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Relevant bibliographies by topics / Heteroglossic Practices

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Academic literature on the topic 'Heteroglossic Practices'

Author: Grafiati

Published: 4 June 2021

Last updated: 14 February 2022

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Journal articles on the topic "Heteroglossic Practices"

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Schissel, Jamie L., and Martha Reyes. "Preparing to teach emergent bilinguals." Journal of Multilingual Theories and Practices 1, no. 2 (2020): 290–312. http://dx.doi.org/10.1558/jmtp.17669.

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Our ethnographic action research case study addresses the unique concerns that arise when expanding bilingual education methods within teacher education for non-ESL preservice teachers concerning ideological and practice-based shifts in pedagogy. The conceptual framework connects language ideologies and pedagogical practices. The qualitative analyses of three key assignments document preservice teachers’ ideological leanings as tending toward heteroglossia, tending toward monoglossia, or ideologies in flux. Our findings illustrate the attempts by preservice teachers to engage in practices alon

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Sultana, Shaila. "Transglossic language practices." Translation and Translanguaging in Multilingual Contexts 1, no. 2 (2015): 202–32. http://dx.doi.org/10.1075/ttmc.1.2.04sul.

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This paper contributes to a recent development in Applied Linguistics that encourages research from trans- approaches. Drawing on the results of an ethnographic research project carried out in a university of Bangladesh. It is illustrated how young adults actively and reflexively use a mixture of codes, modes, genres, and popular cultural texts in their language practices within the historical and spatial realities of their lives. The paper shows that the interpretive capacity of heteroglossia increases when complemented by an understanding derived from transgressive approaches to language. Th

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Kiramba, Lydiah Kananu. "Heteroglossic practices in a multilingual science classroom." International Journal of Bilingual Education and Bilingualism 22, no. 4 (2016): 445–58. http://dx.doi.org/10.1080/13670050.2016.1267695.

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Salaberry, M. Rafael. "‘transformative’ potential of translanguaging and other heteroglossic educational practices." Journal of Multilingual Theories and Practices 1, no. 2 (2020): 266–89. http://dx.doi.org/10.1558/jmtp.16459.

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Over the last few decades, there has been an increased awareness about imprecise, inaccurate and, thus, unfair conceptualisations of language based on monoglossic views of language that delegitimise the linguistic repertoire of multilingual minorities as is the case of heritage speakers of Spanish in the US or speakers of Lingua Franca English worldwide. At the same time, there are theoretical and educational proposals that offer new conceptualisations of multilingualism focused on the concept of heteroglossia, which, in contrast with monoglossic views, focuses our attention on the fluid and f

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Relaño-Pastor, Ana María. "Narrative circulation, disputed transformations, and bilingual appropriations at a public school “somewhere in La Mancha”." International Journal of the Sociology of Language 2018, no. 250 (2018): 87–112. http://dx.doi.org/10.1515/ijsl-2017-0057.

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AbstractThis article addresses the narratives of bilingualism that emerged in ethnographic interviews with members of Sancho’s Primary in La Mancha city (Spain), whose prestige as the first MEC/British bilingual school in town has been disputed, transformed and eventually socially accepted as competitively eligible in the global market for two decades. By bringing to the fore a perspective of heteroglossia, the article discusses stakeholders’ stancetaking towards the salient tensions and dilemmas related to bilingualism in the region of Castilla-La Mancha. The analysis discusses how Sancho’s s

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Androutsopoulos, Jannis. "Policing practices in heteroglossic mediascapes: a commentary on interfaces." Language Policy 8, no. 3 (2009): 285–90. http://dx.doi.org/10.1007/s10993-009-9142-y.

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McKinney, Carolyn, Hannah Carrim, Alex Marshall, and Laura Layton. "What counts as language in South African schooling?" AILA Review 28 (September 14, 2015): 103–26. http://dx.doi.org/10.1075/aila.28.05mck.

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This paper focuses on the lack of impact on language education of recent paradigm shifts in the study of language and society such as the recognition of the ideology of language[s] as stable, discrete or bounded entities and the reality of heteroglossic languaging and semiotic practices in everyday life. Using South Africa as a case, the paper explores the implications of heteroglossic conceptualising of language as social practice for language education through three ethnographically informed case studies of classroom discourse. I will argue that monoglossic orientations which ironically unde

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Kyratzis, Amy, Jennifer F. Reynolds, and Ann-Carita Evaldsson. "Introduction." Pragmatics. Quarterly Publication of the International Pragmatics Association (IPrA) 20, no. 4 (2010): 457–66. http://dx.doi.org/10.1075/prag.20.4.001int.

