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4 - Learning to Language, Learning to Live:

An Essay on Literacies of Language Learning

Published online by Cambridge University Press:  02 June 2022

By
Theresa Austin
Edited by
Gail Prasad ,
Nathalie Auger  and
Emmanuelle Le Pichon Vorstman
Gail Prasad
Affiliation:
York University, Toronto
Nathalie Auger
Affiliation:
University of Montpellier
Emmanuelle Le Pichon Vorstman
Affiliation:
University of Toronto
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Summary

Theresa Austin is the daughter of Japanese immigrants by her mother and African Americans by her father. Her history has led her to navigate between languages and identities that were attributed to her as she learned and developed the concept of a "wholistic imagined identity." She explains how the monolingual ideology in the United States has impacted her family life, preventing her from becoming a full member of the cultural groups of her choice.

Keywords

literacies of language learningpower relationsideology of monolingualismracismwholistic imagined identityemergent bilingualmultilingual communicationmulticultural perspectives
Type
Chapter
Information
Multilingualism and Education
Researchers' Pathways and Perspectives
 , pp. 28 - 35
Publisher: Cambridge University Press
Print publication year: 2022

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References

Austin, T. (1998). Crosscultural pragmatics-building in analysis of communication across cultures and languages: Examples from Japanese. Foreign Language Annals 31(3), 1–21.CrossRefGoogle Scholar
Austin, T. (2009a). Conflicting discourses in language teacher education: Reclaiming voice in the struggle. Educational Foundations, Summer-Fall, 23(3–4), 41–60.Google Scholar
Austin, T. (2009b). Linguicism and race in the United States: Impact on teacher education from past to present. In Kubota, R. and Lin, A., eds., Race, Culture, and Identities in Second Language Education: Exploring Critically Engaged Practice. New York: Routledge, pp. 252–270.Google Scholar
Austin, T. (2019). Sites of struggle: Heritage language teacher education, instruction and learning. In Macedo, D., ed., Decolonizing Foreign Language Education. New York: Routledge, pp. 131–151.Google Scholar
Austin, T., Stillwell, K., and Rondeau, S. (2013). (Dis)appearance of deficit: How teachers struggle to serve multilingual students under “English Only.” In Orelus, P., ed., Affirming Language Diversity in Schools and Society: Beyond Linguistic Apartheid. NewYork: Taylor & Francis Publishers.Google Scholar
Gass, S., MacKey, A., and Pica, T. (1998). The role of input and interaction in second language acquisition: Introduction to the special issue. The Modern Language Journal 82(3), 299–307.Google Scholar
Pirbhai-Illich, F., Turner, N., and Austin, T. (2009). Using digital technologies to address Aboriginal adolescents’ education: An alternative school intervention. Multicultural Education & Technology Journal 3(2), 144–162.CrossRefGoogle Scholar
Pirbhai-Illich, F., Austin, T., Paugh, P. and Fariño, Y. (2011). Responding to “innocent” racism: Educating teachers in politically reflexive and dialogic engagement in local communities. Journal of Urban Learning, Teaching, and Research 7, 27–40.Google Scholar

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