Bilingualism in South Asia (India): National/Regional Profiles And Verbal Repertoires

Sridhar, Kamal K.

doi:10.1017/s0267190500003123

Cited by 5 publications

(3 citation statements)

References 20 publications

(19 reference statements)

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“…The study emphasized recognizing and valuing linguistic diversity rather than imposing a rigid set of prescriptive rules. Another study by Sridhar (2019) examined the use of code-switching, or the use of multiple languages or dialects in a single conversation, in Indian English. The study found that code-switching could serve essential communicative and social functions, such as expressing identity or establishing solidarity with other speakers.…”

Section: Literature Reviewmentioning

confidence: 99%

“…In which the dominance of the English language has become ubiquitous in all parts of the world. English across continents exhibit distinct grammatical features, such as tense and aspect markers and lexical borrowings from native languages (Sridhar & Sridhar, 2019). Similarly, the New English, such as Nigerian and Kenyan English, exhibit distinct grammatical features, such as articles and prepositions.…”

Section: Introductionmentioning

confidence: 99%

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Grammatical Deviations in the Lesson Plans Among Bachelor of Secondary Education (BSED) English Students

Galvez,

Celesio

2024

J. Arts Humanit. Soc. Sci.

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This study sought to analyze the grammatical deviations from the collected lesson plans of BSED English students. It also describes the types and causes of grammatical deviations that occur in their lesson plans. The data were taken from the 41 collected lesson plans of BSED English students who were enrolled during the second semester of the school year 2022-2023. The qualitative-descriptive research method was used to substantially analyze the grammatical deviations within the content of the collected lesson plans. The researcher and three validators checked and reviewed the generated data to ensure that the grammatical deviations were accurately identified. The Grammatical deviations that were found in the lesson plans among BSED English students across all year levels were: subject-verb agreement and verb form. The findings revealed that subject-verb agreement had the highest occurrences of deviations due to the influence of their language transfer, which often had distinct systems and patterns, while the verb form had moderate occurrences. The findings transpire that BSED English students are not merely regarded as grammatically incompetent, just because of grammatical deviations found in their lesson plans. Nonetheless, they should be understood that their grammatical deviations are influenced and shaped by the sociolinguistic reality, language variations, and cultural backgrounds. Which can still be used as a medium in delivering the lessons, and likewise influence the learners’ academic development.

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Section: Literature Reviewmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Grammatical Deviations in the Lesson Plans Among Bachelor of Secondary Education (BSED) English Students

Galvez,

Celesio

2024

J. Arts Humanit. Soc. Sci.

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“…Researchers rallied to test the validity of Fishman's claim in a range of languages. One of the most explicitly opposing proposals is Sridhar's (1985Sridhar's ( , 19922002, p. 258) who argued that "speakers of Indian languages tend to maintain their languages over generations and centuries, even when they live away from the region where it is spoken". Sridhar's statement indicates that bilingualism, as the threshold of language shift, does not hold true in the Indian context.…”

Section: Multilingualism and Lmlsmentioning

confidence: 99%

Multilingual Practices and Identity Negotiation among Multilingual Heritage Language Learners in New Zealand

