Recognizing English Language Teaching (ELT) as politically-situated, my research focus is on the positions of various social groups in ELT and how individuals navigate this terrain. I am especially interested in how social groups and the knowledge they bear are represented via the hidden curriculum in ELT materials.

Selected Publications

Brown, C. (2022). Images from Japanese English teaching materials as an ageist hidden curriculum. Asia Pacific Journal on Curriculum Studies, 5(1), 1-13. https://doi.org/10.53420/apjcs.2022.1

Brown, C. (2022). Impediments to fostering interculturalism at home: The nation-state, social power, and cultural representation in EFL teaching materials. In C. Glass & A. Bista (Eds.), Reimagining Mobility in Higher Education for New Generations of International Students (pp. 129-142). Springer. https://doi.org/10.1007/978-3-030-93865-9

Brown, C. (2021). The role of foreign language requirements in domestic students' first-year success at one internationalizing Japanese university. Language, Culture and Curriculum. https://doi.org/10.1080/07908318.2021.2001479

Brown, C. (2021). Symbolic annihilation of social groups as hidden curriculum in Japanese ELT materials. TESOL Quarterly, 56(2), 603-628. https://doi.org/10.1002/tesq.3073

Brown, C. (2020). The impact of inclusiveness and rurality in developmental student writing needs and curricular responses: A Pasifika community college case study. Journal of Alternative Perspectives in the Social Sciences, 10(4), 775-792. www.japss.org/upload/6.%20Brown.pdf

Brown, C. (2019). Foreign faculty tokenism, English, and “internationalization” in a Japanese university. Asia Pacific Journal of Education, 39(3), 404-416. https://www.tandfonline.com/doi/abs/10.1080/02188791.2019.1598850?scroll=top&needAccess=true&journalCode=cape20

Brown, C. (2018). Membership in an imagined home community and stance toward English among university students in Japan. Journal of Language, Identity & Education, 17(6), 388-401. https://www.tandfonline.com/doi/abs/10.1080/15348458.2018.1498339

Brown, C. (2018). Hit over the head with hegemony: Relations of power in Japanese and Taiwanese English school ads. Journal of Visual Literacy, 37(1), 1-17. https://www.tandfonline.com/doi/abs/10.1080/1051144X.2018.1463725

Brown, C. (2017). Understanding the out-of-class English learning choices of students in Taiwan. Asian TEFL, 2(1), 1-15. https://asian-tefl.com/index.php/asiantefl/article/view/25

Brown, C. (2017). Understanding the NS/NNS division of labor in the creation and assessment of a Japanese university English entrance exam. Applied Linguistics Review 8(4), 401-418. https://www.degruyter.com/view/journals/alr/8/4/article-p401.xml

Brown, C. (2016). The academic competition “winner's” blindness to resource inequity in Taiwan English education. Media and Communication Studies, 69, 1-31. https://eprints.lib.hokudai.ac.jp/dspace/handle/2115/61058

Brown, C. (2016). "They just have the 'foreigner face'": Ideologies of ethnicity, nationality, native-speakerism, and English in Taiwan. In J. Álvarez, C. Amanti, S. Keyl, & E. Mackinney (Eds.), Critical views on teaching and learning English around the globe (pp. 105-121). Charlotte, NC: Information Age Publishing. ISBN: 9781681233420 (paperback), 9781681233437 (hardcover), 9781681233444 (eBook) Link

Brown, C. (2015). Combining liberatory and communicative goals in a content-based EFL class. NCYU Inquiry of applied linguistics: The 2015 Issue (pp. 39-50). Chiayi, Taiwan: Department of Foreign Languages, National Chiayi University. ISBN: 978-986-147-731-2

Brown, C. (2006). English for technical communication. Chia-yi, Taiwan: Hong dou chu ban she. ISBN: 9868218039 9789868218031; OCLC: 184969831