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The five articles in this issue examine how children, in naturally occurring school and neighborhood peer and sibling-kin groups across a variety of cultures and societies, socialize one another to do heteroglossia, drawing upon a diverse repertoire of linguistic and discursive forms in their everyday cultural practices. Through the use of ethnographic techniques for recording natural conversations, they demonstrate how children, in their peer play interactions, make use of and juxtapose multiple linguistic and cultural resources at their disposal in linguistically diverse and stratified setti

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Evaldsson, Ann-Carita, and Asta Cekaite. "“ ‘Schwedis’ he can’t even say Swedish” - subverting and reproducing institutionalized norms for language use in multilingual peer groups." Pragmatics. Quarterly Publication of the International Pragmatics Association (IPrA) 20, no. 4 (2010): 587–604. http://dx.doi.org/10.1075/prag.20.4.05eva.

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The present study explores how minority schoolchildren in multilingual peer group interactions act upon dominant educational and linguistic ideologies as they organize their everyday emerging peer culture. The data draw from ethnographies combined with detailed analysis (CA) of video recordings in two primary monolingual school settings in Sweden. Bakhtin’s processual view of how linguistic norms are used for overcoming the heteroglossia of language is used as a framework for understanding how monolingualism is talked-into-being in multilingual peer groups. As will be demonstrated, the childre

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Hornberger, Nancy H. "Reflect, Revisit, Reimagine: Ethnography of Language Policy and Planning." Annual Review of Applied Linguistics 40 (March 2020): 119–27. http://dx.doi.org/10.1017/s026719052000001x.

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AbstractTracing applied linguists’ interests in language policy and planning (LPP) as reflected in the pages of the Annual Review of Applied Linguistics since its founding in 1980, I focus on the emergence of, and current boom in, ethnographic LPP research. I draw on the ethnographic concept of ideological and implementational LPP spaces as scalar, layered policies and practices influencing each other, mutually reinforcing, wedging, and transforming ideology through implementation and vice versa. Doing so highlights how the perennial policy-practice gap is given nuance through exploration of t

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Dissertations / Theses on the topic "Heteroglossic Practices"

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Zhang, Yi. "Heteroglossic Chinese Online Literacy Practices On Micro-Blogging and Video-Sharing Sites." Scholar Commons, 2017. http://scholarcommons.usf.edu/etd/6788.

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This study investigates Chinese online users’ adoptions of various languages and other meaning making signs in their online literacy practices in two popular Chinese CMC sites, Weibo (micro-blogging) and bilibili.com (video-sharing). Adopting the theoretical framework of heteroglossia (Bakhtin, 1981), I explore how various meaning making resources are creatively and playfully utilized by Chinese users in their online communication. After two-month data collection, I sampled the non-standard literacy practices (e.g., foreign language transliteration) identified from micro-blogging postings and

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Chouliaraki, Lilie. "Regulative practices and heteroglossia in one institutional setting : a case of a #progressivist' English classroom." Thesis, Lancaster University, 1995. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.296683.

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Kim, Jung Sook. "Rethinking Discourses of Diversity: A Critical Discourse Study of Language Ideologies and Identity Negotiation in a University ESL Classroom." The Ohio State University, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=osu1492708729036445.

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Huang, Jing. "Heteroglossia, ideology and identity in a Birmingham Chinese complementary school : a linguistic ethnography." Thesis, University of Birmingham, 2016. http://etheses.bham.ac.uk//id/eprint/6887/.

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This thesis presents a linguistic ethnographic case study on a large Chinese complementary school (CCS) in Birmingham, England. Guided by Bakhtin’s theory of heteroglossia, the study investigates multilingual practices of adult participants in and around the school, focusing on the changing constructions of language ideology, Chinese teachers’ professional identity and the ethnic identification of Chineseness. It documents the impact of globalisation on the shifting relations among Chinese varieties and English in the Chinese diaspora. The 10-month fieldwork for the study was conducted in 2013

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Stinnett, Angie Ashley. "'Blood-Talk': A Language Network Analysis of English Speaking Heritage Butchers in the Southwestern United States." Diss., The University of Arizona, 2013. http://hdl.handle.net/10150/312624.

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Recently, network theory has been used to analyze the formal syntactic and semantic properties of written texts to explain the development of language (Solé et al. 2005). While foundational, this approach neglects the social and cultural pressures affecting language in interaction, a central focus of sociolinguistics and linguistic anthropology (Hymes 1974, Goffman 1981, Gumperz 1982, Goodwin 2006). The influential work of M.M. Bakhtin (1981) frames speech as an emergent social process inflected by shifting patterns of negotiated meanings. As Hill (1986) observed "the enormous impact of Bakhti

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Ambe, Martina Bi. "Exploring first-year Students’ Voice and Subjectivity in Academic Writing at a University in South Africa." University of the Western Cape, 2019. http://hdl.handle.net/11394/7300.

