“…Case studies by researchers not investigating their own but rather others’ indigenous language learning include those by Hermes and King (2013) and Basham and Fathman (2008). The former explored Ojibwe (or Chippewa or Anishinaabem) language revitalization in the Minnesota area in eight families with school-aged children.…”
Section: Case Studies Of Contemporary Language Learning In Multilingumentioning
Case study research has played a very important role in applied linguistics since the field was established, particularly in studies of language teaching, learning, and use. The case in such studies generally has been a person (e.g., a teacher, learner, speaker, writer, or interlocutor) or a small number of individuals on their own or in a group (e.g., a family, a class, a work team, or a community of practice). The cases are normally studied in depth in order to provide an understanding of individuals’ experiences, issues, insights, developmental pathways, or performance within a particular linguistic, social, or educational context. Rather than discuss constructs, hypotheses, and findings in terms of statistical patterns or trends derived from a larger sample or survey of a population of language learners, as in some quantitative research, a qualitative case study of a person presents a contextualized human profile. Case study has contributed substantially to theory development, generating new perspectives or offering a refutation or refinement of earlier theories in applied linguistics by analyzing linguistic, cultural, and social phenomena associated with children, adolescents, young adults, and older adults.In recent years, the purview of case studies in applied linguistics has expanded to include many previously underrepresented topics, linguistic situations, theoretical perspectives, and populations. This article provides an overview of some traditional areas of coverage and then newer foci in terms of methodology, thematic areas, and findings pertaining to language learners in transnational, multilingual, and diaspora contexts especially.
“…Case studies by researchers not investigating their own but rather others’ indigenous language learning include those by Hermes and King (2013) and Basham and Fathman (2008). The former explored Ojibwe (or Chippewa or Anishinaabem) language revitalization in the Minnesota area in eight families with school-aged children.…”
Section: Case Studies Of Contemporary Language Learning In Multilingumentioning
Case study research has played a very important role in applied linguistics since the field was established, particularly in studies of language teaching, learning, and use. The case in such studies generally has been a person (e.g., a teacher, learner, speaker, writer, or interlocutor) or a small number of individuals on their own or in a group (e.g., a family, a class, a work team, or a community of practice). The cases are normally studied in depth in order to provide an understanding of individuals’ experiences, issues, insights, developmental pathways, or performance within a particular linguistic, social, or educational context. Rather than discuss constructs, hypotheses, and findings in terms of statistical patterns or trends derived from a larger sample or survey of a population of language learners, as in some quantitative research, a qualitative case study of a person presents a contextualized human profile. Case study has contributed substantially to theory development, generating new perspectives or offering a refutation or refinement of earlier theories in applied linguistics by analyzing linguistic, cultural, and social phenomena associated with children, adolescents, young adults, and older adults.In recent years, the purview of case studies in applied linguistics has expanded to include many previously underrepresented topics, linguistic situations, theoretical perspectives, and populations. This article provides an overview of some traditional areas of coverage and then newer foci in terms of methodology, thematic areas, and findings pertaining to language learners in transnational, multilingual, and diaspora contexts especially.
“…Finally, many Facebookers also noted the range of their own abilities in Navajo, from fully “fluent,” to semi‐speaker, to being unable to understand any Diné bizaad. The majority of posters, however, fell somewhere between these two poles, with most, like Deschene, identifying as semi‐speakers with “passive fluency” (Basham & Fathman, ). Two male participants noted about the fluidity of defining this inchoate thing that is “fluency”:“M”: FLUENT in Dine’ Language???…”
Section: Facebookers Respond: Who Is Really Navajo and Who Really Spmentioning
This article examines the 2014 Navajo Nation presidential primary election and language debate as a window into the politics of Navajo heritage language and identity. Using
“…The recognition of elders' expertise is an important issue, although this may be expressed in other ways, such as concern that traditional ways of speaking should not be diluted by what they see as imperfect acquisition by younger adult learners, or contact with English. "Rememberers", or what linguists term semi-, passive or latent speakers (Dorian 1980;Grinevald & Bert 2011;Basham & Fathman 2008), value the sense of empowerment and emancipation that is experienced through regaining active mastery of a language that they are reconstructing as a key part of their sense of identity, as well as the social interaction which is a key element of the group's activities (see Section 3.3). For adult second language (L2) learners of Guernesiais 4 , key motivators include reconnection with identity and roots, as well as empowerment.…”
Section: Language or Personal Revitalization?mentioning
confidence: 99%
“…A positive impact of Les Bibides seems to have been awareness-raising among audiences that other efforts do not reach; some participants expressed a lack of awareness of other language activities, while others have gone on to attend adult lessons or to become more active in language campaigning. It is also noticeable that in some cases three generations of a family are attending Les Bibides, and that the grandparents are often "passive" or "latent" speakers of Guernesiais (Basham & Fathman 2008;Grinevald & Bert 2011); it is hoped that (great-) grandparents might be inspired to speak Guernesiais with children. Efforts to re-activate latent speakers' language knowledge will be discussed below.…”
Section: Activities For Childrenmentioning
confidence: 99%
“…One impetus for the creation of the Rememberers as a distinct grouping was that some had been attending adult language classes, but like heritage language learners (Valdés 2005, among others), the teacher found that they had distinct and quite different characteristics and needs compared to ab initio second language learners. As described by Basham & Fathman (2008), latent speakers such as the Rememberers have good pronunciation and intonation, strong listening comprehension, and substantial implicit awareness, yet little overt knowledge of language structures; they often have a low estimation of their own skills. Rememberers may consider themselves to be more authentic than new speakers, but not as having the same legitimacy as native speakers, who retain their ideological primacy as role-models.…”
The Bailiwick of Guernsey is a small, semi-autonomous archipelago in the English Channel. Although it is a British Crown dependency and part of the British Isles, it has its own parliament and does not belong to the United Kingdom or the European Union. This unusual geopolitical situation means that the nation-state has little relevance. It is only recently that the indigenous former vernacular has been accorded any worth, at either grass-roots or government level: as its vitality declines (increasingly rapidly), its perceived value for individual and collective identification has grown. Although public opinion overtly supports indigenous language maintenance, and increasing its vitality is a stated aim (e.g., a government Language Commission was announced in 2012), effective top-down measures to increase the number and fluency of speakers appear to be low on the agenda. This article explores the implications of this socio-political background for language policy. It discusses language-related activities which reveal a lack of ideological clarification and strategic direction at all levels, compounded by issues of control, epistemic stance and language ownership.
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