Ambiguities and tensions in English language teaching: Portraits of EFL teachers as legitimate speakers

Ambiguities and Tensions in English Language Teaching: Portraits of EFL Teachers as Legitimate Speakers

Volumn , Issue , 2012, Pages 1-240

  Sayer, Peter ^a  

^a UNIVERSITY OF TEXAS AT SAN ANTONIO   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 84916976208     PISSN: None     EISSN: None     Source Type: Book    
DOI: None     Document Type: Book

References (253)

1. Agar, M. (1990). Text and fieldwork: Exploring the excluded middle. Journal ofContemporary Ethnography, 19(1), 73-88.
2. Agar, M. (1991). Stretching linguistic ethnography over part of a state. Journal of Linguistic Anthropology, 1(2), 131-142.
3. Agar, M. (1994). Language shock: Understanding the culture ofconversation. New York: William Morrow.
4. Agar, M. (1996). The professional stranger: An informal introduction to ethnography (2nd ed.). San Diego: Academic Press.
5. Alcantara Nunez, H. (2004). Usos y costumbres: vivencias y convivencias de un alcalde mixe. Mexico, DF: Consejo Nacional para la Cultura y las Artes (CONACULTA).
6. Alim, S. (2010). Critical language awareness. In N. Hornberger & S. L. McKay (Eds.), Sociolinguistics and language education (pp. 205-231). Clevendon, UK: Multilingual Matters.
7. Altheide, D. L. (1987). Ethnographic content analysis. Qualitative Sociology, 10(1), 65-77.
8. Anderson, G. (1989). Critical ethnography in education: Origins, current status, and new directions. Review of Educational Research, 59(3), 249-270.
9. Anzaldua, G. (1987). Borderlands/lafrontera: The newMestiza. San Francisco, CA: Aunt Lute Books.
10. Angelil-Carter, S. (1997). Second language acquisition of spoken and written English: Acquiring the skeptron. TESOL Quarterly, 31(2), 263-287.
11. Austin, J. L. (1962). How to do things with words. Cambridge, MA: Harvard University Press.
12. Baker, C. (1992). Attitudes and language. Clevedon, UK: Multilingual Matters.
13. Baker, C. (2006). Foundations of bilingual education and bilingualism (4th ed.). Clevedon, UK: Multilingual Matters.
14. Barabas, A. M., & Bartolome, M. A. (Eds.). (1999). Configuraciones etnicas en Oaxaca: Perspectivas etnogrficas para las autonomias. Mexico, DF: Instituto Nacional de Antropologia e Historia (INAH) y el Instituto Nacional Indigenista (INI).
15. Barkhuizen, G. (2011). Narrative knowledging in TESOL. TESOL Quarterly, 45(3), 391-414.
16. Basso, K. (1996). Wisdom sits in places: Landscape and language among the Western Apache. Albuquerque: University of New Mexico Press.
17. Bauman, R., & Briggs, C. L. (2003). Voices ofmodernity: Language ideologies and the politics of inequality. Cambridge, UK: Cambridge University Press.
18. Berger, P., & Luckmann, T. (1966). The social construction ofreality: A treatise in the sociology of knowledge. New York: Anchor House.
19. Bhabha, H. (1994). The location of culture. London & New York: Routledge.
20. Blackledge, A., & Pavlenko, A. (2002). I ntroduction: Special issue on production and reproduction of language ideologies in multilingual contexts. Multilingua, 21, 121-140.
21. Blair, A., Cadwallader, J., and Prieto, M. (1999). Race to English, 5. Mexico City: Richmond Publishing.
22. Block, D. (2002). 'McCommunication': A problem of frame for SLA. In D. Block & D. Cameron (Eds.), Globalization and language teaching (pp. 117-133). London and New York: Routledge.
23. Block, D. (2003). The social turn in second language acquisition. Edinburgh, UK: Edinburgh University Press.
24. Block, D. (2007). Second language identities. London and New York: Continuum.
25. Block, D. (2007). The rise of identity in SLA research, post Firth and Wagner (1997). Modern Language Journal, 91(5), 863-876.
26. Block, D., & Cameron, D. (Eds.). (2002). Globalization and language teaching. London & New York: Routledge.
27. Blommaert, J. (2005). Discourse: A critical introduction. Cambridge, UK: Cambridge University Press.
28. Blommaert, J. (2010). The sociolinguistics of globalization. Cambridge, UK: Cambridge University Press.
29. Bourdieu, P. (1977). Outline of a theory of practice (R. Nice, Trans.). Cambridge, UK i Cambridge University Press.
30. Bourdieu, P. (1977). The economics of linguistic exchanges. Social Science Information, 16(6), 645-668.
31. Bourdieu, P. (1991). Language and symbolic power. Oxford, UK: Polity Press.
32. Bourdieu, P. (1993). The field of cultural production. New York i Columbia University Press.
33. Bourdieu, P., & Passeron, J. (1977). Reproduction in education, society, and culture (R. Nice, Trans.). London: Sage.
