In Conversations with Scholars on Contemporary Issues and Research Agendas in Language Ideologies (original) (raw)
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Language ideologies and language teaching in the global world: An introduction to the special issue
International Journal of Bilingualism, 2024
This special issue delves into language ideologies shaping multilingual education, aiming to unravel their impact on pedagogical practices and emergent multilinguals. By presenting empirical studies and critical analyses, the collection seeks to foster a nuanced understanding of language ideologies in diverse educational contexts. Approach: This guest editorial introduces language ideology as a lens, guiding an exploration of its manifestations in educational settings. Ten papers, spanning diverse linguistic landscapes, offer a comprehensive examination of language ideologies through varied methodologies. From scrutinizing teacher objections to linguistic pluralism to dissecting bilingual kindergarteners' experiences during the COVID-19 pandemic, the collection employs qualitative research, case studies, and critical reviews to critically engage with language ideologies in global language education. Conclusion: The special issue concludes by emphasizing the critical role of language ideologies in shaping educational landscapes and influencing emergent multilinguals' experiences. Authors underscore the need for macro-level research, recommending a decolonial lens to address inequalities perpetuated by monoglossic practices. The collection advocates for inclusive spaces and challenges educators to reflect on their pedagogies, promoting a multilingual-as-a-resource orientation. By extending the scope beyond individual classrooms and examining sociopolitical and economic dimensions, the special issue contributes to ongoing efforts to reframe language ideologies and advance inclusivity in multilingual education. Originality: This special issue stands out for its originality in dissecting language ideologies through diverse lenses, spanning linguistic, sociocultural, and pedagogical dimensions. Notably, studies like Chang-Bacon and colleagues' examination of objections to linguistic pluralism and Mendoza's exploration of stylization in English-medium instruction enrich the discourse. The collection
Book Reviews:Language Ideologies: Practice and Theory
Journal of Linguistic Anthropology, 2001
to several well-known popular books by her student Deborah Tannen, whose work Lakoff does refer to, there are other nonspecialist books that deal with the roles of language in public life, such as Deborah Cameron's Verbal Hygiene (Routledge, 1996) and English With An Accent: Language, Ideology and Discrimination in The United States by Rosina lippi-Green (Routledge, 1997), as well as a growing number of textbook level discussions of systematic methods for using linguistic discourse analysis in service of cultural critique.
Gse Publications, 1999
This volume collects a set of papers on language ideology that were first presented in 1991 at the American Anthropological Association annual meeting. I attended that conference symposium, and I recall an atmosphere of excitement and intellectual discovery. The presenters and much of the audience felt that the concept of language ideology was just beginning to open up important new areas for research on language and society, and we were impressed by the rich, diverse presentations that clarified and extended the concept. Comments Comments
Language Identities and Ideologies
Routledge Companion to English Studies , 2014
This chapter examines some of the most important recent developments in sociocultural and sociolinguistic studies of language and identities. We begin by tracing how questions on identity have been taken up theoretically and empirically among English language scholars in various fields of research. We discuss the key theoretical influences that have informed this work, with a particular focus on the fields of linguistic anthropology, applied linguistics, literacy studies, and second language acquisition. Recent decades have witnessed a shift in the epistemological paradigms and research trajectories employed by many linguistic anthropologists, second language scholars, and applied linguists, from a focus on the acquisition of English skills (both oral and written) to an emphasis on the construction of social identities and they ways in which language users enact these identities. Rather than providing an exhaustive review of the literature, this chapter highlights select empirical studies of English and the negotiation of identities in three research trajectories: investment in English and imagined communities, immigrant and transnational identities, and academic literacies and identities. We conclude the chapter by briefly identifying future research directions.
Language Ideologies and Multilingualism: Discourses of the Loss of Language
This paper attempts to explore an ecological understanding of the loss of language in a multilingual country such as India. India is abundantly blessed with linguistic diversity. Tribal, minorities', and non-schedule languages can significantly contribute to the development of linguistic diversity of this country. Linguistic pluralities and ideologies intrinsically exist in various forms of sociolinguistic narratives of our societies. These narratives happen to be the primary representations of subaltern groups and also marginalized communities of this country. In this paper, we point out linguistic diversities and ideologies in 'commonsense' beliefs, political and sociocultural orientations. However, there is a cultural and linguistic loss that always takes place in the process of linguistic globalization and imperialism. Language Politics in India During colonialism, several language planning and policies emerged, and all of them could be considered as against Indian expectations and experiences. Current debates upon various aspects of language endangerment across India and elsewhere are directly connected to language politics. Language politics predominantly goes hand in hand with the elite classes and castes of this country. These particular classes and caste groups do not own (and have not owned) a specific language through generations. Further, no particular language is part of their sociolinguistic identity across intergeneration. As and when a language emerges as the dominant one, it becomes the language of these elite classes and caste groups. In the contexts of Sanskrit, Persian, Arabic and English languages, this perception can be realized and observed. Historical evidences substantiate the way in which linguistic manipulations have taken place. Thus, this paper assesses many different aspects of linguistic globalization that are an exemplary case of issues and controversies surrounding linguistic globalization and particularly language politics in India.
Special issue: Language ideologies and teaching in multilingual contexts
Bellaterra Journal of Teaching & Learning Language & Literature, 2017
Notes de les editores Notas de las editoras Editors' notes Lettre des éditrices Notes de les editores Aquesta monografia recopila articles que tracten sobre les ideologies lingüístiques i com es pot observar l'impacte que tenen sobre l'ensenyament del llengües. En el context del creixent nacionalisme i debats polaritzats sobre la immigració, aquest volum explora com les ideologies presents en la planificació, polítiques i implementació de l'ensenyament del llenguatge influeixen en el disseny curricular, les pràctiques a les aules, i la percepció de la identitat. Clau en tots els articles és el predomini de l'anglès, una llengua amarat amb nocions de prestigi, i aparentment, promogut com una 'moneda' lingüística globalitzada, essencial per accedir a oportunitats futures. La nostra autora convidada per a aquest volum és la investigadora Andrea Young, qui estudia les ideologies lingüístiques que es presenten en l'ensenyament del francès en un context educatiu. Pel que sembla, tot i les realitats multilingües de les classes de francès actuals, l'ideal monolingüe encara preval. Nocions de monolingüisme també són prevalents en el segon article, en el qual Clare Courtney destaca l'aparent manca d'importància posada en ESOL (anglès per a parlants d'altres llengües) al Regne Unit. Ella reflexiona a la inconsistència entre els discursos dominants (governamentals i socials) i el finançament del govern, i els efectes d'aquests en les actituds de les i els professors. Allunyant-nos del tema de les ideologies monolingües, Alicia Fernández Barrera documenta el ràpid increment de programes bilingües en escoles d'Espanya central, on l'apropiació de l'anglès permet a les institucions oferir-se en el mercat com a col•legis d'elit i sentir-se orgullosos dins de les comunitats lingüístiques locals 'imaginades' (Anderson, 1991).