What is at stake for multilingual subjects when English becomes a site of conflicting emotions about being in/with the world? What does it mean to understand, negotiate with, and perform the meaning of English as a global curriculum, a lingua franca, a "thing" of the senses, and a desire awakened by narratives feeding into and being fed…

Using autobiographical experiences as a framework for inquiry, this article sets out to question the often unexamined assumptions that surround the definition of 'proficiency' in second/foreign languages. In so doing, it opens up possibilities of inquiry into the power-laden relationships between speaker agency, cultural belonging and…

This article offers a critical interpretation of the current trends in instructional models for English language learners in California. We review key instructional models and analyze them from traditional (teacher-centered), progressive (student-centered), and critical orientations (society- and power-centered). These instructional models share…