34. Braine, G. (Ed.). (1999). Non-native educators in English language teaching. Mahwah, NJ i Lawrence Erlbaum.
35. British Broadcasting Corporation (BBC). (Apr 22, 2010). Mexico's markets going mainstream. PRI's The World. Retrieved from http://www.theworld.org/2010/04/mexicos- markets-going-mainstream/. Accessed Sept 19, 2011.
36. Brutt-Griffler, J., & Samimy, K. K. (2001). Transcending the nativeness paradigm. World Englishes, 20(1), 99-106.
37. Bucholtz, M. (1999). "Why be normal?": Language and identity practices in a community of nerd girls. Language in Society, 28, 203-223.
38. Butler, J. (2000). Performativity's social magic. In R. Schusterman (Ed.), Bourdieu: A critical reader (pp. 113-128). Malden, MA: Blackwell.
39. Bybee, J., & Hopper, P. (2001). Introduction to frequency and the emergence of linguistic structure. In J. Bybee & P. Hopper (Eds.), Frequency and the emergence of linguistic structure. Amsterdam: John Benjamins.
40. Cameron, D. (1997). Performing gender identity: Young men's talk and the construction of heterosexual masculinity. In S. Johnson & U. Meinhif (Eds.), Language and masculinity (pp. 47-64). Oxford: Blackwell.
41. Canagarajah, A. S. (1999a). Resisting linguistic imperialism in English teaching. Oxford: Oxford University Press.
42. Canagarajah, A. S. (1999b). Interrogating the "native speaker fallacy": Non-linguistic roots, non-pedagogical results. In G. Braine (Ed.), Non-native educators in English language teaching. Mahwah, NJ: Lawrence Erlbaum.
43. Canagarajah, A. S. (2000). Negotiating ideologies through English: strategies from the periphery. In T. Ricento (Ed.), Ideologies, politics, and language policies: Focus on English (pp. 121-132). Philadelphia: John Benjamins.
44. Canagarajah, A.S. (Ed.) (2005). Reclaiming the local in language policy and practice. Mahwah, NJ: Lawrence Erlbaum.
45. Canagarajah, A. S. (2007). Lingua franca English, multilingual communities, and language acquisition. The Modern Language Journal, 91(5), 923-939.
46. Canagarajah, A. S., & Ben Said, S. (2010). English language teaching in the outer and expanding circles. In J. Maybin & J. Swann (Eds.), The Routledge companion to English language studies (pp. 157-170). New York: Routledge.
47. Chabat, J. (2010). 200 years of U.S.-Mexico relations: The future of bilateral security cooperation. Panel presentation at The Council on Foreign Relations, Nov. 10, 2010.
48. G. Utley (Mod.). Transcript available at http://www.cfr.org/mexico/200-years- us-mexico-relations-future-bilateral-security-cooperation/p23387 (accessed Sept. 24, 2011)
49. Clarke, M. (2008). Language teacher identities: Co-constructing discourse and community. Clevedon, UK: Multilingual Matters.
50. Clemente, A. (2007). English as cultural capital in the Oaxacan community of Mexico, TESOL Quarterly, 41(2), 421-425.
51. Clemente, A., & Higgins, M. J. (2008). Performing English with a postcolonial accent: Ethnographic narratives from Mexico. London: Tufnell Press.
52. Clemente, A., Sughrua, W., & Mendez Ortiz, E. L. (2011). Braulio's story: Ethnography, English language teaching, and literary analysis. Working Papers on Culture, Education and Human Development, 7(1), 1-28.
53. Clifford, J. (1983). On ethnographic authority. Representations, 1(2), 118-146.
54. Coffey, S., & Street, B. (2008). Narrative and identity in the 'Language Learning Project'. The Modern Language Journal, 92(3), 452-464.
55. Cohen, J. H. (2004). The culture of migration in southern Mexico. Austin, TX: University of Texas Press.
56. Comision Nacional para el Desarrollo de los Pueblos Indigenas (CDI), (2007). Los pueblos indigenas: Indicadores y estadisticas. http://www.cdi.gob.mx, accessed November 25, 2011.
57. Cook, V. (1999). Going beyond the native speaker in language teaching. TESOL Quarterly, 33(2), 185-209.
58. Dalton, M. (2004). Breve historia de Oaxaca. Mexico, DF: El Colegio de Mexico y Fideicomiso Historia de las Americas.
59. Davies, A. (2003). The native speaker: Myth and reality. Clevendon: Multilingual Matters.
60. Davies, B. (2005). Communities of practice: Legitimacy not choice. Journal of Sociolinguistics, 9(4), 557-581.
61. Dornyei, Z. (2003). Questionnaires in second language research. Mahwah, NJ, Lawrence Erlbaum.
62. Duff, P. (2002). The discursive co-construction of knowledge, identity, and difference: An ethnography of communication in the high school mainstream. Applied Linguistics, 23(3), 289-322.
