Language Ideologies and Policies: Multilingualism and Education

Farr, Marcia; Song, Jong Tae

doi:10.1111/j.1749-818x.2011.00298.x

Cited by 52 publications

(36 citation statements)

References 52 publications

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“…Finally, in connection with the issue of linguistic ideology, we point to the rich ethnographic research of Heller (, ) undertaken in this educational context, as well as to the studies of Banes et al. () and Farr and Song () set in other bilingual or multilingual contexts.…”

Section: Ontario's French‐language (Secondary) Schoolsmentioning

confidence: 96%

“…These documents provide insight into the ideology which informed the establishment and subsequent development of these schools and the expectations regarding the teaching of French therein. Finally, in connection with the issue of linguistic ideology, we point to the rich ethnographic research of Heller (1999Heller ( , 2006 undertaken in this educational context, as well as to the studies of Banes et al (2016) and Farr and Song (2011) set in other bilingual or multilingual contexts.…”

Section: Ontario's French-language (Secondary) Schoolsmentioning

confidence: 97%

“…In a related vein, Farr and Song (: 650) discuss the top‐down “language ideologies of standardization and monolingualism that underlie bilingual education and English‐only policies in the US,” particularly in contexts where the student population is linguistically and culturally diverse. They highlight research that underscores the prevalence and importance of creative bi/multilingual practices to fulfil social and pragmatic functions.…”

Section: Ontario's French‐language (Secondary) Schoolsmentioning

confidence: 99%

“…It also draws on similar studies of teachers in other bilingual or multilingual contexts (e.g. Banes, Martinez, Athanases, & Wong, 2016;Farr & Song, 2011).…”

Section: Introductionmentioning

confidence: 99%

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Patterns of sociolinguistic variation in teacher classroom speech

Mougeon

Rehner

2019

Journal of Sociolinguistics

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This study investigates sociolinguistic variation in teacher classroom speech. Based on a spoken‐French corpus produced by 59 teachers while teaching secondary school students (aged approximately 14–17 years) in four Ontario localities, it examines five cases of variant alternations. First, the study uses two comparative corpora to establish the social marking of the variants in the wider community. Second, it examines the teachers’ repertoire and frequency of use of variants in light of their social markedness. The study shows that the teachers use the standard variants at rates above even those found in the speech of the highest social strata within the wider community. Despite this normalizing impact of the classroom, the teachers also use all the non‐standard variants found in the wider community. Further, the study examines the impact on the teachers’ variant choice exerted by their socio‐professional characteristics and the communicative functions they perform in the classroom. It shows that the teachers’ use of variants is influenced by their gender, the subject taught, and the communicative functions performed in the classroom in ways that are in line with the social markedness of the variants in the wider community.

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Section: Ontario's French‐language (Secondary) Schoolsmentioning

confidence: 96%

Section: Ontario's French-language (Secondary) Schoolsmentioning

confidence: 97%

Section: Ontario's French‐language (Secondary) Schoolsmentioning

confidence: 99%

“…It also draws on similar studies of teachers in other bilingual or multilingual contexts (e.g. Banes, Martinez, Athanases, & Wong, 2016;Farr & Song, 2011).…”

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Patterns of sociolinguistic variation in teacher classroom speech

Mougeon

Rehner

2019

Journal of Sociolinguistics

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“…5. Pour une réflexion sur les répercussions de politiques linguistiques restrictives sur les pratiques plurilingues dans le domaine du système éducatif public aux États-Unis, voir Farr et Song (2011).…”

Section: Découvrir La Revueunclassified

Pratiques juridiques et idéologies langagières dans un tribunal non officiellement multilingue

