Citations (66)
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Lee Jin Choi. (2024) English as an important but unfair resource: university students’ perception of English and English language education in South Korea. Teaching in Higher Education 29:1, pages 144-158.
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Jennifer Lee O’Donnell. (2023) Forging an Identity as a Transfronterizo Student in the Context of Neoliberalism and English Language Learning at the U.S.-Mexico Border. Journal of Latinos and Education 22:5, pages 2215-2231.
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Sue Creagh, Anna Hogan, Bob Lingard & Taehee Choi. (2023) The ‘everywhere and nowhere’ English language policy in Queensland government schools: a license for commercialisation. Journal of Education Policy 38:5, pages 829-848.
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Daron Benjamin Loo & Jariya Sairattanain. (2023) Disrupting discourses of deficiency in English for Academic Purposes: dialogic reflection with a critical friend. Pedagogy, Culture & Society 31:4, pages 669-685.
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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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Xi Yan. (2023) A study of the resignification of English through the linguistic landscape of a private English training centre in China. Journal of Multilingual and Multicultural Development 0:0, pages 1-16.
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Ryuko Kubota. (2023) Racialised teaching of English in Asian contexts: introduction. Language, Culture and Curriculum 36:1, pages 1-6.
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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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Lee Jin Choi & Mi Yung Park. (2022) Performing Global Koreaness: Self-Presentation and Distinction Among Elite Transnational South Korean. Journal of Language, Identity & Education 0:0, pages 1-13.
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Anthony J. Liddicoat. (2022) Language planning for diversity in foreign language education. Current Issues in Language Planning 23:5, pages 457-465.
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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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Joseph Sung-Yul Park. (2022) Foreign language education at the nexus of neoliberalism and coloniality: subjectivity in South Korean discourses of education reform. Critical Inquiry in Language Studies 19:4, pages 336-354.
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Ming-Hsuan Wu, Genevieve Leung, Jhih-Kai Yang, Ivy Haoyin Hsieh & Kelly Lin. (2022) “A Different Story to Share”: Asian American English Teachers in Taiwan and Idealized “Nativeness” in EFL. Journal of Language, Identity & Education 21:1, pages 46-59.
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Elvira Barrios. (2022) The effect of parental education level on perceptions about CLIL: a study in Andalusia. International Journal of Bilingual Education and Bilingualism 25:1, pages 183-195.
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Aris Moreno Clemons & Almeida Jacqueline Toribio. (2021) Racializing Latinx bilinguals in K-12 language learning classrooms in the United States. Journal of Spanish Language Teaching 8:2, pages 129-142.
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Dongil Shin & Eunhae Cho. (2021) The National English ability test in Korea and its legitimising discourses. Journal of Multilingual and Multicultural Development 42:6, pages 537-550.
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Pau Bori. (2021) Neoliberalism and global textbooks: a critical ethnography of English language classrooms in Serbia. Language, Culture and Curriculum 34:2, pages 183-198.
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Lee Jin Choi. (2021) The student as an enterprising self: Neoliberalism, English and early study abroad. British Journal of Sociology of Education 42:3, pages 374-387.
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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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Tristan Bunnell, Aline Courtois & Michael Donnelly. (2020) BRITISH ELITE PRIVATE SCHOOLS AND THEIR OVERSEAS BRANCHES: UNEXPECTED ACTORS IN THE GLOBAL EDUCATION INDUSTRY. British Journal of Educational Studies 68:6, pages 691-712.
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Pau Bori. (2020) Neoliberal governmentality in global English textbooks. Classroom Discourse 11:2, pages 149-163.
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Yoko Kobayashi. (2018) The neo-liberal notion of global language skills vs. monolingual corporate culture: co-existence or rivalry?. Journal of Multilingual and Multicultural Development 39:8, pages 729-739.
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Genevieve Leung, Yuuko Uchikoshi & Rosina Tong. (2018) “Learning Cantonese will help us”: Elementary school students’ perceptions of dual language education. Bilingual Research Journal 41:3, pages 238-252.
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