scholarly journals Ethnographic Perspectives to Teaching and Learning in Multilingual Contexts

2019 ◽  
Vol 17 (27) ◽  
pp. 1-9
Author(s):  
Ana María Relaño Pastor
Keyword(s):  
Teaching And Learning ◽  
Language Ideologies ◽  
Language Socialization ◽  
Linguistic Anthropology ◽  
Language Policies ◽  
Special Issue ◽  
Communicative Practices ◽  
Sociolinguistic Ethnography ◽  
The Relationship ◽  
The U.S

This special issue addresses the organization of teaching and learning in a variety of multilingual schooling contexts from different critical ethnographic perspectives (i.e.: critical sociolinguistic ethnography, linguistic anthropology, and language socialization). By analyzing a range of educational settings in Spain, the U.S., the U.K., Argentina, and Guatemala, the articles establish a dialogue with different ethnographically-oriented studies to understand the relationship between situated communicative practices, language policies, language ideologies, dominant discourses about bi-multilingualism, and wider social, cultural and economic processes.

scholarly journals Entrepreneurial visions of the self: Language teaching and learning under neoliberal conditions

Multilingua ◽  
2020 ◽  
Vol 39 (3) ◽  
pp. 269-275
Author(s):  
Martina Zimmermann ◽  
Sebastian Muth
Keyword(s):  
Language Learning ◽  
Social Relations ◽  
Teaching And Learning ◽  
Language Ideologies ◽  
Language Learner ◽  
Critical Perspective ◽  
Future Success ◽  
Neoliberal Ideology ◽  
The Relationship

AbstractIn this special issue, we bring together empirical research that takes a critical perspective on the relationship between language learning and individual aspirations for future success. In doing so we aim to initiate a debate on how neoliberal ideology and mode of governance permeate language learning as part of a wider neoliberal project that postulates the ideal of the competitive and self-responsible language learner. The four contributions illustrate how neoliberal desires about entrepreneurial selves play out differently within different social, political, or linguistic contexts. They do not only address different languages individuals supposedly need to teach or acquire for a successful future within a specific context, but also concentrate on the discourses and social relations shaping these entrepreneurial aspirations. Ranging from vocational training in Japan, early education in Singapore, healthcare tourism in India, to higher education in Switzerland, the contributions all illustrate the role of language as part of the struggle to improve either oneself or others. While the research sites illustrate that investments in language are simultaneously promising and risky and as such dependent on local and global linguistic markets, they equally highlight underlying language ideologies and reveal wider structures of inequality that are firmly embedded in local, national and global contexts.

Governmentality and Language

2019 ◽  
Vol 48 (1) ◽  
pp. 261-278 ◽  
Author(s):  
Jacqueline Urla
Keyword(s):  
Recent Work ◽  
Language Ideologies ◽  
Applied Linguistics ◽  
Language Planning ◽  
Linguistic Anthropology ◽  
Communicative Practices ◽  
Neoliberal Governmentality ◽  
The Individual

This article reviews how the analytics of governmentality have been taken up by scholars in linguistic anthropology, sociolinguistics, and applied linguistics. It explores the distinctive logics of “linguistic governmentality” understood as techniques and forms of expertise that seek to govern, guide, and shape (rather than force) linguistic conduct and subjectivity at the level of the population or the individual. Governmentality brings new perspectives to the study of language ideologies and practices informing modernist and neoliberal language planning and policies, the technologies of knowledge they generate, and the contestations that surround them. Recent work in this vein is deepening our understanding of “language”—understood as an array of verbal and nonverbal communicative practices—as a medium through which neoliberal governmentality is exercised. The article concludes by considering how a critical sociolinguistics of governmentality can address some shortcomings in the study of governmentality and advance the study of language, power, and inequality.

Language, Culture and Identities: Theoretical Perspectives

2019 ◽  
pp. 17-42
Author(s):  
Stuart Dunmore
Keyword(s):  
Social Psychology ◽  
Social Life ◽  
Language Ideologies ◽  
Linguistic Anthropology ◽  
Theoretical Framework ◽  
Language And Identity ◽  
Theoretical Perspectives ◽  
Immersion Education ◽  
Symbolic Value ◽  
The Relationship

Various perspectives have been brought to bear on the interrelationship of language, culture and identity within sociolinguistics, the sociology of language, social psychology and linguistic anthropology. This chapter is structured into five overarching sections, setting out a wider theoretical framework surrounding the nexus of language and social life. The chapter seeks firstly to define a conceptual framework for examining the interplay of language and sociocultural identity, before addressing the symbolic value of languages, essentialist conceptions of identity and the relationship between language and nationalism. It then introduces the concept of language ideologies and reviews theoretical understandings of how speakers’ culturally constituted beliefs and feelings about language can be seen to impact upon their use of different linguistic varieties. The chapter subsequently considers language socialisation, and focuses on how bilingual (immersion) education may interact with considerations of language and identity, ideologies and socialisation in diverse settings internationally. The framework established will thus conceptualise how these matters can help to frame the key themes and objectives of the book.

