assessment. Cambridge: Cambridge University Press. 142-159.
Danjo, C. and Moreh, C. 2020. Complementary schools in the global age: A multi-level critical analysis of hoshuko discourses and practices. Linguistics and Education 60. doi.org/10.1016/j.linged.2020.100870
Hall, C. J. 2020. An ontological framework for English. In C.J. Hall and R. Wicaksono (eds) Ontologies of English. Conceptualising the Language for Learning, Teaching, and Assessment. Cambridge: Cambridge University Press. 13-36.
Hall, C. J. and Cunningham, C. 2020. Educators' beliefs about English and languages beyond English: From ideology to ontology and back again. Linguistics and Education 57.
Hall, C. J. and Wicaksono, R. (eds) 2020. Ontologies of English. Conceptualising the Language for Learning, Teaching, and Assessment. Cambridge: Cambridge University Press.
Hall, C. J. and Wicaksono, R. 2020. Approaching ontologies of English. In C.J. Hall and R. Wicaksono (eds) Ontologies of English. Conceptualising the Language for Learning, Teaching, and Assessment. Cambridge: Cambridge University Press. 3-12.
Hall, C. J. and Wicaksono, R. 2020. Changing Englishes: An interactive course for teachers (v.02.2). Online at changingenglishes.online
Han, Y., Segalowitz, N., Khalil, L., Kehayia, E., Turner, C., and Gatbonton, E. 2020. Do nurses use discourse markers differently when using their second language as opposed to their first while interviewing patients? The Canadian Modern Language Review 76 (2): 91-113. DOI: 10.1080/17501229.2019.1652614
Morrish, L. and Sauntson, H. 2020. Academic Irregularities: Language and Neoliberalism in Higher Education. London: Routledge.
O'Brien, D. 2020. Mapping deaf academic spaces. Higher Education 80: 739-755. DOI: 10.1007/s10734-020-00512-7
O'Brien, D. 2020. Negotiating academic environments: Using Lefebvre to conceptualise deaf spaces and disabling/enabling environments. Journal of Cultural Geography 37 (1): 26-45. DOI: 10.1080/08873631.2019.1677293.
Sauntson, H. 2020. Researching Language, Gender and Sexuality: A Student Guide. London: Routledge.
Sauntson, H. 2020. Language-based discrimination in schools: Intersections of gender and sexuality. In C.R. Caldas-Coulthard (ed) Innovations and Challenges in Language and Gender: Women and Sexism. London: Routledge.
Sauntson, H. 2020. Changing educational policies: Language and sexuality in schools. In L. Mullany (ed) Professional Communication: Consultancy, Advocacy, Activism. Basingstoke: Palgrave. 273-290.
Sauntson, H. 2020. Queer theory and language and sexuality research. In J. Angouri and J. Baxter (eds) Routledge Handbook of Language, Gender and Sexuality: Theory and Method. London: Routledge.
Tavakoli, P., Nakatsuhara, F., and Hunter, A. M. 2020. Aspects of fluency across assessed levels of speaking proficiency. The Modern Language Journal 104 (1): 169-191.
Wicaksono, R. 2020. Native and non-native speakers of English in TESOL. In C.J. Hall and R. Wicaksono (eds) Ontologies of English. Conceptualising the Language for Learning, Teaching, and Assessment. Cambridge: Cambridge University Press. 80-97.
Wicaksono, R. and Hall, C. J. 2020. Using ontologies of English. In C.J. Hall and R. Wicaksono (eds) Ontologies of English. Conceptualising the Language for Learning, Teaching, and Assessment. Cambridge: Cambridge University Press. 368-375.
Wicaksono, R. and Zhurauskaya, D. 2020. York's Hidden Stories: Interviews in Applied Linguistics. Basingstoke: Palgrave. yorkshiddenstories.org
2019
Cunningham, C. 2019. When 'home languages' become 'holiday languages': Teachers' discourses about maintenance and attrition of languages beyond English. Language, Culture and Curriculum 33 (3): 213-227. DOI: 1080/07908318.2019.1619751
Cunningham, C. 2019. 'The inappropriateness of language': Discourses of power and control over languages beyond English in primary schools. Language and Education 33 (4): 285-301. DOI: doi.org/10.1080/09500782.2018.1545787.
Cunningham, C. 2019. Terminological tussles: Taking issue with 'EAL' and 'languages other than English'. Power and Education 11 (1): 121-128.
Kim, K. and Angouri, J. 2019. 'We don't need to abide by that!' Negotiating professional roles in problem-solving talk at work. Discourse and Communication 13 (2): 172-191.
Kjaran, J. and Sauntson, H. (eds) 2019. Schools as Queer Transformative Spaces: Global Narratives on Sexualities and Genders. London: Routledge.
Meddegama, I.V. 2019. Cultural values and practices: The pillars of heritage language maintenance endeavours within an immigrant multilingual Malayali community in the UK. International Journal of Bilingual Education and Bilingualism 23 (6): 643-656.
Sauntson, H. 2019. Challenging gender- and sexuality-based discrimination in UK schools: Young women’s experiences of illegitimation and resistance. In J.I Kjaran and H. Sauntson (eds) Schools as Queer Transformative Spaces: Global Narratives on Sexualities and Genders. London: Routledge. 123-142.
2018
Han, Y. and McDonough, K. 2018. Korean L2 speakers' regulatory focus and oral task performance. International Review of Applied Linguistics in Language Teaching 56 (2): 181-203. DOI: 10.1515/iral-2015-0116
Sauntson, H. 2018. Language, Sexuality and Education. Cambridge: Cambridge University Press.
Sauntson, H. 2018. Language, sexuality and inclusive pedagogy. Special issue on 'Linguistic dimensions of inclusion in foreign language education'. International Journal of Applied Linguistics 29 (3): 322-340.
Sztencel, M., and Clarke, L. 2018. Deontic commitments analysis of conditional promises and threats. Language and Cognition 10: 435-466.
