New Ethnicities and Language Use

Harris, Roxy

doi:10.1057/9780230626461

Cited by 124 publications

(107 citation statements)

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“…This binary appears highly salient and is a way in which young British-born minority ethnic students from WP backgrounds navigate their transition from schooling into higher education. In accordance with studies of adolescents (Harris, 2006, Leung et al, 1997, Rampton, 2006, 'slang' is presented as the variety of English with which they are most comfortable and that is the most 'natural' to use. This facilitates the negotiation of youthful and streetwise identities that are oriented to laddishness.…”

Section: Resultsmentioning

confidence: 99%

“…In monolingualism is the norm and in which the 'multilingual capital' (Baker and Eversley, 2000) that the students bring into the university is barely recognised, and the attractiveness of a youthful 'low-key Britishness' (Harris, 2006) that is attuned to discourses of popular and laddish culture.…”

Section: Resultsmentioning

confidence: 99%

“…Similarly to studies of their school-aged counterparts (Harris, 1997, Leung et al, 1997, Rampton, 2005, the students display a strong affiliation to the local vernacular, in this case London English (Harris, 2006), which they consistently refer to as 'slang'. They construct a 'slang/ posh' dichotomy to contrast the language practices of their peers with those of the academic community.…”

Section: Introductionmentioning

confidence: 82%

“…It seems likely that they categorise students based partly on social class norms for appearance, language and behaviour. It suggests that the students pay attention to the 'soundscape' (Harris, 2006), accommodating to the accents and conversational styles of their fellow peers as a way of fitting in and making friends. The adaptability appears to be one-sided in that they do not expect 'posh' students to use 'slang', the onus is on them to adapt.…”

Section: Positioning Vernacular English In Relation To Standard Englishmentioning

confidence: 99%

“…My aims are to build on studies of multilingual learners in educational settings, which in the UK have largely been in compulsory and complementary schooling (cf Conteh et al, 2007, Creese et al, 2008, Harris, 2006, Rampton, 2005, to encourage an imagining of higher education as a multilingual space in which linguistic diversity is viewed as a resource (Ruiz, 1984), and to counter the perception of 'remedial' language learners in the sector.…”

Section: Introductionmentioning

confidence: 99%

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Multilingual identities in higher education: negotiating the ‘mother tongue’, ‘posh’ and ‘slang’

Preece

2009

Language and Education

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Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 82%

Section: Positioning Vernacular English In Relation To Standard Englishmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Multilingual identities in higher education: negotiating the ‘mother tongue’, ‘posh’ and ‘slang’

Preece

2009

Language and Education

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Interracial Adoption

Albański

2016

Encyclopedia of Family Studies

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The main idea of the article about using race as an analytical tool is to demonstrate how race can be a salient factor in how people experience, inhabit the world and consequently family. Interracial adoption is discussed as a phenomenon which borrows from the particular fears and order of a society. Therefore, it is considered how dominant discourses support to normalize some experiences of interracially adoptive families, and as such may contribute to the reproduction of folk theories on racial categorization and differences. THE RESEARCH PROBLEM AND METHODS:The research problem concerns the question of how the concept of racial categorization can be understood in a racially mixed frame of reference relating to the experience of interracial adoption. The article uses the method of critical analyses as well as the analyses of the reference literature. THE PROCESS OF ARGUMENTATION:The first section of the article discusses race as a social construct, the second indicates white as the unmarked category and shows that the rest of racial categories is marked in contrast to whiteness. The third part provides justification for a thesis that in racial categorization, as in other social classifications, one category tends to dominate, usually taken for granted as normative, typical and most desirable. It causes social and parenting problems for the adoptive family. RESEARCH RESULTS:The result of the argumentation is that race is often socially recognized as inherent and inherited quality that is seen to fit an adopted child for a specific social situation. Children are assigned to race categories based on assumptions about descent. Regardless of the fact, the phenomenon of interracial adoption exposes the fragility of conventional meanings of human races. CONCLUSIONS, INNOVATIONS AND RECOMMENDATIONS:The social acceptance of interracially adoptive families requires a society which does not define itself on the facts of blood and race allegiances, but on a set of deeply S u g g e s t e d c i t a t i o n:

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Multilingual Identities and Multilingual Education

Creese¹

2012

The Encyclopedia of Applied Linguistics

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New Ethnicities and Language Use

Cited by 124 publications

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Multilingual identities in higher education: negotiating the ‘mother tongue’, ‘posh’ and ‘slang’

Multilingual identities in higher education: negotiating the ‘mother tongue’, ‘posh’ and ‘slang’

Interracial Adoption

Multilingual Identities and Multilingual Education

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