Local Language Ideologies and Language Revitalization among the Sumu-Mayangna Indians of Nicaragua’s Caribbean Coast Region

2014 ◽  
Author(s):  
Jane Freeland ◽  
Eloy Frank Gómez ◽  
Gloria Fenly ◽  
Stringham Montero Cisneros
Keyword(s):  
Historical Development ◽  
Language Ideologies ◽  
Language Revitalization ◽  
Institutional Support ◽  
Language Policies ◽  
Caribbean Coast ◽  
Communicative Practices ◽  
Intercultural Bilingual Education ◽  
Official Status ◽  
Coast Region

Through contrastive case studies, this chapter shows how language ideologies can vary not only between but within ethnic groups. It discusses implications for current models of language shift and revitalization, especially as applied to multilingual linguistic ecologies found in Nicaragua’s Caribbean Coast region. The Mayangna language enjoys institutional support under Nicaragua’s progressive language policies: official status, intercultural-bilingual education programmes, and strong backing from the local university, URACCAN. Another more powerful indigenous language, Miskitu, also forms part of repertoires of the Mayangna communities. The authors trace the historical development in two sets of Mayangna communities of two very different social ecologies of language and their concomitant language ideologies as expressed through informal discourse about language and daily communicative practices. It is argued that language maintenance or revitalization efforts must entail prior establishment of the ideological position(s) of the community that claims the language as its own.

scholarly journals Grammatical meaning and the second language classroom: Introduction

2018 ◽  
Vol 23 (2) ◽  
pp. 147-157 ◽  
Author(s):  
Heather Marsden ◽  
Roumyana Slabakova
Keyword(s):  
Second Language ◽  
Teaching And Learning ◽  
Empirical Work ◽  
Linguistic Theory ◽  
Target Language ◽  
Special Issue ◽  
Second Language Teaching ◽  
Language Classroom ◽  
The Relationship ◽  
Pedagogical Literature

This special issue assembles empirical work on second language teaching and learning from a generative linguistic perspective. The focus is on properties that constitute grammar–meaning interaction that differ in the native and target language grammars, and that have not been highlighted in the pedagogical literature so far. Common topics address whether and how learners acquire grammatical meanings in the second language, including difficult misalignments between native and target-language constructions and functional morphemes. We propose that teaching and learning a second language can be enhanced by focusing on the relationship between grammatical forms and their meanings, as elucidated by contemporary linguistic theory.

Productive Vocabulary Knowledge of ESL Learners

2018 ◽  
Vol 1 (1) ◽  
pp. 32-41 ◽  
Author(s):  
Abdulmalik Usman ◽  
Dahiru Musa Abdullahi
Keyword(s):  
Teaching And Learning ◽  
English Language ◽  
Vocabulary Knowledge ◽  
Writing Quality ◽  
Lexical Frequency ◽  
Frequency Profile ◽  
Esl Learners ◽  
The Relationship

The paper seeks to investigate the level of productive knowledge of ESL learners, the writing quality and the relationship between the vocabulary knowledge and the writing quality. 150 final year students of English language in a university in Nigeria were randomly selected as respondents. The respondents were asked to write an essay of 300 words within one hour. The essays were typed into Vocab Profiler of Cobb (2002) and analyzed the Lexical Frequency Profile of the respondents. The essays were also assessed by independent examiners using a standard rubric. The findings reveal that the level of productive vocabulary knowledge of the respondents is limited. The writing quality of the majority of the respondent is fair and there is a significant correlation between vocabulary and the witting quality of the subjects. The researchers posit that productive vocabulary is the predictor of writing quality and recommend various techniques through which teaching and learning of vocabulary can be improved.

1. The Neoliberal Logic of Service-Learning

2020 ◽  
Vol 2 (1) ◽  
pp. 1-18 ◽  
Author(s):  
Megan Snider Bailey
Keyword(s):  
Higher Education ◽  
Service Learning ◽  
Teaching And Learning ◽  
Community Partnerships ◽  
Market Forces ◽  
Community Based ◽  
University Partnerships ◽  
Economic Changes ◽  
The Public ◽  
The Relationship

<?page nr="1"?>Abstract This article investigates the ways in which service-learning manifests within our neoliberal clime, suggesting that service-learning amounts to a foil for neoliberalism, allowing neoliberal political and economic changes while masking their damaging effects. Neoliberalism shifts the relationship between the public and the private, structures higher education, and promotes a façade of community-based university partnerships while facilitating a pervasive regime of control. This article demonstrates that service-learning amounts to an enigma of neoliberalism, making possible the privatization of the public and the individualizing of social problems while masking evidence of market-based societal control. Neoliberal service-learning distances service from teaching and learning, allows market forces to shape university-community partnerships, and privatizes the public through dispossession by accumulation.

Sign in / Sign up

Export Citation Format

Share Document