This book contributes to current theory building within applied linguistics and sociolinguistics by looking at the role of language in the lives, realities, and understandings of real children and youth in an urban setting. Collectively the studies amount to a comprehensive account of how urban children and youth construct, reactivate, negotiate, contest, and navigate between different linguistic and sociocultural norms and resources.
This book contributes to current theory building within applied linguistics and sociolinguistics by looking at the role of language in the lives, realities, and understandings of real children and youth in an urban setting. Collectively the studies amount to a comprehensive account of how urban children and youth construct, reactivate, negotiate, contest, and navigate between different linguistic and sociocultural norms and resources.
Because content and language learning go hand in hand New content standards integrate content and language in ways prior standards have never done. That’s why it’s so critically important that teachers attend to both content and language development when introducing new subject matter, especially for English learners. Here’s your opportunity to get started tomorrow and every day thereafter: Alison Bailey and Margaret Heritage’s all-new Progressing Students’ Language Day by Day. What’s so utterly ground-breaking about this book is Bailey and Heritage’s Dynamic Language Learning Progression (DLLP) process: research-based tools for obtaining much deeper insight into a student’s language progress, then for identifying the most appropriate instructional steps to elevate language proficiency and content knowledge. Step by step, Bailey and Heritage describe how to Engage with students to advance their development of sophisticated, high-leverage language features for explaining content Use the DLLP approach to formative assessment, then plan your teaching in response to assessment evidence Examine words, sentences, and discourse --the three dimensions of language that are part of the DLLP process for cultivating language development Discover how leadership support and communities of practice (CoPs) can facilitate a successful and sustainable implementation of the DLLP process Listen more closely and uncover new ways to advance content learning with Progressing Students’ Language Day by Day directly by your side. “Alison Bailey and Margaret Heritage open our eyes to the often invisible and context-specific language demands embedded in content learning. Understanding the ubiq¬uitous and highly influential role of language in learning takes time and effort but leads to transformative practice. Progressing Students’ Language Learning Day by Day offers an insightful and concrete framework to begin this transformation.” — Paola Uccelli, Professor of Education, Harvard University
This new book offers a timely and lively appraisal of the concept of communicative repertoires, resources we use to express who we are when in dialogue with others. Each chapter describes and illustrates the communicative resources humans deploy daily, but rarely think about – not only the multiple languages we use, but how we dress or gesture, how we greet each other or tell stories, the nicknames we coin, and the mass media references we make – and how these resources combine in infinitely varied performances of identity. Rymes also discusses how our repertoires shift and grow over the course of a lifetime, as well how a repertoire perspective can lead to a rethinking of cultural diversity and human interaction, from categorizing people’s differences to understanding how our repertoires can expand and overlap with other, thereby helping us to find common ground and communicate in increasingly multicultural schools, workplaces, markets, and social spheres. Rymes affirms the importance of the communicative repertoires concept with highly engaging discussions and contemporary examples from mass media, popular culture, and everyday life. The result is a fresh and exciting work that will resonate with students and scholars in sociolinguistics, intercultural communication, applied linguistics, and education.
The Routledge Handbook of Linguistic Ethnography provides an accessible, authoritative and comprehensive overview of this growing body of research, combining ethnographic approaches with close attention to language use. This handbook illustrates the richness and potential of linguistic ethnography to provide detailed understandings of situated patterns of language use while connecting these patterns clearly to broader social structures. Including a general introduction to linguistic ethnography and 25 state-of-the-art chapters from expert international scholars, the handbook is divided into three sections. Chapters cover historical, empirical, methodological and theoretical contributions to the field, and new approaches and developments. This handbook is key reading for those studying linguistic ethnography, qualitative research methods, sociolinguistics and educational linguistics within English Language, Applied Linguistics, Education and Anthropology.
