NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ824619
Record Type: Journal
Publication Date: 2008
Pages: 18
Abstractor: As Provided
Reference Count: N/A
ISBN: N/A
ISSN: ISSN-0950-0782
Challenging the Boundaries between Standard and Popular Language Situated in Historical Contexts: The Communicative Practices of High-School Brazilian Students Crafting Hybrid Multi-Modal Ways with Words
Junqueira, Eduardo S.
Language and Education, v22 n6 p393-410 2008
This article presents the contextualised interpretive analysis of communicative practices (artefacts including a song and a comic strip) developed by economically disadvantaged secondary students from two Brazilian public schools. Students' uses of standard and popular languages stretch and problematise social and cultural constructions about what it means to be "literate" currently. The linguistic analysis and the inter-textual analysis of students' multi-modal texts exposed the tensions and the intricacies between rigidly standardised mainstream norms of grammar and socially and culturally embedded textual production and language use at play in many K-12 schools. The analysis challenges current reductionist social conventions about cultural production and language use to further a conception of language that centers difference, change and creativity. It explores the complexity of the artefacts produced by the students according to their hybrid cultural practices, their context and their access to information and communication technologies (ICT). It indicates that students' use of language and multi-modalities presented in the artefacts extrapolates narrow definitions imposed by social conventions about certain language uses (including grammar conventions) and communicative practices. This poses challenges to schools operating according to narrow, ideological conventions that may hurt students' abilities to use language, to communicate and to learn.
Multlingual Matters. Available from Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Evaluative
Education Level: High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Brazil