Linking Research to transforming the real world: critical language studies for the next 20 years

References

• Andreotti, V. D. O., Stein, S., Ahenakew, C., & Hunt, D. (2015). Mapping interpretations of decolonization in the context of higher education. Decolonization: Indigeneity, Education & Society, 4(1), 21–40. https://jps.library.utoronto.ca/index.php/des/article/view/22168
   Web of Science ®Google Scholar
• Brown, C. A. (2022). Symbolic annihilation of social groups as hidden curriculum in Japanese ELT materials. TESOL Quarterly, 56(2), 603–628. https://doi.org/10.1002/tesq.3073
   Web of Science ®Google Scholar
• Cushman, E., Baca, D., & García, R. (2021). Delinking: Toward pluriversal rhetorics. College English, 84(1), 7–32.
   Web of Science ®Google Scholar
• Deumert, A., Storch, A., & Shepherd, N. (Eds.). (2020). Colonial and decolonial linguistics: Knowledges and epistemes. Oxford University Press.
   Google Scholar
• Freire, P. (1998). Pedagogy of the oppressed. Continuum.
   Google Scholar
• Hyland, K. (2016). Academic publishing and the myth of linguistic injustice. Journal of Second Language Writing, 31, 58–69. https://doi.org/10.1016/j.jslw.2016.01.005
   Web of Science ®Google Scholar
• Hyland, K., & Jiang, F. (2019). Academic discourse and global publishing: Disciplinary persuasion in changing times. Routledge.
   Google Scholar
• Kang, O., Thomson, R., & Moran, M. (2019). The effects of international accents and shared first language on listening comprehension tests. TESOL Quarterly, 53(1), 56–81. https://doi.org/10.1002/tesq.463
   Web of Science ®Google Scholar
• Kubota, R. (2018). 英語教育幻想 [Misconceptions of English language teaching and learning]. Chikuma Shinsho.
   Google Scholar
• Kubota, R. (2020). Confronting epistemological racism, decolonizing scholarly knowledge: Race and gender in applied linguistics. Applied Linguistics, 41(5), 712–732. https://doi.org/10.1093/applin/amz033
   Web of Science ®Google Scholar
• Kubota, R. (2021a). Examining and overcoming the theory-practice divide of world Englishes. In R. Rubdy & R. Tupas (Eds.), Bloomsbury World Englishes, Volume 2: Ideologies (pp. 81–98). Bloomsbury Academic.
   Google Scholar
• Kubota, R. (2021b). Critical antiracist pedagogy of English as an additional language. ELT Journal, 75(3), 237–246. https://doi.org/10.1093/elt/ccab015
   Web of Science ®Google Scholar
• Kubota, R., & Jee, Y. (2021). 영어교육에대한 10가지환상 [Ten myths of English Education]. Global Contents Publishing Group.
   Google Scholar
• Kubota, R., & Miller, E. R. (2017). Re-examining and re-envisioning criticality in language studies: Theories and praxis. Critical Inquiry in Language Studies, 14(2–3), 129–157. https://doi.org/10.1080/15427587.2017.1290500
   Google Scholar
• Kumaravadivelu, B. (2016). The decolonial option in English teaching: Can the subaltern act? TESOL Quarterly, 50(1), 66–85. https://doi.org/10.1002/tesq.202
   Web of Science ®Google Scholar
• Lawrence, L., & Nagashima, Y. (2021). Exploring LGBTQ+ pedagogy in Japanese university classrooms. ELT Journal, 75(2), 152–161. https://doi.org/10.1093/elt/ccaa083
   Web of Science ®Google Scholar
• Lee, I. (2014). Publish or perish: The myth and reality of academic publishing. Language Teaching, 42(2), 250–261. https://doi.org/10.1017/S0261444811000504
   Google Scholar
• Lee, H., & Lee, K. (2013). Publish (in international indexed journals) or perish: Neoliberal ideology in a Korean university. Language Policy, 12(3), 215–230. https://doi.org/10.1007/s10993-012-9267-2
   Web of Science ®Google Scholar
• Lillis, T., & Curry, M. J. (2010). Academic writing in a global context: The politics and Practices of Publishing in English. Routledge.
