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Phillipson, Robert – Critical Inquiry in Language Studies, 2011
Humphrey Tonkin's article (2011, this issue) refers to many relevant parameters in the current dominance of English in science. His conclusion that publication in English "is erroneously equated with scientific advancement in general" is a disturbingly valid generalization that ultimately reflects ignorance, prejudice, and myopia.…
Descriptors: Ideology, Foreign Countries, Native Speakers, English (Second Language)
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Philips, Susan U. – Critical Inquiry in Language Studies, 2010
The articles in this issue focus on the collaborative and negotiated construction of identities in interaction. Most of the articles are concerned with the constitution of identities through time in powerful educational and legal institutional contexts. Here the emphasis is on the emergence of new identities being learned by some participants…
Descriptors: Self Concept, Identification, Interaction, Cooperation
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MacDonald, Malcolm N.; Badger, Richard; O'Regan, John – Critical Inquiry in Language Studies, 2009
This article arose out of an engagement in medical communication courses at a Gulf university. It deploys a theoretical framework derived from a (critical) sociocognitive approach to discourse analysis in order to investigate three aspects of medical discourse relating to childhood epilepsy: the cognitive processes that are entailed in relating…
Descriptors: Epilepsy, Discourse Analysis, Children, Social Cognition
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Miller, Elizabeth R. – Critical Inquiry in Language Studies, 2009
This article investigates the construction and maintenance of ideologies regarding the legitimacy of English as the dominant language in the United States in interactions involving adult immigrant learners of English. As both the researcher and these students' English as second language (ESL) instructor, I am a participant in the ESL classroom and…
Descriptors: Language Role, Ideology, Native Speakers, Immigrants
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Tolman, Janice – Critical Inquiry in Language Studies, 2006
Seeking renewed articulation of praxis in cross-linguistic on texts, I turn to postcolonality, social theory, and feminism to illuminate and critique common practices with language--learning, teaching, and writing. Additionally drawing on my experience teaching immigrant youth and adults in the US, I reiterate and attempt to answer Gayatri…
Descriptors: Writing Instruction, Social Theories, Feminism, Criticism