63. Duff, P. (2008). Language socialization, participation and identity: Ethnographic approaches. In M. Martin-Jones, A.M. de Mejia & N. Hornberger (Eds.), Encyclopedia of Language and Education, vol. 3: Discourse and Education (2nd ed.). Berlin: Springer.
64. Eckert, P. (2000). Linguistic variation as social practice. Oxford: Blackwell.
65. Emerson, R. M., Fretz, R. I., & Shaw, L. L. (1995). Writing ethnographicfieldnotes. Chicago: The University of Chicago Press.
66. Erickson, F. (1986). Qualitative methods in research on teaching. In M.C. Wittrock (Ed.), Handbook of Research on Teaching (3rd ed., pp. 119-160). New York: Macmillan.
67. Erickson, F. (2004). Commentary: Demystifying data construction and analysis. Anthropology and Education Quarterly, 35(4), 486-493.
68. Errington, J. (2001). Colonial linguistics. Annual Review of Anthropology, 30, 19-39.
69. Fairclough, N. (1992). Discourse and social change. Cambridge, UK: Polity Press.
70. Firth, A., & Wagner, J. (1997). On discourse, communication, and (some) fundamental concepts in SLA research. The Modern Language Journal, 81, 285-300.
71. Freeman, D., & Johnson, K. (1998). Reconceptualizing the knowledge-base of language teacher education. TESOL Quarterly, 32(3), 397-417.
72. Freidberg, J. (Writer & Director). (2005). Granito de arena (documentary film). Seattle, WA: Corrugated Films.
73. Gal, S., & Irvine, J. (1995). The boundaries of languages and disciplines: How ideologies construct difference. Social Research, 62(4), 967-1001.
74. Gal, S. (1998). Multiplicity and contention among language ideologies. In B. Schieffelin, K. Woolard & P. Kroskrity (Eds.), Language ideologies: Practice and theory (pp. 317-331). New York: Oxford University Press.
75. Garrett, P., & Baquedano-Lopez, P. (2002). Language socialization: Reproduction and continuity, transformation and change. Annual Review of Anthropology, 31, 331-361.
76. Gass, S. (1998). Apples and oranges: Or why apples are not oranges and don't need to be. A response to Firth and Wagner. Modern Language Journal, 82(1), 83-90.
77. Gee, J. P. (2004). Discourse analysis: What makes it critical? In R. Rogers (Ed.), An introduction to critical discourse analysis in education (pp. 19-50). Mahwah, NJ: Lawrence Erlbaum.
78. Gee, J. P. (2005). Meaning making, communities of practice, and analytical toolkits. Journal of Sociolinguistics, 9(4), 590-594.
79. Gee, J. P. (2011). An introduction to discourse analysis: Theory and method (3rd ed.). New York: Routledge.
80. Geertz, C. (1973). The interpretation of cultures. New York: Basic Books.
81. Geertz, C. (1983). Local knowledge: Further essays in interpretative anthropology. New York: Basic Books.
82. Giddens, A. (1984). The constitution of society: Outline of the theory of structuration. Berkeley: The University of California Press.
83. Goffman, E. (1959). The presentation of self in everyday life. New York: Anchor Books.
84. Goffman, E. (1986). Frame analysis: An essay on the organization of experience. Boston: Northeastern University Press.
85. Grimes, K. M. (1998). Crossing borders: Changing social identities in southern Mexico. Tucson: The University of Arizona Press.
86. Gumperz, J. J. (1982). Discourse strategies. Cambridge, UK: Cambridge University Press.
87. Gutierrez, K., Baquedano-Lopez, P., & Tejeda, C. (1999). Rethinking diversity: Hybridity and hybrid language practices in the third space. Mind, Culture & Activity: An International Journal, 6(4), 286-303.
88. Gutierrez, K., & Rogoff, B. (2003). Cultural ways of learning: Individual traits or repertoires of practice. Educational Researcher, 32(5), 19-25.
89. Hakuta, K., & McLaughlin, B. (1996). Seven tensions that define research in bilingualism and second language acquisition. In D. Berliner & R. Calfee (Eds.), Handbook of educational psychology (pp. 603-621). New York: MacMillan.
90. Halliday, M. A. K. (1985). An introduction to functional grammar. London: Edward Arnold.
91. Hammersley, M., & Atkinson, P. (1995). Ethnography: Principles in practice (2nd ed.). London & New York: Routledge.
92. Hannerz, U. (2003). Being there and there and there! Reflections on multi-site ethnography. Ethnography, 4(2), 201-216.
93. Hayes, D. (2010). "Education is all about opportunities, isn't it?": A biographical perspective. Harvard Educational Review, 80(4), 517-540.
94. Heath, S. B. (1983). Ways with words: Language, life and work in communities and classrooms. Cambridge, UK: Cambridge University Press.
