Bilingualism and interfaces - talk Madrid 11/17/2017 (original) (raw)
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Journal of Sociolinguistics, 2009
Reviewed by CHRIS HEFFER It has been standard academic fare over the past 20 years or so for contextual linguists (e.g. those informed by sociology, anthropology, social psychology and communication studies) to take cheap shots at generative linguists. When I say 'cheap', I don't mean so much 'unfair'-generative linguists still have a lot to answer for their attempts to confine the field of linguistics to a narrowly conceived version of cognitive syntax-as 'uncostly', since by the late 1980s generative and contextual linguistics had grown so far apart in their objects and aims of study that few if any were going to be either provoked or informed by such attacks. One who cannot be accused, though, of attacking the out-group in order to secure their credentials within the in-group is Roy Harris, Emeritus Professor of General Linguistics in the University of Oxford. Over the past 30 years or so, in publications such as The Language Myth (1981) and Rethinking Writing (2000), Harris seems to have been hell-bent on becoming the bete noire not just of generative linguists-he once described the politically radical Chomsky's notion of an ideal totally homogeneous speech community as 'a fascist concept of languages if ever there was one' (Harris 1983: 1113)-but of all types of contextual linguist as well. The cost of such apparently indiscriminate attacks has been high since he has often been dismissed by 'orthodox' (i.e. non-Harrisian) contextual linguists as an outright sceptic or even nihilist and thus effectively ignored by those who might otherwise have been sympathetic to, or could learn from, his views. Yet over the past 10 to 15 years Harris has turned his main focus of attention from deconstructing others' theories to constructing a new theory of communication and a new linguistic movement, which he calls 'integrational linguistics' or 'integrationism'. He has written an introductory textbook (1998) and he has applied his theory to the language of art, history and science. This latest book, written in collaboration with his former student and fellow integrationist Christopher Hutton, Head of the English Department at the University of Hong Kong, is an application of integrationism to the theory and practice of definition, particularly in lexicography and the law.
Bilingualism as Interactional Practices
Edinburgh University Press, 2017
Research in code-switching, undertaken against the backdrop of very negative attitudes towards the concurrent use of two or more languages within the same conversation, has traditionally been geared towards rehabilitating this form of language use. From being seen as a random phenomenon reflecting the user’s lack of competence, code-switching is currently seen as sign of an advanced level of competence in the languages involved and as serving different interactional functions. However, as a result of its success, the research tradition now faces an entirely new challenge: Where to from here? How can research in code-switching continue to be relevant and interesting now it has largely achieved its original purpose? This books seeks to answer this programmatic question. The author argues that, in order to overcome this challenge, the notion of bilingualism (multilingualism) itself must be redefined. Bilingualism must be seen as consisting of multiple interactional practices. According...
Proceedings of the International Summer School of Bilingualism and Multilingualism (ISSBM2022)
University of Nova Gorica Press, 2023
This book offers a comprehensive exploration of bilingualism and multilingualism, delving into topics such as code-switching, corpus linguistics, languages in contact, and language policies. Featuring chapters authored by participants of the International Summer School of Bilingualism and Multilingualism (ISSBM 2022), this collection showcases heterogeneous student research and perspectives on language acquisition and diversity. ISSBM 2022, a collaborative endeavor between the University of Nova Gorica (Slovenia) and the University of Udine (Italy), was supported by the European University for Cross-Border Knowledge Sharing (ACROSS) and the German Academic Exchange Service (DAAD). Taking place at the Chemnitz University of Technology (Germany) from September 12-16, 2022, the summer school sought to discuss linguistic research and stimulate dialogue on bilingualism, multilingualism, and second language acquisition. Additionally, the book includes a methodological reflection on translanguaging, with ISSBM 2022 serving as the case study. This compilation of proceedings serves as a valuable resource for students, researchers, and practitioners interested in the multifaceted world of bilingualism and multilingualism.
Bilingualism: Four assumptions and four responses (2007)
Innovation in Language Teaching, 2007
Embedded in ongoing debates about multiculturalism in nation-states such as the UK are frequent references to bilingualism. These references range from negative assessments of the phenomenon to more positive views. In this paper, I present and critique four assumptions that are often made about bilinguals and bilingualism, not only by the lay public but also by academics. I conclude with some thoughts on how my discussion of bilingualism might be relevant to the readers of Innovation in Language Learning and Teaching.
Bilingualism: Adventures in Language and Culture
The Image of Adventure in Literature, Media, and Society: 2019 SASSI Conference Proceedings, 2019
Imagine growing up speaking two different languages, where one is predominantly used at home and the other is used for just about every situation outside of the home. For many bilinguals, they are not only communicating in two languages, but also navigating two different cultures. They have one foot in, and at the same time one foot out of each culture. In the heritage Spanish classroom at the university level, students oftentimes lament that they do not fit nicely into either of the two cultures. Their accent or appearance distinguishes them from the typical “American” (from the United States) and yet their grasp of the Spanish languages makes them feel like they are not authentically Colombian, Mexican, etc. Furthermore, issues of racism and discrimination, which are all too common in today’s society, only add to the feelings of linguistic insecurity and lower self-confidence. Throughout this presentation, both the negative and positive imagery associated with heritage Spanish speakers will be explored. These images are based on class discussions, student reflections, and compositions and arise from our exploration of topics such as bilingualism, the importance of terminology (i.e. Hispanic, Latino, or Latinx, among others), and the mixing of Spanish and English. Although the benefits of bilingualism are quick to come to mind when thinking of bilingualism, the negative aspects, such as feeling as if one does not fit it, must also be addressed. Finally, recently incorporated techniques for working to build self-confidence among heritage Spanish speakers in the classroom will be discussed.