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Marilyn Martinjones - One of the best experts on this subject based on the ideXlab platform.

  • multilingual resources in classroom interaction ethnographic and discourse analytic perspectives
    Language and Education, 2013
    Co-Authors: Mukul Saxena, Marilyn Martinjones
    Abstract:

    This special issue of Language and Education contributes to a distinctive and growing tradition of ethnographic and discourse analytic research on multilingual classroom interaction. To illustrate the nature and significance of the articles assembled here, this introduction provides a brief genealogy of this research tradition. We review two broad generations of studies, along with some of the different orienting theories and methodologies guiding the studies: (1) a first generation of research in multilingual classroom contexts that grew out of the field of Linguistic Anthropology in North America and (2) a second generation of studies, emerging from the early 1990s onwards, that developed critical, interpretive approaches to the study of multilingual classroom interaction. The second-generation studies were conducted in a wider range of research sites, including post-colonial settings, and they were explicitly framed with reference to language-in-education policies. We then introduce the five articles i...

Mukul Saxena - One of the best experts on this subject based on the ideXlab platform.

  • multilingual resources in classroom interaction ethnographic and discourse analytic perspectives
    Language and Education, 2013
    Co-Authors: Mukul Saxena, Marilyn Martinjones
    Abstract:

    This special issue of Language and Education contributes to a distinctive and growing tradition of ethnographic and discourse analytic research on multilingual classroom interaction. To illustrate the nature and significance of the articles assembled here, this introduction provides a brief genealogy of this research tradition. We review two broad generations of studies, along with some of the different orienting theories and methodologies guiding the studies: (1) a first generation of research in multilingual classroom contexts that grew out of the field of Linguistic Anthropology in North America and (2) a second generation of studies, emerging from the early 1990s onwards, that developed critical, interpretive approaches to the study of multilingual classroom interaction. The second-generation studies were conducted in a wider range of research sites, including post-colonial settings, and they were explicitly framed with reference to language-in-education policies. We then introduce the five articles i...

Philip Seargeant - One of the best experts on this subject based on the ideXlab platform.

  • language ideology language theory and the regulation of Linguistic behaviour
    Language Sciences, 2009
    Co-Authors: Philip Seargeant
    Abstract:

    This paper discusses the relationship between entrenched beliefs about language (‘language ideologies’) and the Linguistic system, and considers how conflicts between propositional and procedural knowledge about language have an effect upon the way in which language is regulated within society. It examines the epistemological foundations for drawing a distinction between language ideology and the Linguistic system, and discusses the way in which the conflicting influences of these two aspects of language behaviour create the framework by which language is regulated in both academic and institutional contexts. Drawing upon critical insights provided by theoretical work in Linguistic Anthropology, and combining these with a philosophical consideration of language behaviour, the paper poses the question of whether there is a fundamental interdependency between patterns of entrenched belief about language and the nature of language itself. It then examines the implications of such a question for our understanding of the role that language plays in the lived experience.

Robert Jean Leblanc - One of the best experts on this subject based on the ideXlab platform.

  • interactional order moral order classroom interactions and the institutional production of identities
    Linguistics and Education, 2017
    Co-Authors: Robert Jean Leblanc
    Abstract:

    Abstract Scholars examining the interplay of the global and local in literacy practice have relied on a variety of tools to understand the implications of larger-scaled histories in moment-by-moment classroom action. Drawing on data from a multi-year ethnography of an urban Catholic school in Philadelphia, this article examines how the categorization of literacy practices by students and teachers during classroom-level interactions reveals different layered histories and contradictions of urban schooling. Following Heller’s Linguistic Anthropology of schooling (1995, 2007), I focus on how teachers and students construct what constitutes knowledge during classroom reading events and demonstrate how various interactions and literacy practices are linked to moral orders that can only be understood with regards to the transforming genealogy of urban Catholic schools.

Palacios Alcaine Azucena - One of the best experts on this subject based on the ideXlab platform.

  • Prácticas lingüísticas heterogéneas: Nuevas perspectivas para el estudio del español en contacto con lenguas amerindias
    Language Science Press, 2021
    Co-Authors: Sánchez Moreano Santiago, Blestel Élodie, Klee, Carol A., Guerrero Galván Alonso, Torres Sánchez Nadiezdha, Satti Ignacio, Soto Rodríguez Mario, Lemus Sarmiento Aura, Lemus Serrano Magdalena, Palacios Alcaine Azucena
    Abstract:

    After celebrating the International workshop « Spanish varieties in contact or heterogeneous language practices » in Paris in 2017, this volume brings together ten scientific contributions offering a change of perspective on the description of contact-induced variation and change phenomena in the Spanish-speaking world, based on new methodological and theoretical frameworks. This change of perspective implies to move from the analysis of “systems” and “codes” in contact, and its outcomes, to the description and analysis of heterogeneous language practices that focuses on the use of semiotic and Linguistic resources by speakers to express messages, to transmit knowledge, or to take positions and epistemic and affective stances, that is, to create meaning. The aim of this book is to question, from different perspectives and backgrounds, the notion of contact as just simply the influence of systems or codes and, rather, to propose a dynamic view centered on the use of Linguistic heterogeneous resources by social actors living in complex contact settings involving the contact of languages such as Spanish, Quechua, Guaraní, Yukuna, Mapuzugún, Otomí, Chichimeca jonaz, and Tepehuano del sureste. This book brings together contributions from well-known specialists and young researchers of language contact such as Carol Klee, Azucena Palacios, Isabelle Léglise, Carola Mick, Aura Lemus, Magdalena Lemus, Ignacio Satti, Mario Soto, Aldo Olate Vinet, Alonso Guerrero Galván, Nadiezdha Torres Sánchez, Élodie Blestel, and Santiago Sánchez Moreano. The volume is divided in two sections. The first one: "Methodological and theoretical perspectives" includes four contributions offering innovative guidelines and perspectives for the study of contact-induced variation and change. These perspectives, although they have been widely worked in Linguistic Anthropology and ethnographic socioLinguistics, for example, have been on the contrary not yet well explored in the field of language contact in the “Spanish-speaking world”. The second section is entitled “Applied perspectives” and includes five contributions offering new theoretically and methodologically views on language contact