95. Heller, M. (1996). Legitimate language in a multilingual school. Linguistics and Education, 8, 139-157.
96. Hernandez, G. E. (1989). Las caracteristicas comicas del pocho y del pachuco. Nuevo Texto Cr(tico, 2(3), 171-181.
97. Hernandez Diaz, J. (Ed.). (1998). Las imagenes del indio en Oaxaca. Oaxaca, Oax.: Instituto Oaxaqueno de las Culturas/UABJO.
98. Higgins, C. (2003). "Ownership" of English in the Outer Circle: An alternative to the NS-NSS dichotomy. TESOL Quarterly, 37(4), 615-644.
99. Higgins, C. (2009). English as a local language: Post-colonial identities and multilingual practices. Clevedon, UK: Multilingual Matters.
100. Holland, D., Lachiotte, W., Skinner, D., & Cain, C. (1998). Identity and agency in cultural worlds. Cambridge, MA: Harvard University Press.
101. Holliday, A. (2005). The struggle to teach English as an international language. Oxford: Oxford University Press.
102. Holliday, A., & Aboshiha, P. (2009). The denial of ideology in perceptions of 'nonnative speaker' teachers. TESOL Quarterly, 43(4), 669-689.
103. Hopper, P. (1998). Emergent grammar. In M. Tomasello (Ed.). The new psychology of language (pp. 155-175). Mahwah, NJ: Lawrence Erlbaum.
104. Hornberger, N. (2000). Bilingual education policy and practice in the Andes: Ideological paradox and intercultural possibility. Anthropology and Education Quarterly, 31(2), 173-201.
105. Hornberger, N. (2002). Multilingual language policies and the continua of biliteracy: An ecological approach. Language Policy, 1, 27-51.
106. Hymes, D. (1974). Foundations in sociolinguistics: An ethnographic approach. Philadelphia: University of Pennsylvania Press.
107. Instituto Nacional de Estadistica Geografica e Informatica (INEGI). (2002). XII Censo general de poblaci6n y vivienda, 2000. Retrieved May 2007, from http://www.inegi.gob.mx.
108. Instituto Nacional de Estadistica Geografica e Informatica (INEGI). (2006). II Conteo de Poblacion y Vivienda 2005. Mexico, DF.
109. Irvine, J. T. (1989). When talk isn't cheap: Language and political economy. American Ethnologist, 16(2), 248-267.
110. Jenkins, J. (2000). The phonology of English as an international language. Oxford: Oxford University Press.
111. Jenkins, J. (2007). English as a linguafranca: Attitude and identity. London: Oxford University Press.
112. Jimenez, R. T., Smith, P. H., & Martinez-Leon, N. (2003). Freedom and form: The languageandliteracypracticesoftwoMexicanschools.eadingesearchQuarterly, 38(4), 488-508.
113. Johnson, M. (2004). Philosophy in second language acquisition. New Haven, CT: Yale University Press.
114. Johnstone, B. (2000). Qualitative methods in sociolinguistics. Cambridge, UK: Cambridge University Press.
115. Kachru, B. (1992). Models for non-native Englishes. In B. Kachru (Ed.), The other tongue: English across cultures (pp. 48-74). Urbana: University of Illinois Press.
116. Kalmar, T. M. (2001). Illegal alphabets and adult biliteracy: Latino immigrants crossing the linguistic border. Mahwah, NJ: Lawrence Erlbaum.
117. Kamberelis, G., & Dimitriadis, G. (2005). Qualitative inquiry: Approaches to language and literacy research. New York: Teachers College Press.
118. Kanno, Y., & Norton, B. (2003). Imagined communities and educational possibilities: Introduction. Journal of Language, Identity, and Education, 2(4), 241-249.
119. Kasper, G. (1997). The "A" stands for acquisition: A response to Firth and Wagner. Modern LanguageJournal, 81(3), 307-312.
120. King, K. (2000). Language ideologies and heritage language education. International Journal of Bilingual Education and Bilingualism, 3(3), 167-184.
121. King, K. (2001). Language revitalization processes and prospects: Quichua in the Ecuadorian Andes. Clevedon, UK: Multilingual Matters.
122. King, N., & Horrocks, C. (2010). Interviews in qualitative research. London: Sage.
123. Kouritzin, S. (1999). Face[t]s offirst language loss. Mahwah, NJ: Lawrence Erlbaum.
124. Kramsch, C. (1993). Context and culture in language teaching. Oxford: Oxford University Press.
125. Kramsch, C. (Ed.). (2002). Language acquisition and language socialization. London and New York: Continuum.
126. Kramsch, C. (2006). From communicative competence to symbolic competence. Modern Language Journal, 90(2), 249-251.
127. Kramsch, C. (2009). The multilingual subject. Oxford, UK: Oxford University Press.
128. Kramsch, C. (2011). The symbolic dimensions of the intercultural. Language Teaching, 44(3), 354-367.
129. Kramsch, C., & Whiteside, A. (2008). Language ecology in multilingual settings: Towards a theory of symbolic competence. Applied Linguistics, 29(4), 645-671.
