Language Ideology and Semiotic Negotiation in Mongolian Use

2015 ◽  
pp. 81-100
Author(s):  
Naran Bilik
Keyword(s):  
Language Ideology

Language Ideology and Second Language Learning

2008 ◽  
Vol 155 ◽  
pp. 95-115 ◽  
Author(s):  
Theresa McGarry
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Language Learning ◽  
Language Ideology ◽  
Second Language Learning ◽  
Classroom Practices ◽  
Explanatory Power

AbstractThe increasing recognition of the concept language ideology and the corresponding increasing use of the term have not yet been matched by applications in the field of second language acquisition. However, applications of the concept in analysis of actual classroom practices have shown it to have considerable explanatory power. Greater consideration of language ideology in SLA is necessary not only to achieve greater understanding of the role of ideology in various areas but also to show connections between these areas that may yield important generalizations and to impel the application of the concept in areas where it has been neglected by highlighting its uneven treatment.

scholarly journals ‘The good English’: The ideological construction of the target language in adult ESOL

2021 ◽  
pp. 1-23
Author(s):  
Kelsey Swift
Keyword(s):  
New York ◽  
Language Ideology ◽  
Pedagogical Practices ◽  
Target Language ◽  
Standard English ◽  
Community Based ◽  
Alternate Conceptions ◽  
Linguistic System ◽  
Ethnographic Observation ◽  
Ideological Construction

Abstract This project problematizes hegemonic conceptions of language by looking at the construction of ‘English’ in a nonprofit, community-based adult ESOL program in New York. I use ethnographic observation and interviews to uncover the discursive and pedagogical practices that uphold these hegemonic conceptions in this context. I find that the structural conditions of the program perpetuate a conception of ‘English’ shaped by linguistic racism and classism, despite the program's progressive ideals. Linguistic authority is centralized through the presentation of a closed linguistic system and a focus on replication of templatic language. This allows for the drawing of linguistic borders by pathologizing forms traditionally associated with racialized varieties of English, pointing to the persistence of raciolinguistic ideologies. Nevertheless, students destabilize these dominant ideas, revealing a disconnect between mainstream understandings of language and the way adult immigrant learners actually use language, and pointing to possibilities for alternate conceptions and pedagogies. (Language ideology, raciolinguistics, Standard English, adult ESOL)

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