Citations (68)
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Weiqi Yu & Wen Xu. (2024) Language ideologies and linguistic entrepreneurship in inter-Asian mobility: voices from international students at Chinese universities. Current Issues in Language Planning 25:2, pages 193-211.
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Wen XU. (2023) International students’ linguistic entrepreneurship: motivation, ‘Chinese fever’ and the neoliberal burden. Research Papers in Education 0:0, pages 1-18.
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Yixi Qiu, Yongyan Zheng & Jiaqi Liu. (2023) ‘So, only relying on English is still troublesome’: a critical examination of Japan’s English medium instruction policy at multiple levels. Journal of Multilingual and Multicultural Development 44:7, pages 608-625.
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Mara Fuertes Gutiérrez, Rosina Márquez Reiter & Aris Moreno Clemons. (2023) Descolonización y enseñanza del español. Journal of Spanish Language Teaching 10:2, pages 79-91.
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Jia Li & Yongyan Zheng. (2023) Enacting multilingual entrepreneurship: an ethnography of Myanmar university students learning Chinese as an international language. International Journal of Multilingualism 20:3, pages 1234-1249.
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Michelle Mingyue Gu, John Chi-Kin Lee & Chun Lai. (2023) Neo-liberal paradox of teaching among ESL teachers of ethnic minority students in Hong Kong. Journal of Multilingual and Multicultural Development 44:4, pages 309-323.
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Paul J. Meighan. (2023) Colonialingualism: colonial legacies, imperial mindsets, and inequitable practices in English language education. Diaspora, Indigenous, and Minority Education 17:2, pages 146-155.
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Syed Abdul Manan, Sham Haidar & Rooh UI Amin. (2023) Beyond market and language commodification: Contemplating social-market value and social-welfare concerns in language education policy and practice in Pakistan. Language and Education 37:1, pages 88-104.
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Wenyang Sun & Xinxin Wang. (2023) A raciolinguistic analysis of the neoliberal promotion of dual language education in a new Latinx South state. Discourse: Studies in the Cultural Politics of Education 44:1, pages 61-75.
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Osman Z. Barnawi. (2022) Resisting and creating alternatives to neoliberalism in ELT: a case study of three transnational language teachers in Saudi Arabia. Critical Inquiry in Language Studies 19:4, pages 377-399.
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Pau Bori & Germán Canale. (2022) Neoliberal foreign language education: the search for alternatives. Critical Inquiry in Language Studies 19:4, pages 307-316.
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Paul J. Meighan. (2022) Indigenous language revitalization using TEK-nology: how can traditional ecological knowledge (TEK) and technology support intergenerational language transmission?. Journal of Multilingual and Multicultural Development 0:0, pages 1-19.
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Pramod K. Sah & Ryuko Kubota. (2022) Towards critical translanguaging: a review of literature on English as a medium of instruction in South Asia’s school education. Asian Englishes 24:2, pages 132-146.
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Trang Thi Thuy Nguyen. (2022) English and Chinese language ideologies among Vietnamese students in Taiwan: the construction of an ideal neoliberal self. Critical Inquiry in Language Studies 19:2, pages 141-162.
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F. Daniel Morales Hernandez. (2021) ‘You know what we Latinos are like’: intragroup evaluations and relations among outsourced Latin American workers in London. Language and Intercultural Communication 21:5, pages 558-571.
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Mun Woo Lee, Haemee Kim & Moon-sub Han. (2021) Language ideologies of Korean mothers with preschool-aged children: comparison, money, and early childhood English education. Journal of Multilingual and Multicultural Development 42:7, pages 637-649.
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Zi Wang & Yongyan Zheng. (2021) Chinese university students’ multilingual learning motivation under contextual influences: a multi-case study of Japanese majors. International Journal of Multilingualism 18:3, pages 384-401.
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Ali Jalalian Daghigh & Hajar Abdul Rahim. (2021) Neoliberalism in ELT textbooks: an analysis of locally developed and imported textbooks used in Malaysia. Pedagogy, Culture & Society 29:3, pages 493-512.
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Syed Abdul Manan. (2021) ‘English is like a credit card’: the workings of neoliberal governmentality in English learning in Pakistan. Journal of Multilingual and Multicultural Development 0:0, pages 1-17.
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Mun Woo Lee & Sung Yeon Kim. (2021) “I may sound like a native speaker…but I’m not”: identities of Korean English teachers with border-crossing experience. Asia-Pacific Journal of Teacher Education 49:2, pages 216-229.
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Jinsook Choi. (2021) ‘No English, Korean only’: local students’ resistance to English as a lingua franca at an ‘English only’ university in Korea. Language and Intercultural Communication 21:2, pages 276-288.
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Misako Tajima. (2020) Engagement with English as a neoliberal endeavor: reconsidering the notion of language learning. Critical Inquiry in Language Studies 17:4, pages 296-315.
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Yawen Han, Xuesong Gao & Jinyuan Xia. (2019) Problematising recent developments in non-English foreign language education in Chinese universities. Journal of Multilingual and Multicultural Development 40:7, pages 562-575.
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Francis L. Collins. (2018) Keeping Bodies Moving: Hope, Disruption and the Possibilities of Youth Migration. Journal of Intercultural Studies 39:6, pages 626-641.
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David Block. (2018) Some thoughts on education and the discourse of global neoliberalism. Language and Intercultural Communication 18:5, pages 576-584.
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Doris Warriner. (2017) Theorizing the spatial dimensions and pedagogical implications of transnationalism. Curriculum Inquiry 47:1, pages 50-61.
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Sabrina Fluegel & Kendall A. King. Framing bilingual parenting as market advantage: the neoliberal discourses of ‘grassroots’ media. Journal of Multilingual and Multicultural Development 0:0, pages 1-20.
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