Hoffman

2016

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Au Maroc, les tribunaux demeurent le Saint Graal des militants amazighs qui souhaitent la légitimation institutionnelle du tamazight (langue berbère ou langue amazighe) et cherchent à mettre fin aux discriminations linguistiques et à la domination arabe dans les administrations. Les pratiques juridiques en langue vernaculaire tamazight ne sont régies par aucune politique étatique officielle, et c’est plutôt la langue arabe qui domine les affaires judiciaires. Pourtant, comme je le soutiens dans le présent article, l’ « État » emploie des individus, en particulier des juges et des officiers d’état civil, dont certains utilisent des variétés régionales de tamazight dans le cadre de leur travail, notamment pour enregistrer les mariages dans le cadre de tribunaux coutumiers ambulants, procédures qui ont fait l’objet de mes enquêtes sur le terrain et d’entrevues. Les pratiques et les idéologies langagières des juges méritent l’attention de quiconque souhaite étudier l’économie de la langue dans la politique marocaine, notamment en raison du statut élevé de ces représentants de l’État et du respect dont ils sont auréolés. Le personnel juridique obéit aux nécessités politiques en fonction de contraintes et de possibilités locales – notamment linguistiques – et, ce faisant, contribue à modeler l’ensemble des choix politiques en matière de langue au Maroc.The courts have remained the Holy Grail for Amazigh activists in Morocco who seek institutionalized legitimacy for Tamazight (« Berber ») and an end to language discrimination and Arabic dominance in administrations. There is no official state policy for handling legal affairs in the indigenous Tamazight language ; Arabic instead dominates legal matters. Yet as I argue in this article, the « state » is comprised of individual civil servants, including judges and clerks, many of whom do use regional Tamazight varieties in the course of their work, including the task of registering customary marriages through mobile courthouses, which I examine here as the result of fieldwork and interviews. Judges’ language practices and ideologies merit our attention in any assessment of the political economy of language in Morocco, particularly given the high status and respect granted to these state representatives. Court personnel navigate political necessities according to local constraints and opportunities – including linguistic ones – and in so doing help shape the broader political economy of language in Morocco.En Marruecos, los tribunales siguen siendo el Cáliz Sagrado de los militantes imazighen que desean la legitimación institución del tamazight (« lengua bereber o amazight ») y buscan poner fin a las discriminaciones lingüísticas y al dominio del árabe en la administración. Las prácticas jurídicas en lengua vernácula tamazight no están regidas por ninguna política estatal oficial y es la lengua árabe la que domina en los asuntos jurídicos. Sin embargo, como lo sostengo en el presente artículo, el « Estado » emplea individuos, particularmente jueces y oficiales del estado ci...

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Resisting Epistemic Blackout: Illustrating Afrocentric Methodology in a Kenyan Classroom

Wandera

2019

Reading Research Quarterly

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This article is based on the assumption that indigenous communities have a capacity to generate knowledge, and this capacity is largely underutilized or peripheralized in mainstream research. In this empirical qualitative study, the author makes a case for employing local non-Western analytic tools, in addition to Western analytic tools, to develop a fuller understanding of literacy practices in non-Western spaces. Through an interepistemic synergy approach, the author employed indexicality and interactional sociolinguistics on the one hand and Afrocentric methodology on the other hand in analyzing data produced in a grades 5 and 9 literacy collaboration in Nairobi, Kenya. This study illustrates deeper understandings of data on language use that scholars of language and literacy might derive through taking up an interepistemic synergy approach. Such understandings include tracking how multilingual speakers in postcolonial spaces modulate power imbalance and navigate layers of cross linguistic coevocation informed by contested ideologies and worldviews. The analysis also spotlights how local fingerprints of multilingualism and multiethnicity endure in written text in spite of language surveillance in a Standard Kenyan English-dominated classroom space. Taken together, these understandings cast a unique local aspect on language and literacy practices that goes beyond an emic-etic approach. Most crucially, this article is an illustrative resource for scholars and other stakeholders to address the existing epistemic imbalance that manifests through overrepresentation of Western(ized) analytic tools in constituting the metalanguage for analyzing data on language and literacy.

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Language Ideologies and Policies: Multilingualism and Education

Cited by 52 publications

References 52 publications

Patterns of sociolinguistic variation in teacher classroom speech

Patterns of sociolinguistic variation in teacher classroom speech

Pratiques juridiques et idéologies langagières dans un tribunal non officiellement multilingue

Resisting Epistemic Blackout: Illustrating Afrocentric Methodology in a Kenyan Classroom

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