Language, Culture and Society - Current Issue

In this article, we question the presumed presence of the textbook as sine qua non in languages education. Contextualising our discussion within Spanish as a foreign language (SFL) in higher education, we illuminate the overlapping ideological, historical and economic forces that frame and shape language practice through textbooks. In a field in which decolonial and poststructuralist approaches to language and languages education are gaining traction, the textbook thwarts theoretical and practical complexification of language beyond monolingual depictions of languages as ahistorical and context-free systems which unproblematically transport meaning across time and space. Furthermore, the status of the textbook as a producible and consumable item cannot be overlooked. On the basis of our critique, we conclude that the use of textbooks generates serious tensions in practice for those wishing to pursue emergent, emancipatory linguistic frameworks in languages education.

This paper analyzes English-Medium-Instruction (EMI) lecturers’ ambivalent orientations towards neoliberal language policies and linguistic entrepreneurship. The data includes interviews with six case-study lecturers’ biographic narratives, audiologs and video/audio-recorded observations, collected in a market-oriented Catalan university. I show that lecturers problematize Englishization policies but operationalize them by presenting themselves as leading actors in the deployment of EMI. Following “managerialism” logics, they envision English as an economically-convertible “career skill”, imperative to meet new employability/workplace demands. They carve advantaged professional ethos linked to their self-attained English-language resources. They devalue their “non-native” accent but present themselves as content and English-language lecturers, distinguishing themselves from “ordinary” colleagues who teach in local languages, in narratives of “competitiveness” whereby they naturalize a socioeconomically-stratifying system of meritocracy/revenue grounded on the marketization of English. This contributes to understand neoliberal-governance regimes which impose language-based mechanisms for lecturers’ profiling based on views of education as the corporatized “making” of productive workers-to-be.

This article focuses on the entanglement of trajectories of transnational education/work and religious conversion among Chinese overseas students who move to the UK before returning to China. In contrast to the existing literature on returnees where the gaze is only turned on highly prestigious schemes/trajectories of return, we look at those who become involved with Christian evangelical congregations and bible reading groups in response to a general state of disillusion with social beliefs of global competition and success. By drawing on ongoing ethnographic fieldwork in London and Beijing, we engage with literature on lived religion, migration and the care of the self through a sociolinguistic lens. We take pressures for successful return as a technology of hope that shaped our participants’ experiences of Christian conversion, and examine religious practices as support-based subject-transformation projects whereby our participants regulate their and others’ practices and feelings through daily semiotic activities as they operate within global spaces of higher education and the labour market. In so doing, we detail a complex interplay of self-transformation experiences, collective practices of refusal, and capitalist logics of market expansion.