ERIC Number: EJ1155965
Record Type: Journal
Publication Date: 2017
Abstractor: As Provided
Stancetaking and Language Ideologies in Heritage Language Learner Classroom Discourse
Showstack, Rachel E.
Journal of Language, Identity, and Education, v16 n5 p271-284 2017
Drawing on linguistic anthropological notions of language ideologies and sociolinguistic approaches to stance, this study examines the meaning-making resources through which Spanish heritage language (HL) learners orient toward ideological perspectives on language value and linguistic expertise in classroom interaction. Part of a larger ethnographic study, data in the present study include about 26 hours of audio and video recordings from three different intermediate Spanish HL classrooms and filmed interviews with the students. The analysis indicates that discourses of legitimacy and expertise are embodied within multiple levels of classroom interaction, including affective stancetaking, expert/novice positioning, and the reframing of both ascribed social positions and previous discourse. Results suggest that the role of language ideologies in HL learning can be better understood through an examination of stancetaking in interaction and that the construction of different kinds of expertise should be an important consideration in the development of HL instructional practices.
Descriptors: Language Attitudes, Classroom Communication, Teaching Methods, Heritage Education, Sociolinguistics, Spanish, Interviews, Video Technology, Student Attitudes, Social Status, Audio Equipment, Novices, Specialists, Role, Second Language Learning, Native Speakers, Native Language Instruction, Discourse Analysis, Self Concept, Undergraduate Students, Mexican Americans, English (Second Language), Second Language Instruction, Language Variation, Observation, Participant Observation
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Authoring Institution: N/A
Identifiers - Location: Texas
Grant or Contract Numbers: N/A