Nofal¹

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<p>While heritage languages (HLs) have been receiving much research attention, there is still a scarcity of studies conducted on local HL communities. However, researchers in New Zealand have been actively engaged with various community languages for over four decades, providing rich insights into the dynamics of language maintenance and language shift within these communities. Although New Zealand sociolinguistic scholarship has covered a wide range of languages and ethnicities, there is no known study on the Indian Hindi community, whose HL is the fourth most spoken language in the country (Statistics New Zealand, 2013). Additionally, previous research has traditionally examined the functional aspects of language use and language attitudes in determining whether language can be preserved, viewing HL communities often as homogeneously formed. In contrast, current trends in the field of sociolinguistics aim to examine the connections between individuals and their languages (i.e. identity), taking multilingualism as a norm and focusing on dynamism in intraspeaker and interspeaker language use. This thesis addresses these issues by exploring how the realities that heritage language learners (HLLs) live connect to identity negotiation and development in social interaction. In particular, this thesis focuses on a group of learners of Hindi as a heritage language in New Zealand – a group that is under-explored. Grasping the relationship between the HLLs’ experiences and how they develop and negotiate heritage-related identities necessitates a micro-level analysis of language use by casting an eye on language practices in the language maintenance school and the home, for they constitute two key spaces of exposure to the HLs and cultures. Moreover, examining how HLLs draw upon indexicality to conceptualise their languages provides rich insights into their identity negotiation and development. The primary data for the analyses is mobilised in three dimensions adopting an ethnographic approach. The first dimension includes limited-participant observations for one school term, making a total of 20 hours of observation out of which 12 hours were recorded. The observations look at language practices in a multi-site Hindi School (HS) where families of Indian descent from various linguistic, ethnic, cultural and national backgrounds come together forming a constellation of communities of practice (Lave & Wenger, 1991; Wenger, 1998b) to stay connected with their Indian heritage. I also conducted semi-structured interviews with eight parents and stakeholders in the HS to enrich the analysis and check my interpretations of the observed and recorded practices. The second dimension embraces recordings of home interaction within three families with the aim of exploring language practices in the home. A total of eight hours of recorded data were collected in different conversational encounters (e.g. in the car, at the dining table and playtime). The families participating in this research have unique characteristics in terms of their heterogeneous configuration. The first family exemplifies a transnational adoptive family which is a unique family structure that has not been researched in New Zealand. The other two families reflect multicultural New Zealand Indian families where the parents do not speak the same HL. Finally, the data in the third dimension comes from the learners through linguistic reflection drawings (Krumm & Jenkins, 2001; Seals, 2017b). Twenty HLLs participated in the drawing activity which aims at examining how they process meaning-making through the use of language-colour association and views the linguistic repertoire as embodied (Bucholtz & Hall, 2016; Krumm & Jenkins, 2001). By employing the concept of communities of practice during in-depth discourse analysis, the HS data suggests that the shared practices within the school contribute to the construction of the learners’ multilingual and national/cultural identities, emphasising the Indian identity as an overarching one (i.e. Indianness), rather than privileging other regional, national or religious identities. Additionally, the analysis of the home data suggests that no matter how committed community members are, the HL is not always actively used at home. Rather, the three families in this study take part in a wide range of language practices that index their Indian identities. They introduce aspects of the Indian culture, which is mostly indexed via music, food and cultural lexical items in their discourse (Friesen, 2008; Shah, 2013). While HL literacy skills (e.g. numeracy and the reading of literary texts) were elicited, English linguistic features that are often associated with Indian English were used to construct Indian identity. However, at times multiple memberships became problematic because it contradicted other socially constructed identities, depending on the membership that is activated in the interaction settings. The analysis offers insights into the complexities of discursive identity negotiation within the home and the intricate relationship between identity negotiation and multiple memberships. Finally, the analysis of the HLLs’ linguistic reflection drawings through an indexical lens (Ochs, 1993) reveals that the participants use their languages as direct indices to display forms of capital (Bourdieu, 1986), which in turn are discursively used to index national and cultural identities. Likewise, some participants used their multilingual identities as a resource to negotiate national and/or cultural identities. Overall, this thesis sheds light on the complexities of identity negotiation and development in heterogeneous communities where community members have multiple heritage languages. As this research is the first to present non-traditional language school and family configurations in the New Zealand context, it will hopefully enrich the understanding of the dynamics of heritage language education and identity negotiation in such superdiverse settings.</p>

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Language in education: Minorities and multilingualism in India

Sridhar¹

1996

Int Rev Educ

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Bilingualism in South Asia (India): National/Regional Profiles And Verbal Repertoires

Cited by 5 publications

References 20 publications

Grammatical Deviations in the Lesson Plans Among Bachelor of Secondary Education (BSED) English Students

Grammatical Deviations in the Lesson Plans Among Bachelor of Secondary Education (BSED) English Students

Multilingual Practices and Identity Negotiation among Multilingual Heritage Language Learners in New Zealand

Language in education: Minorities and multilingualism in India

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