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Tracing new ground, from language to languaging, and from languaging to assemblages: rethinking languaging through the multilingual and ontological turns
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| 22 |
International Teaching Assistants’ Perceptions of English and Spanish Language Use at the University of Puerto Rico-Mayagüez
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In: Graduate Theses and Dissertations (2019)
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Speaking Korean In America: An Ethnographic Study Of A Community-Based Korean Heritage Language School
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In: Publicly Accessible Penn Dissertations (2019)
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Abstract:
In the United States, often referred to as a nation of immigrants, language diversity has been ironically concealed from public arenas by the displacing ideology of English monolingualism. Minoritized languages have been acknowledged and respected, but they have not been actively promoted and included in mainstream schools. In this context, many immigrant communities have strived to maintain their languages and cultures through community-based heritage language programs. Previous literature has highlighted the challenges these programs face due to inevitable lack of support and resources, as well as the conflicts between immigrant youth and older generations. Through the lens of ethnography of language policy and planning (Hornberger & Johnson, 2007), this study explores the space of a community-based Korean heritage language school in Philadelphia, which I deem as the site of struggle but also the site of promise for immigrant youth. Guided by the notions of communicative repertoires and speech communities (Blommaert & Backus, 2011; Gumperz, 1964), this study explores what linguistic practices teachers and students display, promote, or negotiate in the school, and how these practices construct their own definitions of “speaking and being Korean.” First, I trace students’ talk about the named codes around them, and discuss how students’ metacommentary reflects their monoglossic imagination of bilingual speakers, and how such imagination might motivate them in learning ‘the Korean language’ yet at the same time discourage them in the process. Then, the study delves into the language ecology of Korean language classrooms in the school, where literacy-focused activities and curricula promote the production of written repertoires of Korean, while creating a gap between the imposed repertoires and students’ existing repertoires. Then, I compare the language policies of two Korean language classrooms and explore the potential of translanguaging pedagogy as a tool for co-learning for both the teacher and students. Community-based heritage language programs may continue to be positioned as marginalized educational spaces in the U.S. context. Nonetheless, this study foregrounds the varied yet converging imaginations of its local actors in constantly pursuing and embracing their ethnic and linguistic heritage and highlights the importance of bringing these voices forward.
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Keyword:
and Multicultural Education; Anthropological Linguistics and Sociolinguistics; Bilingual; Community-Based Education; Education Policy; Heritage Language Education; Korean Language Education; Language Ideology; Language Policy; Multilingual; Translanguaging Pedagogy
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URL: https://repository.upenn.edu/edissertations/3570
https://repository.upenn.edu/cgi/viewcontent.cgi?article=5356&context=edissertations
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| 24 |
Translanguaging as trans-identity: the case of ethnic minority students in Vietnam
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| 25 |
Are dialects markers of ethnic identity? the case of Setswana dialects and ethnic groups
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In: Stellenbosch Papers in Linguistics Plus, Vol 56, Iss 0, Pp 65-77 (2019) (2019)
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| 26 |
Tourist Notices in the Spotlight of Linguistic Landscape and Translation Studies
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In: Russian journal of linguistics: Vestnik RUDN, Vol 23, Iss 3, Pp 681-697 (2019) (2019)
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| 27 |
Translanguaging in the Polish educational context: Lessons learnt from IB schools
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In: Bellaterra: journal of teaching and learning language and literature; Vol. 12, Núm. 1 (2019): Febrer/Març 2019; p. 5-24 ; Bellaterra Journal of Teaching & Learning Language & Literature; Vol. 12, Núm. 1 (2019): Febrer/Març 2019; p. 5-24 (2019)