130. Krashen, S. (1985). The input hypothesis: Issues and implications. Harlow, UK: Longman.
131. Kroskrity, P. (2000). Regimenting languages: Language ideological perspectives. In P. Kroskrity (Ed.), Regimes oflanguage: Ideologies, polities, and identities (pp. 1-34). Santa Fe, NM: School of American Research Press.
132. Kumaravadivelu, B. (1999). Critical classroom discourse analysis. TESOL Quarterly, 33(3), 453-484.
133. Labov, W. (1963). The social motivation of sound change. Word, 19, 273-309.
134. Labov, W. (1966). The social stratification ofEnglish in New York City. Washington, DC: Center for Applied Linguistics.
135. Lakoff, G., & Johnson, M. (1980). Metaphors we live by. Chicago: University of Chicago Press.
136. Langman, J. (2004). (Re)constructing gender in a new voice: An introduction. Journal of Language, Identity and Education, 3(4), 235-243.
137. Langman, J., & Sayer, P. (2013-in press). Qualitative sociolinguistics research. In C.A. Chapelle (Ed.), The encyclopedia ofapplied linguistics. Oxford, UK: Wiley-Blackwell.
138. Lantolf, J. (1996). SLA theory building: "Letting all the flowers bloom!". Language Learning, 46(4), 713-749.
139. Lantolf, J., & Beckett, T. (2009). Sociocultural theory and second language acquisition. Language Teaching, 42(4), 459-475.
140. Lantolf, J., & Thorne, S. (2006). Sociocultural theory and the genesis ofsecond language development. Oxford: Oxford University Press.
141. Larsen-Freeman, D. (2007). Reflecting on the cognitive-social debate in second language acquisition. The Modern Language Journal, 91(5), 773-787.
142. Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge, UK: Cambridge University Press.
143. Leather, J., & van Dam, J. (2003). Towards an ecology of language acquisition. In J. Leather & J. van Dam (Eds.), Ecology of language acquisition (pp. 1-29). Dordrecht: Kluwer Academic.
144. Lee, E., & Simon-Maeda, A. (2006). Racialized research identities in ESL/EFL research. TESOL Quarterly, 40(3), 573-594.
145. Le Ha, P. (2008). Teaching English as an international language: Identity, resistance and negotiation. Clevedon, UK: Multilingual Matters.
146. Leung, C., Harris, R., & Rampton, B. (1997). The idealised native speaker, reified ethnicities, and classroom realities. TESOL Quarterly, 31(3), 543-560.
147. Lippi-Green, R. (1997). English with an accent: Language, ideology, and discrimination in the United States. London: Routledge.
148. Luk, J. C. M., & Lin, A. M. Y. (2007). Classroom interactions as cross-cultural encounters: Native speakers in EFL lessons. Mahwah, MJ: Lawrence Erlbaum.
149. Luke, A. (1997). Critical discourse analysis. In L. Saha (Ed.), International Encyclopedia of the Sociology of Education (pp. 50-57). Oxford, UK: Elsevier Science Ltd.
150. Luke, A. (2004). Two takes on the critical. In B. Norton & K. Toohey (Eds.), Critical pedagogies and language learning (pp. 21-29). Cambridge, UK: Cambridge University Press.
151. MacIntyre, A. (2007). After virtue: A study in moral theory (3rd ed.). London: Duckworth.
152. Makoni, S., & Pennycook, A. (2005). Disinventing and (re)constituting languages. Critical Inquiry in Language Studies: An International Journal, 2(3), 137-156.
153. Makoni, S., & Pennycook, A. (Eds.). (2007). Disinventing and reconstituting languages. Clevedon, UK: Multilingual Matters.
154. Malinowski, B. (1922). Argonauts of the Western Pacific. New York: Dutton.
155. Marcus, G. (1995). Ethnography in/of the world system: The emergence of multi-sited ethnography. Annual Review of Applied Linguistics, 24, 95-117.
156. Marcus, G. E., & Fischer, M. M. J. (1986). Anthropology as cultural critique: An experimental moment in the human sciences. Chicago: The University of Chicago Press.
157. Martin, P. (2005). Talking knowledge into being in an upriver primary school in Brunei. In A.S. Canagarajah (Ed.), Reclaiming the local in language policy and practice (pp. 225-246). Mahwah, NJ: Lawrence Erlbaum.
158. Martinez-Roldan, C. M.: & Malave, G. (2004). Language ideologies mediating literacy and identity in bilingual contexts. Journal of Early Childhood Literacy, 4(2), 155-180.
