Episode 11_Hegemony of Academic English

In this episode, hosts Nolan and Samantha are joined by Alex Crayon to discuss the hegemony of Academic English! This episode is a "literature review" episode, so below we list our references for the conversation:

References

Carlucci, Alessandro. (2013). Gramsci and languages : unification, diversity, hegemony. Haymarket Books.

Casanave, C. P. (2002). Writing games: Multicultural case studies of academic literacy practices in higher education. Lawrence Erlbaum Associates.

Faison, & Condon, Frankie, editor. (2022). CounterStories from the writing center. Utah State University Press.

Ferris, D. (2018). “They Said I Have a Lot to Learn”: How Teacher Feedback Influences Advanced University Students’ Views of Writing. Journal of Response to Writing, 4(2). https://scholarsarchive.byu.edu/journalrw/vol4/iss2/2

Flores, N. (2020). From academic language to language architecture: Challenging raciolinguistic ideologies in research and practice. Theory into Practice, 59(1), 22–31. https://doi.org/10.1080/00405841.2019.1665411

Dundas, D. (2019, November 8). Zadie Smith on fighting the algorithm: “If you are under 30, and you are able to think for yourself right now, God bless you.” Toronto Star. shorturl.at/eiyzW

Freire, P. (1996) Paulo Freire - An incredible conversation. Literacy.Org. https://www.youtube.com/watch?v=aFWjnkFypFA 

Guo, Y., & Beckett, G. H. (2007). The Hegemony of English as a Global Language: Reclaiming Local Knowledge and Culture in China. Convergence, 40(1/2), 117–132.

Inoue, A. B. (2019). Classroom Writing Assessment as an Antiracist Practice. Pedagogy : Critical Approaches to Teaching Literature, Language, Culture, and Composition, 19(3), 373–404. https://doi.org/10.1215/15314200-7615366

Ives, P. (2009). Global English, Hegemony and Education: Lessons from Gramsci. Educational Philosophy and Theory, 41(6), 661–683. https://doi.org/10.1111/j.1469-5812.2008.00498.x

Lecercle, J.-J. (2006). A Marxist Philosophy of Language. Brill Academic Publishers.

Leki, I. (2006). “You cannot ignore”: L2 graduate students’ response to discipline-based written feedback. In Feedback in Second Language Writing (pp. 266–286). Cambridge University Press. https://doi.org/10.1017/CBO9781139524742.016

Ryan, J., & Viete, R. (2009). Respectful interactions: Learning with international students in the English-speaking academy. Teaching in Higher Education, 14(3), 303–314. https://doi.org/10.1080/13562510902898866

Spies, T. G., Xu, Y., Deniz, F. K., Carcoba-Falomir, G., & Sarisahin, S. (2021). English as an Additional Language Doctoral Students’ Ongoing Socialization Into Scholarly Writing: How Do Writing Feedback Groups Contribute? Journal of Response to Writing, 7(1). https://scholarsarchive.byu.edu/journalrw/vol7/iss1/5

Zeng, J., & Yang, J. (2024). English language hegemony: Retrospect and prospect. Humanities and Social Sciences Communications, 11(1), 1–9. https://doi.org/10.1057/s41599-024-02821-z