Teaching and Research Philosophy

     In my teaching and research, I am committed to critical approaches to language learning, language teaching, and language use, in alignment with views put forth in Blommaert (1999, 2005), Cameron (1995), Canagarajah (1999), Lippi-Green (1997), Norton and Toohey (2004), and Pennycook (1994, 2001).  In my view, a critical approach interrogates the underlying beliefs that inform pedagogy and research while also advocating for more equitable social relations among all involved participants. Within second language studies, a critical perspective requires us to examine the ideologies which motivate our choices regarding what languages we teach, how we legitimize particular language varieties through pedagogical practice, which methodologies and materials we use, and which measures of proficiency we treat as relevant in various contexts. Moreover, a critical approach challenges us to reflect upon our own positioning as teachers and researchers, in consideration of power relations, ethics, appropriacy, and cultural difference.

    In my view, critical applied linguistics should examine the complex interplay between language and social life, with attention to the processes by which social relations are enacted, negotiated and potentially transformed. In the spirit of empowerment and social transformation, I strongly value the application of critical theory to real life contexts through research projects which engage in a dialogic relationship with those who are researched.

    In my work, I have drawn upon and combined methodologies including Critical Discourse Analysis, Conversation Analysis, ethnography, microethnography, interactional sociolinguistics, and membership categorization analysis.

For additional views on critical approaches to Second Language Studies, visit the web pages of these faculty members:

• Dr. Graham Crookes
• Dr. Kathryn Davis