159. Mathew, J., & DeVivo, D. (Directors). (2006). Crossing Arizona (documentary film). New York: Rainlake Productions
160. May, S. (1997). Critical ethnography. In N. Hornberger & D. Corson (Eds.), Encyclopedia oflanguage, volume 8: Research methods in language and education (pp. 197-206). Dordrecht, Netherlands: Kluwer.
161. McCarty, T. (2002). Between possibility and constraint: indigenous language education, planning, and policy in the United States. In J. Tollefson (Ed.), Language policies in education: Critical issues (pp. 45-56). Dordrecht, Netherlands: Kluwer.
162. McGroarty, M. E. (2010). Language ideologies. In N. Hornberger & S. L. McKay (Eds.), Sociolinguistics and language education (pp. 3-39). Clevendon, UK: Multilingual Matters.
163. McKay, S. L., & Bokhorst-Heng, W. D. (2008). International English in its sociolinguistic context: Towards a socially sensitive EILpedagogy. London: Routledge
164. McLaren, P. (1994). Multiculturalism and the post-modern critique: Toward a pedagogy of resistance and transformation. In H. Giroux & P. McLaren (Eds.), Between borders: Pedagogy and the politics of cultural studies (pp. 193-222). New York: Routledge.
165. Medgyes, P. (1994). The Non-native Teacher. London: MacMillan
166. Mercurio, A., & Scarino, A. (2005). Heritage language at upper secondary level in South Australia: A struggle for legitimacy. International Journal of Bilingual Education and Bilingualism, 8(2-3), 145-159.
167. Migration Policy Institute (MPI), (2005). MPI data hub. Available on-line at http://www.migrationinformation.org/datahub/acscensus.cfm. Accessed Sept. 1, 2011.
168. Milroy, L. (1987). Language and social networks (2nd ed.). Oxford: Basil Blackwell.
169. Moore, E. (2006). 'You tell all the stories': Using narrative to explore hierarchy within a Community of Practice. Journal of Sociolinguistics, 10(5), 611-640.
170. Morita, N. (2004). Negotiating participation and identity in second language academic communities. TESOL Quarterly, 38(4), 573-603.
171. Moussu, L., & Llurda, E. (2008). Non-native English-speaking English language teachers: History and research. Language Teaching, 41(3), 315-348.
172. Murphy, R. D., & Stepick, A. (1991). Social inequality in Oaxaca: A history of resistance and change. Philadelphia: Temple University Press.
173. Myers-Scotton, C. (2006). Multiple voices: an introduction to bilingualism. Malden, MA: Blackwell.
174. Nahmad Sitton, S. (2000). Derechos linguisticos de los indigenas de Mexico. In J. Hernandez-Diaz (Ed.), Inclusion y Diversidad: Discusiones recientes sobre la educaci6n indi- gena en Mexico. Oaxaca de Juarez, Oax.: Fondo Editorial IEEPO.
175. Nelson, C. D. (2011). Narratives of classroom life: Changing conceptions of knowledge. TESOL Quarterly, 45(3), 463-485.
176. Nino-Murcia, M. (2003). "English is like the dollar": Hard currency ideology and the status of English in Peru. World Englishes, 22(2), 121-144.
177. Norton (Peirce), B. (1995). Social identity, investment, and language learning. TESOL Quarterly, 29(1), 9-31.
178. Norton, B. (2000). Identity and language learning: Gender, ethnicity and educational change. Harlow, UK: Longman.
179. Norton, B. (2006). Identity as a sociocultural construct in second language education. In K. Cadman & K. O'Regan (Eds.), Tales out ofschool: Identity and English language teaching (pp. 22-33). South Adelaide, Australia: Australian Council of TESOL Assoc.
180. Norton, B., & Toohey, K. (Eds.). (2004). Critical pedagogies and language learning. Cambridge, UK: Cambridge University Press.
181. Ochs, E., & Capps, L. (2001). Living narrative: Creating lives in everyday storytelling. Cambridge, MA: Harvard University Press.
182. Orwell, G. (1937/1967). The road to Wigam Pier. New York: Berkeley Medallion Books.
183. Pavlenko, A., & Norton, B. (2007). Imagined communities, identity, and English language learning. In J. Cummins & C. Davison (eds.), International handbook of English language teaching (pp. 669-680). New York: Springer.
184. Pennycook, A. (1998). English and the discourses of colonialism. London and New York: Routledge.
185. Pennycook, A. (2001). Critical applied linguistics: A critical introduction. Mahwah, NJ: Lawrence Erlbaum.
186. Pennycook, A. (2003). Global Englishes, rip slyme, and performativity: Journal of Sociolinguistics, 7(4), 513-533.
187. Pennycook, A. (2004). Performativity and language studies: Critical Inquiry in Language Studies: An International Journal, 1(1), 1-19.
188. Pennycook, A. (2005). Performing the personal. Journal of Language, Identity, and Education, 4(4), 297-303.
189. Pennycook, A. (2007). Global Englishes and transcultural flows. London and New York: Routledge.
190. Pennycook, A. (2007). The myth of English as an international language. In S. Makoni & A. Pennycook (Eds.), Disinventing and reconstituting languages (pp. 90-115). Clevedon, UK: Multilingual Matters.