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| 28 |
Evolution in terms of theoretical conceptualization of translanguaging in applied linguisitics: the example of greek and french language schools
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In: International Conference Rethinking Language Diversity & Education ; https://hal.archives-ouvertes.fr/hal-01177068 ; International Conference Rethinking Language Diversity & Education, 2018, Rhodes, Greece. ⟨10.4324/9781351170086⟩ ; https://www.routledge.com/Interdisciplinary-Research-Approaches-to-Multilingual-Education/Kourtis-Kazoullis-Aravossitas-Skourtou-Trifonas/p/book/9780815346869 (2018)
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| 29 |
Translanguaging and Empathy: effects of performative approach to language learning
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In: The Arts in Language Teaching. International Perspectives: Performative – Aesthetic – Transversal ; https://hal.archives-ouvertes.fr/hal-01942544 ; Micha Fleiner & Olivier Mentz. The Arts in Language Teaching. International Perspectives: Performative – Aesthetic – Transversal, 8, LIT Verlag, pp.231-260, 2018, Europa lernen. Perspektiven für eine Didaktik europäischer Kulturstudien (2018)
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| 30 |
Theatermethoden im Fremdsprachenunterricht. Ein Praxis- und Forschungsbericht aus einer Grundschuleeines Pariser Vororts
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In: Schultheater ; https://hal.archives-ouvertes.fr/hal-01956782 ; Schultheater, Seelze: Friedrich Verlag, 2018, pp.28-33 (2018)
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| 31 |
Vietnamese Students' Translanguaging in a Bilingual Context: Communications within a Student Organization at a US University
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| 32 |
Legitimizing Languages in the Classroom: A Case Study of an Ontario Private School for Russian-Speaking Students
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| 33 |
Native English-Speaking Teachers Using Korean to Teach EFL in South Korea: A Sociocultural Analysis of Teachers' Beliefs and Practices
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| 35 |
Evaluating a Translingual Administration of the Early Grades Math Assessment (EGMA) in the Democratic Republic of the Congo
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In: Doctoral Dissertations (2017)
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| 36 |
Deconstructing and reinventing the concept of multilingualism: A case study of the Mauritian sociolinguistic landscape
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In: Stellenbosch Papers in Linguistics Plus, Vol 51, Iss 0, Pp 41-59 (2017) (2017)
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| 37 |
Translanguaging engagement: Dynamic multilingualism and university language engagement programmes
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In: Bellaterra: journal of teaching and learning language and literature; Vol. 10, Núm. 4 (2017): Novembre/desembre 2017; p. 9-31 ; Bellaterra Journal of Teaching & Learning Language & Literature; Vol. 10, Núm. 4 (2017): Novembre/desembre 2017; p. 9-31 (2017)
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| 38 |
‘Chinuch Mashlim’—Losses and Displacements at the Contact Zone between English and Hebrew: Transcending Monolingual Boundaries
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| 39 |
Bewegte Phonetik – Leiblichkeit der (Fremd)sprachen. Plurilinguale Sprechakte mittels der theatralen ästhetischen Erfahrung trainieren.
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In: Phonetische und rhetorische Aspekte der interkulturellen Kommunikation ; https://hal.archives-ouvertes.fr/hal-01949429 ; Anders, L. Ch.; Bose, I.; Hirschfeld, U.; Krech, E. M.; Neuber, B.; Stock, E. Phonetische und rhetorische Aspekte der interkulturellen Kommunikation, Frank & Timme Verlag für wissenschaftliche Literatur, pp.63-75, 2016, Schriften zur Sprechwissenschaft und Phonetik, ISSN 1437-3890 (2016)
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| 40 |
Éducation bilingue en outremer : dispositifs et pratiques pédagogiques dans le contexte multilingue guyanais
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In: L’Education bi-plurilingue pour tous : enjeux politiques, sociaux et éducatifs ; https://hal.archives-ouvertes.fr/hal-01426464 ; L’Education bi-plurilingue pour tous : enjeux politiques, sociaux et éducatifs, Dec 2016, Strasbourg, France ; http://www.uni-frankfurt.de/61444768/colloque_education_bi_plurilingue?legacy_request=1 (2016)
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