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Magister Educationis - MEd<br>Literacy development in South African higher education is increasingly challenged by several issues in dialogue and language of tuition. Despite the widening of access to South African universities, research shows that a large majority of entry-level university students are still failing in their chosen programme of studies. Almost all universities in the democratic South Africa incorporate academic development programs in first-year modules as an awareness raising attempt to scaffold novice students into the vocabulary of their various disciplines. However, these

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Books on the topic "Heteroglossic Practices"

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Blackledge, Adrian, and Angela Creese, eds. Heteroglossia as Practice and Pedagogy. Springer Netherlands, 2014. http://dx.doi.org/10.1007/978-94-007-7856-6.

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Heteroglossia as Practice and Pedagogy Educational Linguistics. Springer, 2013.

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McCarty, Teresa L. Revitalizing and Sustaining Endangered Languages. Edited by James W. Tollefson and Miguel Pérez-Milans. Oxford University Press, 2018. http://dx.doi.org/10.1093/oxfordhb/9780190458898.013.10.

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This chapter explores the processes and prospects for revitalizing endangered and minoritized languages, drawing on international language policy and planning research and practice. These processes are framed as sustaining, rather than preserving or maintaining, to emphasize their dynamic, heteroglossic, and multi-sited character. A key assumption is that revitalizing and sustaining endangered languages is political work that challenges dominant language ideologies and linguistic inequalities. The chapter begins with definitions of key terms, followed by a discussion of endangerment classifica

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Book chapters on the topic "Heteroglossic Practices"

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Busch, Brigitta. "Changing Media Spaces: The Transformative Power of Heteroglossic Practices." In Language Ideologies, Policies and Practices. Palgrave Macmillan UK, 2006. http://dx.doi.org/10.1057/9780230523883_15.

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Huang, Jing. "Heteroglossic Practices and Language Ideologies: Combining Heteroglossia with Critical Discourse Studies to Investigate Digital Multilingual Discourses on Language Policies." In Discursive Approaches to Language Policy. Palgrave Macmillan UK, 2016. http://dx.doi.org/10.1057/978-1-137-53134-6_6.

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Noguerón-Liu, Silvia, and Doris S. Warriner. "Heteroglossic Practices in the Online Publishing Process: Complexities in Digital and Geographical Borderlands." In Educational Linguistics. Springer Netherlands, 2013. http://dx.doi.org/10.1007/978-94-007-7856-6_10.

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Blackledge, Adrian, and Angela Creese. "Heteroglossia as Practice and Pedagogy." In Educational Linguistics. Springer Netherlands, 2013. http://dx.doi.org/10.1007/978-94-007-7856-6_1.

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Panagiotopoulou, Argyro, Lisa Rosen, and Ofelia García. "Language Teachers’ Ideologies in a Complementary Greek School in Montreal: Heteroglossia and Teaching." In Handbook of Research and Practice in Heritage Language Education. Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-44694-3_26.

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Lin, Angel. "Hip-Hop Heteroglossia as Practice, Pleasure, and Public Pedagogy: Translanguaging in the lyrical poetics of “24 Herbs” in Hong Kong." In Educational Linguistics. Springer Netherlands, 2013. http://dx.doi.org/10.1007/978-94-007-7856-6_7.

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Henry, Eric S. "Introduction." In The Future Conditional. Cornell University Press, 2021. http://dx.doi.org/10.7591/cornell/9781501754906.003.0001.

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This introductory chapter provides a brief history of the English language in China. At the end of the 1970s, as China was emerging from the political maelstrom of the Cultural Revolution, English was spoken by only a relative handful of academics, foreigners, translators, and interpreters. English became a required subject when university entrance examinations were reinstated in 1978, and foreign language education began to take off again in the early 1980s at the beginning of the “reform and opening up” (gaige kaifang) period, a time when the socialist ethos of state, economy, and society was gradually dismantled in favor of a model of explosive economic growth and private individualism. Ultimately, the prominence of English in China today is the result of historical relations of colonialism and power that forged its global presence and the hierarchical ordering of linguistic inequality. The chapter then presents an overview of contemporary speech practices and English language learning in the northeastern Chinese city of Shenyang. It also considers two of the concepts that Russian literary theorist Mikhail Bakhtin pioneered: heteroglossia and the chronotope.

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