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1. Acting out and Talking Back: Negotiating Discourses in American Early Educational Settings (EJ863088)
Author(s):
Souto-Manning, Mariana
Source:
Early Child Development and Care, v179 n8 p1083-1094 Dec 2009
Pub Date:
2009-12-00
Pub Type(s):
Journal Articles; Reports - Descriptive
Peer-Reviewed:
Yes
Descriptors: Standard Spoken Usage; Discourse Analysis; English; Elementary School Students; Behavior Problems; Student Behavior; Black Dialects; Teacher Student Relationship; Classroom Communication; Interaction; African American Students; Grade 1; Language Usage
Abstract: As a first-grade teacher preparing for the upcoming year, I was shocked to learn that George was on my new roll. His previous teacher wrote that George was a "behaviour problem", was defiant, talked back to adults, didn't speak properly, was behind academically and spent over half of kindergarten in detention. George initially gave me negative impressions, using non-standard English and more direct speech than I expected. Yet by listening closely and employing classroom discourse analysis, I came to recognise George's contributions, consequently working to dispel the myth that African-American Vernacular English (AAVE) is wrong. I started analysing my own talk, instead of blaming George for misunderstandings. We openly talked about the use of direct and indirect statements. Through this study, I suggest that kidwatching, looking closely at interactions and contexts, and seeing AAVE as a resource in class, can positively affect young children and their teachers. (Contains 2 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
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2. The Role of Culture in English Language Education: Key Challenges (EJ862130)
Holliday, Adrian
Language and Intercultural Communication, v9 n3 p144-155 Aug 2009
2009-08-00
Descriptors: Definitions; Social Sciences; Native Speakers; English (Second Language); Role; Second Language Learning; Second Language Instruction; Official Languages; Cultural Differences; Ideology; Standard Spoken Usage; Educational Change; Language Teachers; Self Concept
Abstract: English language education is in the process of change regarding teacher identity and the ownership of English. Cultural issues are implicated in this change. Critical cosmopolitan approaches in the social sciences are critiquing the primacy of national cultures which they consider a Western imposition on the emergent identities of the Periphery. Within this climate traditional native-non-native speaker categories become a Centre professional imposition which imagines a "non-native speaker" Other to be culturally deficient. The English as a lingua franca movement, while attempting to undo the supremacy of native speaker models of English, has therefore become implicated in a cultural struggle in which Centre definitions of language are accused of denying the voice of the Periphery. Proposed solutions suggest that the Centre must withdraw from defining the nature of culture and language, to allow Periphery educators and students to claim English and English language education in their own terms. Definitions of culture, such as collectivism and individualism, and of speakerhood and language standards, must be acknowledged as ideological acts within an unequal world. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
3. ELF: A Teacher's Perspective (EJ862119)
Maley, Alan
Language and Intercultural Communication, v9 n3 p187-200 Aug 2009
Descriptors: English (Second Language); Second Language Learning; Second Language Instruction; Standard Spoken Usage; Consciousness Raising; Official Languages; Language Teachers; Teacher Attitudes
Abstract: Much attention has been given to the concept of English as a lingua franca (ELF) in recent years. In this article, the premises on which the claims of ELF are based are examined. These claims are submitted to critical scrutiny, and it is suggested that they may well be both statistically and theoretically flawed. More importantly, the dilemmas which the global spread of English poses for teachers in institutional settings are examined. It is suggested that, rather than promoting ELF as an emerging/emergent new variety, it may be more helpful to focus on the interactive process of English used globally, and the raising of awareness of this among learners, while continuing to teach them something approaching a standard variety. (Contains 1 note.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
4. Code-Switching Pedagogies and African American Student Voices: Acceptance and Resistance (EJ860788)
Hill, K. Dara
Journal of Adolescent & Adult Literacy, v53 n2 p120-131 Oct 2009
2009-10-00
Journal Articles; Reports - Research
Descriptors: Code Switching (Language); African American Students; Working Class; English Teachers; Teacher Student Relationship; Cultural Differences; Equal Education; Grade 7; Teaching Methods; Student Attitudes; Writing (Composition); Writing Instruction; Black Dialects; Standard Spoken Usage
Abstract: This study examines a Detroit suburb experiencing an unexpected influx of working class African American students. Dilemmas engendered a cultural mismatch between teachers and students. In a controversial climate where students cross the boundary line in search for educational parity, this study examines a seventh-grade English teacher who enacts code-switching pedagogies. This study also examines the perspective of two African American focal students from Detroit, as they negotiated their identity in standard and nonstandard writing contexts. Ultimately, this study presents an argument that teachers must facilitate appropriate contexts for standard and nonstandard writing conventions for all students. (Contains 7 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
5. Is Phonological Context Always Used to Recognize Variant Forms in Spoken Word Recognition? The Role of Variant Frequency and Context Distribution (EJ860081)
Ranbom, Larissa J.; Connine, Cynthia M.; Yudman, Elana M.
