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Nouvelles actions didactiques : faire de la sociolinguistique de corpus pour enseigner et apprendre à interagir en français langue étrangère
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In: Action Didactique ; https://hal.archives-ouvertes.fr/hal-01862713 ; Action Didactique, Laboratoire de recherche en Langues Appliquées et Ingénierie des Langues En Milieu Multilingue (LAILEMM), Faculté des Lettres et des Langues de l’université Abderrahmane Mira de Bejaia, 2018, 1 (71-88) ; http://univ-bejaia.dz/ad1 (2018)
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| 49 |
PHONOLOGICAL VARIATION IN JAKARTA INDONESIAN: AN EMERGING VARIETY OF INDONESIAN
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The Pragmatic-Discursive Structure of Chinese Compliments in Naturally Occurring Conversation
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| 51 |
Un/tangling girlhood: Negotiations of identity, literacy, and place at an elite, independent private all-girls school in New York City
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Abstract:
All-girls schools are commonly framed as institutions meant to empower girls to be their best selves in an enriching environment that fosters learning, compassion, and success. In elite, private schools, notions of language, privilege, and place are often tethered to the school’s history and traditions in ways that are seamlessly woven into the cultural fabric of the institution, subsequently informing particular constructions of students. Therefore, a closer examination of the dialogic power of belonging and expectations between an institution and its members is required. Failure to interrogate language and power dynamics in privileged spaces can perpetuate systems and structures of exclusivity and prohibit the construction of authentically inclusive practices and place-making within educational institutions. This study, which took place at an elite, independent, private all-girls school (the Clyde School) on the Upper East Side of Manhattan, interrogates how ideations of girls and girlhood are constructed and promoted as part of a school’s institutional identity and, in turn, how members of the institution understand, negotiate, and reimagine ideals, expectations, and forms of membership within the Clyde School. Drawing on literature from sociocultural, sociolinguistic, and communications perspectives, and concepts of literacy, identity, and place as constructed, situated and practiced, this study highlights the importance of context and discourse when examining how young people understand themselves, others, and their socially-situated realities. Data collection included semi-structured interviews, multimodal media-making, and participant observations. The primary method of data analysis was a critical analysis of discourse—an examination of the language, beliefs, values, and practices that collectively work to construct a school’s institutional identity; and foster insight into how students perceive and challenge notions of what it means to be a student at the Clyde School. The findings of this case study offer analyses of individual, collective, and institutional identity/ies. It considers the discursive practices, critical literacies, and place-making processes that young people use to navigate and negotiate their experiences in a particular sociocultural ecology. This study contributes to understandings of girlhood, youth studies, and elite, private independent school settings and provokes further questions about the possibilities of disrupting storylines and re-storying pedagogies.
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Keyword:
Communication; Gender identity; Girls' schools; Sex role; Sociolinguistics; Sociology
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URL: https://doi.org/10.7916/D8QN7Q7K
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| 52 |
Beyond Discourse: Computational Text Analysis and Material Historical Processes
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| 53 |
Questionnaire for eliciting judgment data on the recognition and usage of double modals in Hawick (Scotland)
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In: https://hal.archives-ouvertes.fr/hal-03120185 ; 2018 (2018)
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| 54 |
The importance of folk-linguistic approaches in the study of dialectal phenomena
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In: Proceedings of ExLing 9th Tutorial and Research Workshop on Experimental Linguistics ; https://hal.archives-ouvertes.fr/hal-03120206 ; Proceedings of ExLing 9th Tutorial and Research Workshop on Experimental Linguistics, pp.85-88, 2018 (2018)
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| 55 |
Book reviewAnne Storch (ed.). 2017. Consensus and dissent: Negotiating emotions in the public space. Amsterdam/Philadelphia: John Benjamins
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In: ISSN: 0167-6164 ; EISSN: 1613-3811 ; Journal of African Languages and Linguistics ; https://halshs.archives-ouvertes.fr/halshs-02178211 ; Journal of African Languages and Linguistics, De Gruyter, 2018, 39 (1), ⟨10.1515/jall-2018-0006⟩ (2018)
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| 56 |
Quechua Social Dialectology: Variational Approach to the South Bolivian Dialectal Network ; Dialectologie sociale quechua: Approche variationnelle du réseau dialectale sud bolivien
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In: https://halshs.archives-ouvertes.fr/tel-02013378 ; Linguistique. Université Sorbonne Paris Cité, 2018. Français (2018)
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| 57 |
Phonologies du temps et de l'espace. Vers une langue orale authentique
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In: https://hal.archives-ouvertes.fr/tel-03183885 ; Linguistique. Université Jean Moulin - Lyon 3, 2018 (2018)
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Orality and Universality ˸ in Search of a Global Youth Speak in Translation ; Oralité et Universalité ˸ A la recherche d’un parler jeune global en traduction
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In: https://tel.archives-ouvertes.fr/tel-02158762 ; Linguistics. Université Sorbonne Paris Cité, 2018. English. ⟨NNT : 2018USPCA129⟩ (2018)
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Pour une sociolinguistique de l'orthographe
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In: https://tel.archives-ouvertes.fr/tel-02068357 ; Linguistique. Université de Rouen, 2018 (2018)
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Inclusive approach to languages in a minority situation : the case of Scotland ; Approche inclusive des langues en situation minoritaire : le cas de l'Ecosse
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In: https://tel.archives-ouvertes.fr/tel-02055796 ; Linguistique. Université Michel de Montaigne - Bordeaux III, 2018. Français. ⟨NNT : 2018BOR30058⟩ (2018)
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