   Google Scholar
• Miller, P. C. (2016). The life of an educator: Thank you, Joe Kincheloe. In M. F. Agnello & W. M. Reynolds (Eds.), Practicing critical pedagogy: The influences of Joe L. Kincheloe (pp. 113–120). Springer.
   Google Scholar
• Moore, A. R. (2020). Understanding heteronormativity in ELT textbooks: A practical taxonomy. ELT Journal, 74(2), 116–125. https://doi.org/10.1093/elt/ccz058
   Web of Science ®Google Scholar
• Moore, A. R. (2021). A plea to stop debating and erasing queer lives in ELT. ELT Journal, 75(3), 361–365. https://doi.org/10.1093/elt/ccab029
   Web of Science ®Google Scholar
• Moosavi, L. (2020). The decolonial bandwagon and the dangers of intellectual decolonisation. International Review of Sociology, 30(2), 332–354. https://doi.org/10.1080/03906701.2020.1776919
   Web of Science ®Google Scholar
• Navarro, F., Lilis, T., Donahue, T., Curry, M. J., Reyes, N. Á., Gustafsson, M., Zavala, V., Lauría, D., Lukin, A., McKinney, C., Feng, H., & Motta-Roth, D. (2022). Rethinking English as a lingua franca in scientific-academic contexts: A position statement. Journal of English for Research Publication Purposes, 3(1), 143–153. https://doi.org/10.1075/jerpp.21012.nav
   Google Scholar
• Nelson, C. D. (2009). Sexual identities in English language education: Classroom conversations. Routledge.
   Google Scholar
• Paiz, J. M., & Coda, J. (Eds.). (2021). Intersectional perspectives on LGBTQ+ issues in modern language teaching and learning. Palgrave Macmillan.
   Google Scholar
• Pennycook, A. (2021). Critical applied linguistics: A critical reintroduction. Routledge.
   Google Scholar
• Pennycook, A. (2022). Critical applied linguistics in the 2020s. Critical Inquiry in Language Studies, 19(1), 1–21. https://doi.org/10.1080/15427587.2022.2030232
   Google Scholar
• Pennycook, A., & Makoni, S. (2019). Innovations and challenges in applied linguistics from the global South. Routledge.
   Google Scholar
• Saito, K., Macmillan, K., Kachlicka, M., Kunihara, T., & Minematsu, N. (2022). Automated assessment of second language comprehensibility: Review, training, validation, and generalization studies. Studies in Second Language Acquisition, 1–30. https://doi.org/10.1017/S0272263122000080
   Google Scholar
• Shahjahan, R. A., Estera, A. L., Surla, K. L., & Edwards, K. T. (2022). “Decolonizing” curriculum and pedagogy: A comparative review across disciplines and global higher education contexts. Review of Educational Research, 92(1), 73–113. https://doi.org/10.3102/00346543211042423
   Web of Science ®Google Scholar
• Silva, A. J., & Wang, Z. (Eds.). (2021). Reconciling translingualism and second language writing. Routledge.
   Google Scholar
• Van Viegen, S., & Zappa-Hollman, S. (2020). Plurilingual pedagogies at the post-secondary level: Possibilities for intentional engagement with students’ diverse linguistic repertoires. Language, culture and curriculum, 33(2), 172–187. https://doi.org/10.1080/07908318.2019.1686512
   Web of Science ®Google Scholar
• Von Esch, K. S., Motha, S., & Kubota, R. (2020). Race and language teaching. Language Teaching, 53(4), 391–412. https://doi.org/10.1017/S0261444820000269
   Web of Science ®Google Scholar
• Wa Thiong’o, N. (1986). Decolonizing the mind: The politics of language in African literature. East African Educational Publishers.
   Google Scholar
• Widodo, H. P. (2017). Constructing and negotiating agency and identity of English language learners: Teacher-Learner driven ESP materials development in the Indonesian secondary school context. Electronic Journal of Foreign Language Teaching, 14(2), 233–249.
   Google Scholar
• Yuan, R. (2021). “Living in parallel worlds”: Investigating teacher educators’ academic publishing experiences in two Chinese universities. Compare: A Journal of Comparative and International Education, 51(6), 787–805. https://doi.org/10.1080/03057925.2019.1681260
   Web of Science ®Google Scholar