Journal of Experimental Psychology: Human Perception and Performance, v35 n4 p1205-1220 Aug 2009
Descriptors: North American English; Phonemics; Standard Spoken Usage; Phonemic Awareness; Word Recognition; Language Role
Abstract: Several mechanisms have been proposed to account for how listeners accommodate regular phonological variation in connected speech. Using a corpus analysis and 5 cross-modal priming experiments, the authors investigate phonological variant recognition for the American English word-final flap. The corpus analysis showed that the flap variant occurs relatively frequently compared with the citation form [t] variant and is only probabilistically constrained by prosodic and phonemic context. The experienced distribution of the flap production is reflected in lexical processing: 4 cross-modal priming experiments demonstrated that lexical activation is not influenced by contextual constraints (inappropriate phrase boundary or phonemic contexts). A 2nd finding was a smaller priming effect for the less frequent flap as compared with the more frequent [t] variant. The contrasts between these findings for the flap and other context conditioned variants are discussed in terms of their implications for models of phonological variation recognition and in terms of the role of language experience. (Contains 6 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
6. "When Meeting 'Khun' Teacher, Each Time We Should Pay Respect": Standardizing Respect in a Northern Thai Classroom (EJ859218)
Howard, Kathryn M.
Linguistics and Education: An International Research Journal, v20 n3 p254-272 Sep 2009
2009-09-00
Descriptors: Learning Activities; Kindergarten; Class Activities; Nationalism; Foreign Countries; Socialization; Thai; Standard Spoken Usage; Citizenship; Interpersonal Competence; Ethnicity; Language Variation; Identification (Psychology)
Abstract: This paper examines how Northern Thai (Muang) children are socialized into the discourses and practices of respect in school, a process that indexically links Standard Thai to images of polite and respectful Thai citizenship. Focusing on the socialization of politeness particles, the paper examines how cultural models of conduct are taken up, positioned and reinterpreted in local discourses and classroom activities in a kindergarten classroom. The analysis explores not only how respectful language and conduct are represented in discourses about language use, but also how respect is implicitly tied to certain ways of speaking in situated classroom interactions and correction routines. The data presented here show that, while authoritative and pervasive discourses subordinate the children's Muang ethnolinguistic identity to a Thai national identity, the local entextualization of these discourses in ritual interactions at Pong Noi School also reframes them within a broader classroom gestalt characterized by a thriving local identity and vast vernacular spaces. (Contains 4 tables and 3 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
7. Perspectives on Spoken Grammar (EJ855139)
Goh, Christine
ELT Journal, v63 n4 p303-312 Oct 2009
Journal Articles; Reports - Evaluative
Descriptors: Metalinguistics; Oral Language; Written Language; Standard Spoken Usage; Foreign Countries; Native Speakers; English (Second Language); Grammar; Second Language Instruction; Language Teachers; Teacher Attitudes; Computer Mediated Communication; Language Attitudes; Sociolinguistics
Abstract: English language teachers' opinions on the pedagogic relevance of spoken grammar are beginning to be reported, yet the voices of teachers in East Asia are rarely heard. In this article, the views of teachers from China and Singapore expressed in an online discussion are compared. The discussion, which was part of a taught postgraduate course, focused on the usefulness of British spoken grammar norms and the potential value of spoken grammar knowledge for language learners. There is a broad consensus of opinion about its importance for raising learners' language awareness, but Chinese and Singaporean teachers generally had different attitudes to native speaker norms, while opinions on some pedagogical issues vary more at the individual level. The similarities and differences are attributed to the teachers' sociolinguistic concerns, understanding of learner needs, and beliefs about grammar that are influenced by the written language. The implications of these teacher perspectives for teacher education are highlighted. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
8. A Market of Accents (EJ850602)
Blommaert, Jan
Language Policy, v8 n3 p243-259 Aug 2009
Descriptors: Semantics; Online Courses; Educational Environment; Internet; Pronunciation Instruction; North American English; English (Second Language); Second Language Learning; Second Language Instruction; Dialects; Business Communication; Standard Spoken Usage; Global Approach; Language Attitudes