191. Pennycook, A. (2010). Language as a local practice. Abingdon, UK: Routledge.
192. Philips, S. (1983). The invisible culture: Communication in classroom and community on the Warm Springs Indian Reservation. Prospect Heights, Ill.: Waveland Press.
193. Phillipson, R. (1992). Linguistic imperialism. Cambridge, UK: University of Cambridge Press.
194. Pope, D. C. (2001). "Doing school": How we are creating a generation of stressed out, materialistic, and miseducated students. New Haven and London: Yale University Press.
195. Rampton, B. (1990). Displacing the "native speaker": Expertise, affiliation and inheritance. ELTJournal, 44(4), 338-343.
196. Reagan, T. (2006). The explanatory power of critical language studies: Linguistics with an attitude. Critical Inquiry in Language Studies: An International Journal, 3(1), 1-22.
197. Richardson, L. (2000). Evaluating ethnography. Qualitative Inquiry, 6(2), 253-255.
198. Rinderle, S. (2005). The Mexican diaspora: A critical examination of signifiers. Journal of Communication Inquiry, 29(4), 294-316.
199. Ruiz, R. (1984). Orientations in language planning. NABEJournal, 8(2), 15-34.
200. Said, E. W. (1989). Representing the colonized: Anthropology's interlocutors. Critical Inquiry, 15(2), 205-225.
201. Saldana, J. (2009). The coding manual for qualitative researchers. London: Sage.
202. Sayer, P. (2008). Demystifying language mixing: Spanglish in school. Journal of Latinos and Education, 7(2), 94-112.
203. Sayer, P. (2010). Authenticity in marginalized EFL contexts: In M. Dantas-Whitney & S. Rilling (Eds.), Authenticity in the classroom and beyond. Alexandria, VA: TESOL.
204. Saynes-Vazquez, F. E. (2002). Zapotec language shift and reversal in Juchitdn, Mexico. Unpublished doctoral dissertation, University of Arizona, Tuscon, AZ.
205. Schecter, S. R.: & Bayley, R. (2002). Language as cultural practice: Mexicanos en el norte. Mahwah, NJ: Lawrence Erlbaum.
206. Schieffelin, B., & Ochs, E. (1986). Language socialization. Annual Review of Anthropology, 15, 163-191.
207. Schiffrin, D. (2001). Discourse markers: Language, meaning, and context. In D. Schiffrin, D. Tannen & H. E. Hamilton (Eds.), The handbook of discourse analysis. Malden, MA: Blackwell.
208. Schneider, E. (2003). The dynamics of New Englishes: From identity construction to dialect birth. Language, 79, 233-281.
209. Secretaria de Educacion Publica (SEP). (2006). La Reforma Integral a la Educaci6n Secundaria (RIES). Mexico, D.F.: SEP.
210. Secretaria de Educacion Publica (SEP). (2010). Programa Nacional de Ingles en Educaci6n Bdsica: Informe de resultados de la etapa piloto. Mexico, DF: SEP.
211. Seidlhofer, B. (2004). Research perspectives on teaching English as a lingua franca. Annual Review of Applied Linguistics, 24, 209-239.
212. Seidman, I. (2006). Interviewing as qualitative research: A guide for researchers in education and the social sciences (3rd ed.). New York: Teacher's College, Columbia University.
213. Shuck, G. (2004). Conversational performance and the poetic construction of an ideology. Language in Society, 33(2), 195-223.
214. Shuck, G. (2006). Racializing the non-native speaker. Journal of Language, Identity and Education, 5(4), 259-276.
215. Siegal, J. (2006). Language ideologies and the education of speakers of marginalized language varieties: Adopting a critical awareness approach. Linguistics and Education, 17, 157-174.
216. Sierra, A. M., Padilla, A. (2003). United States' hegemony and purposes for learning English in Mexico. In P. Ryan & R. Terborg (Eds.), Language: Issues of inequality (pp. 215-232). Mexico, DF: UNAM.
217. Silverstein, M. (1979). Language structure and linguistic ideology. In R. Clyne, W. F. Hanks & C. Hofbaur (Eds.), The elements: A parasession on linguistic units and levels (pp. 219-259). Chicago: Chicago Linguistic Society.
218. Sinclair, J., & Coulthard, M. (1975). Towards an analysis of discourse. Oxford, UK: Oxford University Press.
219. Sipe, L., & Ghiso, M. P. (2004). Developing conceptual categories in classroom descriptive research: Some problems and possibilities. Anthropology and Education Quarterly, 35(4), 472-485.
220. Smith, P. (2007). Universal Fine Products, S.A. de C.V.: Transnational literacies and the co-marketization of English and technology in small town Mexico. Paper presented at ISELL 2007, Dec. 2007. Oaxaca, Mexico.
