Introduction to the Special Issue

References

• Achugar, M. (2015). Critical language awareness approaches in the Americas: Theoretical principles, pedagogical practices and distribution of intellectual labor. Linguistics and Education, 32, 1–4. https://doi.org/10.1016/j.linged.2015.07.003
   Web of Science ®Google Scholar
• Alim, H. S. (2010). Critical language awareness. In N. H. Hornberger & S. L. McKay (Eds.), Sociolinguistics and language education (pp. 205–231). Multilingual Matters.
   Google Scholar
• Alim, S. (2005). Critical language awareness in the United States: Revisiting issues and revising pedagogies in a resegregated society. Educational Researcher, 34(7), 24–31. https://doi.org/10.3102/0013189X034007024
   Google Scholar
• Beaudrie, S. (2023). Special issue: Developing heritage language learners’ critical language awareness. Languages, 8(1), 81. https://doi.org/10.3390/languages8010081
   Google Scholar
• Bunch, G. C. (2013). Pedagogical language knowledge: Preparing mainstream teachers for English learners in the new standards era. Review of Research in Education, 37(1), 298–341. https://doi.org/10.3102/0091732X12461772
   Web of Science ®Google Scholar
• Cammarota, J., & Fine, M. (2008). Revolutionizing education: Youth participatory action research in motion. Taylor & Francis Group.
   Google Scholar
• Chang-Bacon, C. K., & Colomer, S. E. (2022). Critical biliteracies: The mutually reinforcing endeavors of Freirean criticality and bilingualism. In S. R. Barros & L. de Oliveira (Eds.), Paulo Freire and multilingual education theoretical approaches, methodologies, and empirical analyses in language and literacy (pp. 27–41). Routledge.
   Google Scholar
• Clark, R., & Ivanic, R. (1999). Raising critical awareness of language: A curriculum aim for the new millennium. Language Awareness, 8(2), 63–70. https://doi.org/10.1080/09658419908667118
   Google Scholar
• Crookes, G. V. (2021). Special issue: Critical language pedagogy. Education Sciences, 11(11), 694. https://doi.org/10.3390/educsci11110694
   Web of Science ®Google Scholar
• Fairclough, N. (1989). Language and power. Longman.
   Google Scholar
• Fairclough, N. (1992). Critical language awareness. Routledge.
   Google Scholar
• Fairclough, N. (2010). Critical discourse analysis: The critical study of language. Taylor & Francis Group.
   Google Scholar
• Fox, W., & Guzmán Antelo, M. (2023). Review of Translanguaging and transformative teaching for emergent bilingual students: Lessons from the CUNY-NYSIEB Project. Journal of Language, Identity & Education 22(4), 396-398. https://doi.org/10.1080/15348458.2023.2202583.
   Google Scholar
• Freire, P. (1968/2000). Pedagogy of the oppressed. Bloomsbury.
   Google Scholar
• Fu, S., Harman, R., & Aubain, Y. (2023). Critical multilingual language awareness: Reflections on a YPAR program in teacher education. Journal of Language, Identity & Education, 22(4), 359-375. https://doi.org/10.1080/15348458.2023.2202584
   Google Scholar
• García, O. (2016). Critical multilingual language awareness and teacher education. In J. Cenoz, D. Gorter, & S. May (Eds.), Language awareness and multilingualism. Encyclopedia of language and education (3rd ed., pp. 263-280). Encyclopedia of Language and Education. Springer.
   Google Scholar
• García, O., Johnson, S., & Seltzer, K. (2017). The translanguaging classroom: Student bilingualism for learning. Caslon.
   Google Scholar
• Godley, A., Reaser, J., & Moore, K. G. (2015). Pre-service English language arts teachers’ development of critical language awareness for teaching. Linguistics and Education, 32, 41–54. https://doi.org/10.1016/j.linged.2015.03.015
   Web of Science ®Google Scholar
• Hélot, C., & Young, A. (2006). Imagining multilingual education in France: A language and cultural awareness project at primary school. In O. García, T. Skutnabb-Kangas, & M. E. Torres-Guzmán (Eds.), Imagining multilingual schools. Languages in education and globalization (pp. 69–90). Multilingual Matters.
   Google Scholar
• Hornberger, N. (2006). Nichols to NCLB: Local and global perspectives on US language education policy. In O. García, T. Skutnabb-Kangas, & M. Torres-Guzmán (Eds.), Imagining multilingual schools: Languages in education and glocalization (pp. 223–237). Multilingual Matters.
   Google Scholar
• Huang, S. -Y. (2013). Revising identities as writers and readers through critical language awareness. English Teaching: Practice and Critique, 12(3), 65–86.