Abstract: This paper describes the cultural semantics of internet courses in American accent. Such courses are offered by corporate providers to specific groups of customers: people in search of success in the globalized business environment. The core of such courses is an order of indexicality which stresses uniformity and homogeneity, producing an invisible accent that replaces existing "foreign" (i.e. authentic, biographic) accents. It is a new form of commodified dialectology, which differs quite substantially from common state and academic attitudes towards dialects and accents. The procedures used by such private providers are instances of language policing aimed at the infinitely small stuff of language: pronunciation. They show the interplay of different institutional actors in producing language norms within a globalized environment, and they raise issues of subjectivity and agency. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
9. Towards "Biliteracy and Trilingualism" in Hong Kong (SAR): Problems, Dilemmas and Stakeholders' Views (EJ864247)
Li, David C. S.
AILA Review, v22 n1 p72-84 2009
2009-00-00
Descriptors: Standard Spoken Usage; Foreign Countries; Mandarin Chinese; English (Second Language); Language of Instruction; Multilingualism; Literacy; Native Language Instruction; Second Language Learning; Language Classification; Phonology; Grammar; Stakeholders; Language Attitudes; International Trade; Language Role; Language Planning
Abstract: Despite the Hong Kong SAR (Special Administrative Region) government's determination to implement the "mother tongue education" policy amid strong social resistance one year after the handover, English remains a prestigious language in society. The need for Putonghua (Mandarin/Standard Chinese) is also increasing following ever-expanding trade and other activities with mainland China. The societal demand for both English and Putonghua in postcolonial Hong Kong is important for understanding the SAR government's language-in-education policy called "biliteracy and trilingualism". The learning of English is fraught with two main problems: (a) the absence of a conducive language-learning environment outside the classroom, which makes English in Hong Kong more like a foreign than a second language, and (b) tremendous typological difference between Chinese and English on one hand, and considerable linguistic differences between Cantonese and Putonghua on the other. Given the significant phonological differences and, to a lesser extent, lexico-grammatical divergence between the majority's vernacular and modern written Chinese, the learning of Putonghua is no straightforward task either. The dilemmas of the medium-of-instruction (MoI) debate will be discussed by elucidating the main concerns as seen from the respective vantage points of the government and five key stakeholder groups: employers, parents, school principals, teachers and educationalists, and students. (Contains 7 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
10. Beyond Fear and Loathing in SG: The Real Mother Tongues and Language Policies in Multilingual Singapore (EJ864246)
Lim, Lisa
AILA Review, v22 n1 p52-71 2009
Descriptors: Language Maintenance; Sanctions; Dialects; Official Languages; Multilingualism; Global Approach; Census Figures; Foreign Countries; English (Second Language); Language Variation; Second Language Learning; Standard Spoken Usage
Abstract: This paper considers the real mother tongues of Singapore, namely the Chinese "dialects" and Singlish, the linguistic varieties which, respectively, arrived with the original immigrants to the rapidly developing British colony, and evolved in the dynamic multilingual ecology over the decades. Curiously these mother tongues have been regarded with fear and treated with loathing in the official language policies and accompanying prestige planning that have been developed and executed in Singapore since independence, being actively denigrated and discouraged in official discourse, viewed as not having a place in the globalization goals of the nation. Looking beyond the official line and census figures, actual linguistic practices of the community of speakers testify to the vitality of these varieties, in spite of the official sanctions; moreover, in spite of itself, the government does in fact allow itself the use of these mother tongues when certain contexts call for it. This paper suggests that an enlightened consideration of native "dialects" and nativized Singlish and the plurilingual practices in which they are used, as well as of the question of intelligibility, must point policy makers in directions where fears are assuaged and spaces made for the natural existence and evolution of such varieties in multilingual ecologies. (Contains 10 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
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