In The Everyday Language of White Racism, Jane H. Hillprovides an incisive analysis of everyday language to reveal theunderlying racist stereotypes that continue to circulate inAmerican culture. provides a detailed background on the theory of race andracism reveals how racializing discourse—talk and text thatproduces and reproduces ideas about races and assigns people tothem—facilitates a victim-blaming logic integrates a broad and interdisciplinary range of literaturefrom sociology, social psychology, justice studies, critical legalstudies, philosophy, literature, and other disciplines that havestudied racism, as well as material from anthropology andsociolinguistics Part of the ahref="http://eu.wiley.com/WileyCDA/Section/id-410785.html"target="_blank"Blackwell Studies in Discourse and CultureSeries/a
For years Richard Hoggart has observed the oddity of a common speech habit: the fondness for employing ready-made sayings and phrasings whenever we open our mouths, a disinclination to form our own sentences "from scratch," unless that becomes inescapable. But in this book he is interested in more specific questions. How far do the British, and particularly the English, share the same sayings across the social classes? If each group uses some different ones, are those differences determined by location, age, occupation or place in the social scale? Over the years, did such sayings indicate some of the main lines of their culture, its basic conditions, its stresses and strains, its indications of meaning, and significance? These and other concerns animate this fascinating exploration of how the English, and particularly working-class English, use the English language.Hoggart sets the stage by explaining how he has approached his subject matter, his manner of inquiry, and the general characteristics of sayings and speech. Looking back into time, he explores the idioms and epigrams in the poverty setting of the early working-class English. Hoggart examines the very innards of working-class life and the idioms, with the language that arose in relation to home, with its main characters of wives and mothers, husbands and fathers, and children; the wars; marriage; food, drink, health, and weather; neighbors, gossip, quarrels, old age, and death. He discusses related idioms and epigrams and their evolution from prewar to present.Hoggart identifies the sayings and special nuances of the English working-class people that have made them identifiable as such, from the rude and obscene to the intellectual and imaginative. Hoggart also examines the areas of tolerance, local morality, and public morality, elaborating on current usage of words that have evolved from the fourteen through the eighteenth centuries. He touches on religion, superstition, and time, the beliefs that animate language. And finally, he focuses on aphorisms and social change and the emerging idioms of relativism, concluding that many early adages still in use seem to refuse to die.With inimitable verve and humor, Hoggart offers adages, apothegms, epigrams and the like in this colorful examination drawn from the national pool and the common culture. This volume will interest scholars and general readers interested in culture studies, communications, and education.
This volume offers a critical perspective on current views on linguistic fixity and fluidity in sociolinguistics and highlights empirical accounts alternative to prevailing trends in the field. Featuring accounts from a broad range of regional contexts, the collection takes stock of such terms as "polylingualism", "metrolingualism" and "translanguaging" to question perceptions around multilingual and monolingual language use. The book critiques the status of fluid language use as a more "natural" language practice and in turn, its greater potential for corresponding social transformation, demonstrating the value of linguistic fixity and the continuous debate between fixity and fluidity in multilingual speakers' lives. In providing these accounts, the book seeks not to advocate for linguistic fixity or fluidity, but to argue that sociolinguists pay close attention to the way both types of linguistic practice open up or close down avenues for social transformation. This collection is a key reading for graduate students and scholars in sociolinguistics, multilingualism, and linguistic anthropology.
This is a lively, practical guide that provides a fascinating linguistic description of six familiar text and discourse types, showing how language works in everyday life to perform its particular purpose. Through original examples, students are introduced to a wide-ranging repertoire of analytical concepts and techniques, described in basic, clear terms, and drawn from a broad range of areas of linguistics and language study. The aim of the book is to enable students to discover for themselves what is interesting about different language situations, and to begin to interrogate the relationship between language, society, and ideology. The Language of Everyday Life includes: topics for discussion; exercises and further readings; an extensive glossary of technical terms; and a practical guide to project work.
Bringing together theory, research, and practice to dismantle Anti-Black Linguistic Racism and white linguistic supremacy, this book provides ethnographic snapshots of how Black students navigate and negotiate their linguistic and racial identities across multiple contexts. By highlighting the counterstories of Black students, Baker-Bell demonstrates how traditional approaches to language education do not account for the emotional harm, internalized linguistic racism, or consequences these approaches have on Black students' sense of self and identity. This book presents Anti-Black Linguistic Racism as a framework that explicitly names and richly captures the linguistic violence, persecution, dehumanization, and marginalization Black Language-speakers endure when using their language in schools and in everyday life. To move toward Black linguistic liberation, Baker-Bell introduces a new way forward through Antiracist Black Language Pedagogy, a pedagogical approach that intentionally and unapologetically centers the linguistic, cultural, racial, intellectual, and self-confidence needs of Black students. This volume captures what Antiracist Black Language Pedagogy looks like in classrooms while simultaneously illustrating how theory, research, and practice can operate in tandem in pursuit of linguistic and racial justice. A crucial resource for educators, researchers, professors, and graduate students in language and literacy education, writing studies, sociology of education, sociolinguistics, and critical pedagogy, this book features a range of multimodal examples and practices through instructional maps, charts, artwork, and stories that reflect the urgent need for antiracist language pedagogies in our current social and political climate.