   Web of Science ®Google Scholar
• Hult, F., & Hornberger, N. (2016). Revisiting orientations in language planning: Problem, right, and resource as an analytical heuristic. Bilingual Review/Revista Bilingüe (BR/RB), 33(3), 30–48.
   Google Scholar
• Janks, H. (1991). A critical approach to the teaching of language. Educational Review, 43(2), 191–199. https://doi.org/10.1080/0013191910430207
   Web of Science ®Google Scholar
• López-Gopar, M. E., Schissel, J. L., Leung, C., & Morales, J. (2021). Co-constructing social justice: Language educators challenging colonial practices in Mexico. Applied Linguistics, 42(6), 1097–1109. https://doi.org/10.1093/applin/amab047
   Web of Science ®Google Scholar
• McConnochie, M., & González, E. M. (2023). Developing teacher Critical Language Awareness through narrative (funds of) knowledging. Journal of Language, Identity & Education, 22(4), 308-322. https://doi.org/10.1080/15348458.2023.2202585
   Google Scholar
• McPherron, P., & An, L. (2023). Supporting Asian American multilingual college students through Critical Language Awareness programming. Journal of Language, Identity & Education, 22(4), 340-358. https://doi.org/10.1080/15348458.2023.2202587
   Google Scholar
• Moll, L. C., Amanti, C., Neff, D., & González, N. (1992). Funds of knowledge for teaching: Using a qualitative approach to connect homes and classrooms. Theory into Practice, 31(2), 132-141. http://www.jstor.org/stable/1476399
   Google Scholar
• Motha, S. (2014). Race, empire, and English language teaching: Creating responsible and ethical anti-racist practice. Teachers College Press.
   Google Scholar
• Paris, D., & Alim, S. (2017). Culturally sustaining pedagogies: Teaching and learning for justice in a changing world. Teachers College Press.
   Google Scholar
• Paulsrud, B., Tian, Z., & Toth, J. (2021). English-medium instruction and translanguaging. Multilingual Matters. https://doi.org/10.21832/9781788927338
   Google Scholar
• Ruiz, R. (1984). Orientations in language planning. NABE Journal, 8(2), 15–34. https://doi.org/10.1080/08855072.1984.10668464
   Google Scholar
• Ruiz, R. (2010). Re-orienting language-as-resource. In J. E. Petrovic (Ed.), International perspectives on bilingual education: Policy, practice, controversy (pp. 155–172). Information Age Publishing.
   Google Scholar
• Rutt, A. A., & Chang-Bacon, C. K. (2023). Monolingual momentum: The limits of Critical Language Awareness in a hybrid science learning environment. Journal of Language, Identity & Education, 22(4), 323-339. https://doi.org/10.1080/15348458.2023.2202588
   Google Scholar
• Seltzer, K. (2022). Enacting a critical translingual approach in teacher preparation: Disrupting oppressive language ideologies and fostering the personal, political, and pedagogical stances of preservice teachers of English. TESOL Journal, 13(2), e649. https://doi.org/10.1002/tesj.649
   Web of Science ®Google Scholar
• Shapiro, S. (2022). Cultivating critical language awareness in the writing classroom. Routledge.
   Google Scholar
• Shapiro, S., & Leonard, R. L. (2023). Introduction to the special issue: Critical Language Awareness (CLA) as a lens for looking backward, outward, and forward in Second Language Writing. Journal of Second Language Writing, 60(1). https://doi.org/10.1016/j.jslw.2023.101004
   Google Scholar
• Shepard-Carey, L., & Gopalakrishnan, A. (2021). Developing critical language awareness in future English language educators across institutions and courses. Language Awareness, 32(1), 1–18. https://doi.org/10.1080/09658416.2021.2002881
   Google Scholar
• Shohamy, E., & Gorter, D. (2009). Linguistic landscape: Expanding the scenery. Routledge. https://org.proxy.libraries.rutgers.edu/10.4324/9780203930960
   Google Scholar
• Svalberg, A. (2007). Language awareness and language learning. Language Teaching, 40(4), 287–308. https://doi.org/10.1017/S0261444807004491
   Google Scholar
• Wernicke, M., Hammer, S., Hansen, A., & Schroedler, T. (2021). Preparing teachers to work with multilingual learners. Multilingual Matters.
   Google Scholar
• Zhang-Wu, Q., & Tian, Z. (2023). Raising Critical Language Awareness in a translanguaging-infused teacher education course: Opportunities and challenges. Journal of Language, Identity & Education, 22(4), 376-395. https://doi.org/10.1080/15348458.2023.2202589
   Google Scholar