This study aims to combine tools from the fields of Language Ideologies and Conversation Analysis, despite their differences, in an analysis of metalinguistic discourse in research interviews. The goal is to show what Conversation Analysis can offer the study of language ideologies. To this end, the study investigates how interaction shapes and (re)constructs explicit descriptions, statements, evaluations, etc. of language. Single-case analyses of phenomena typically of interest in the field of Language Ideologies are performed to shed light on how talk about language is constructed and shaped in research interviews carried out in the Rumanian Banat. The analysis of language ideologies, such as 'language standards', is thus connected to the analysis of interactional structures, such as repair. In general, the analyses show how talk about language is produced and designed for the turn-by-turn structures of interaction. The analyses also highlight the intersubjective character of talk about language.
Abstract:In this paper, we explore the connections between a linguistic landscape and language ideologies in an elementary school in a village within the Hungarian region of Szeklerland in Romania. This 'schoolscape' is analyzed as a display or materialization of the 'hidden curriculum' regarding the construction of linguistic and cultural identities. We draw on fieldwork carried out in 2012 and 2013 and examine two dimensions of change in progress: (1) Hungarian over Romanian, while the local Hungarian vernacular is hidden from the schoolscape. The scope of rehungarization in the schoolscape can be explained by the fact that the hegemony of the Hungarian language use was never challenged locally.
From the early twentieth century to the present day, Transcarpathia has belonged to several states: the Austrian-Hungarian Monarchy, Czechoslovakia, the Hungarian Kingdom, the Soviet Union, and finally to Ukraine. The status of what counts as a minority and a majority language has changed each time the state affiliation has been changed. Based on the long term research by Csernicskó, and on the one-month fieldwork carried out by Laihonen in 2012, our goal is to provide an autonomous critical account and discourse analysis of the linguistic situation in Transcarpathia. We draw examples especially from the linguistic landscape, which documents the hybrid practices difficult to catch with other means. Different nation states have aimed to evaluate certain languages over others. However, Transcarpathia has been too far away from different national centers and it has therefore remained a periphery. In the everyday life of Transcarpathians, ironies around language repertoires, standardization and heteroglossia come into the fore, especially in the current context. Such unexpected linguistic practices or "pre-nationalist" and "non-purist" ideologies offer a change to see how certain categories, such as language, have remained in their hybrid forms and are still clearly "in the making".
Previous studies of educational translanguaging have described it as an instructional and inclusive practice supporting the active classroom participation of students from diverse linguistic backgrounds. This chapter demonstrates how in monolingually-oriented educational contexts, translanguaging can also constitute a form of subversive language play targeting the local monolingual norm. The data are video-recorded lessons from secondary-level CLIL (Content-and-Language-Integrated-Learning) classrooms in Finland. In CLIL classrooms L2 is often upheld as a normatively assigned medium of interaction, particularly in whole-class talk, and students use their shared L1 in peer interaction. This chapter offers a case study investigating how one student's translanguaging, which takes place as a reaction to the teacher's enforcement of the L2-only norm, is treated as a 'language mix' by other participants in the classroom. Drawing on conversation analytic (CA) methodology, we describe the sequential unfolding and the normative context of the focal student's translanguaging, as well as practices of categorisation with which other students respond to him. We suggest that these kinds of situations can help to empirically tease apart some differences between translanguaging and code-switching. Further, we argue that the 'meaning' of translanguaging to participants cannot be established without considering its relation to locally upheld norms around language choice, which in the present case are employed as resources for the construction of language play and subversive identities.
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