Critical Approaches in Applied Linguistics [CRITAL]

This volume addresses the politicization of linguistic features indexing sexual and gender non-normativity at the phonological, morphological, and discursive levels. In the context of masculinist, heteronormative, and transphobic backlash around the world, these groundbreaking studies adopt queer, trans, and feminist linguistic perspectives to examine how normativity is resisted and identity is stylized, negotiated, and reproduced in everyday text and talk. Part 1 focuses on self-determination/identification through phonetic and other resources. Part 2 focuses on debates over language reform and change. Part 3 examines the contestation of gender ideology using critical linguistic analytical tools.

This volume illustrates how the adoption of discourse approaches can cast light on the complex and often subtle ways in which gender-based violence (GBV) discursively operates. The focus is on careful theorisations and empirical contributions that foreground GVB as a human rights violation motivated by the gender of the targeted community. The chapters are premised on the belief that the hierarchical social arrangements that are inherent to GVB are symbolically realised through language use. The book resonates with previous feminist discourse scholarship whilst explicitly focusing on the theme of GVB. It intends to be a valuable resource for language and gender researchers and to organisations willing to prevent and respond to GVB.

Aquí Se Habla serves to envision a more just and equitable Spanish language education that centers language learning as a deeply personal, local, and lifelong practice. Organized around long-standing tension points within and outside the profession, this volume features a unique set of contributors whose diverse perspectives help to deconstruct disciplinary boundaries and elevate the knowledge and lived experiences of U.S. Spanish speakers. With chapters that include a variety of formats and dialogues between authors, this invaluable resource is collectively crafted by and for students, researchers, educators, and community partners.

In the Winter of 2025, Adam Schwartz taught a course for Spanish majors and minors at Oregon State University, his home institution. A special topics course, this offering of SPAN 399 was themed Bilingüismo local y personal ("Local and Personal Bilingualism") and was guided by the contents of Aquí Se Habla, released during that time. The class afforded students to explore the book’s principal themes. Distinct from a survey course that introduces such a thesis through published texts at arm’s length, this class proved to be an experiment of sorts, where students realized and documented their own bilingualisms as lived, dynamic experiences, and in ways that simply cannot organize neatly into academic categorizations. In this course, students individually and collectively wrote, shared, reflected, interviewed, sat in conversation, and presented Spanish-English bilingualisms as lifelong relationships with and through teaching and learning. The course materials were donated to the Oregon State University Special Collections and Archives Research Center (SCARC) and were added to the Oregon Multicultural Communities Research Collection. To access the materials, contact SCARC via email scarc@oregonstate.edu and request the "SPAN 399 Bilingüismo local y personal, 2025" materials from the Oregon Multicultural Communities Research Collection; the electronic files will be shared with you upon request.

Drawing on extensive research in a marginalized community in Bogotá, Colombia, and informed by engagements with diverse communities from diverse contexts, this book offers a groundbreaking perspective on pluriversal applied linguistics for language teaching and research. Through critical ethnography and decolonial praxis, it challenges binary views of language, advocating for a more inclusive and relational approach to linguistic education. By embracing epistemologies from the Global South, this book unlocks new possibilities for language learning, teaching, and research, fostering a more equitable and socially just future in education.

This volume examines ethical tensions in multilingual education by centering personal narratives from educators, and researchers across diverse contexts. It invites the reader to question whose voices are heard or silenced, how power is negotiated or ignored, and who is included or excluded in language learning spaces. Uniquely grounded in lived experiences, the book offers a rare window into the everyday ethical dilemmas of language education and encourages readers to critically reflect on justice, agency, and responsibility. It is an essential resource for educators, researchers, and policymakers committed to equity and ethical professional development.　

This volume explores the emergent process of developing translanguaging repertoires among teacher educators, pre- and in-service teachers in different U.S. teacher education contexts. Its empirically based chapters adopt various qualitative methods to unpack the opportunities and challenges and provide implications for critical teacher education. It will be of interest to researchers and teachers in bilingual education, TESOL and social justice.