221. Spindler, G., & Spindler, L. (Eds.). (1987). Interpretive ethnography of education: At home and abroad. Mahwah, NJ: Lawrence Erlbaum.
222. Spivak, G. (1993). Can the subaltern speak? In P. Williams & L. Chrisman (Eds.), Colonial discourse in post-colonial theory (pp. 66-111). New York: Columbia University Press.
223. Spradley, J. P. (1980). Participant observation. New York: Holt, Rinehart & Winston.
224. Stroud, C. (2002). Framing Bourdieu socioculturally: Alternative forms of linguistic legitimacy in postcolonial Mozambique. Multilingua, 21(2-3), 247-273.
225. Swigart, L. (2000). The limits of legitimacy: Language ideology and shift in contemporary Senegal. Journal of Linguistic Anthropology, 10(1), 90-130.
226. Tarone, E. (2000). Still wrestling with 'context' in interlanguage theory. Annual Review of Applied Linguistics, 20, 182-198.
227. los Tigres del Norte/J. Hernandez (1984). Jaula de oro. Fama Records.
228. Tobin, J., Wu, D., & Davidson, D. (1989). Preschool in three cultures: Japan, China, and the United States. New Haven, CT: Yale University Press.
229. Tsui, A. (2003). Understanding expertise in teaching: Case studies of ESL teachers. Cambridge, UK: Cambridge University Press.
230. Ullman, C. (2004). English matters? Undocumented Mexican transmigration and the negotiation of language and identities in a global economy. Unpublished dissertation, University of Arizona, Tucson.
231. Valdes, G. (1996). Con respeto: Bridging the distance between culturally diversefamilies and schools, an ethnographic portrait. New York: Teacher's College, Columbia University.
232. Valdes, G. (2001). Learning and not learning English: Latino students in American schools. New York: Teacher's College Press.
233. Valenzuela Arce, J. M. (2004). Frontera y representaciones sociales: La figura del pocho como estereotipo del chicano. Aztldn: A Journal ofChicano Studies, 29(1), 125-133.
234. Van Leeuwen, T. (2008). Discourse as practice: New tools for critical discourse analysis. Oxford: Oxford University Press.
235. Van Maanen, J. (1988). Tales ofthefield: On writing ethnography. Chicago: The University of Chicago Press.
236. Villarreal, J.A. (1959). Pocho. New York: Doubleday.
237. Warriner, D. S. (2007). Transnational literacies: Immigration, language, learning, and identity. Linguistics and Education, 18, 201-214.
238. Watson-Gegeo, K. (2004). Mind, language and epistemology: Toward a language socialization paradigm for SLA. Modern Language Journal, 88, 331-350.
239. Wenger, E. (1998). Communities ofpractice: Learning, meaning, and identity. Cambridge, UK: Cambridge University Press.
240. West, C. (1996). Ethnography and orthography: A (modest) methodological proposal. Journal ofContemporary Ethnography, 25(3), 327-352.
241. Willett, J. (1995). Becoming first graders in an L2: An ethnographic study of L2 socialization. TESOL Quarterly, 29(3), 473-503.
242. Wolcott, H. (1967). A Kwakiutl village and school. Prospect Heights, Ill: Waveland Press.
243. Wolcott, H. (1999). Ethnography: A way ofseeing. Walnut Creek: Altamira.
244. Woods, D. (1996). Teacher cognition in language teaching. Cambridge, UK: Cambridge University Press.
245. Woolard, K. (1985). Language variation and cultural hegemony: Toward an integration of sociolinguistic and social theory. American Ethnologist, 12, 738-748.
246. Woolard, K. (1998). Introduction: Language ideology as a field of inquiry. In B. Schiefflin, K. Woolard & P. Kroskrity (Eds.), Language Ideologies: Practice and Theory (pp. 3-47). Oxford, UK: Oxford University Press.
247. Woolard, K., & Schieffelin, B. (1994). Language ideology. Annual Review ofAnthropology, 23, 55-82.
248. Yanagisako, S. J. (2002). Producing culture and capital: Family firms in Italy. Princeton, NJ: Princeton University Press.
249. Yano, Y. (2005). Comment 1. World Englishes, 24(1), 95-96.
250. Zentella, A. C. (1997). Growing up bilingual: Puerto Rican children in New York. Malden, MA: Blackwell.
251. Zepeda, J. (2007). Los millonarios de Mexico. Retrieved Sept. 1, 2011, from http://www. jorgezepeda.net/05-08-2007/los-millonarios-de-mexico/
252. Zuengler, J., & Miller, E. (2006). Cognitive and sociocultural perspectives: Two parallel SLA worlds? TESOL Quarterly, 40(1), 35-58.
253. Zuniga, R. M. (2003). Malinche: Esa ausente siempre presente. Mexico, DF: INAH/ Plaza y Valdes.