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Language Ideologies (language + ideology)
Selected AbstractsGOVERNMENTALITY, LANGUAGE IDEOLOGY, AND THE PRODUCTION OF NEEDS IN MALAGASY CONSERVATION AND DEVELOPMENTCULTURAL ANTHROPOLOGY, Issue 2 2007PAUL W. HANSON Integrated conservation and development program planning pivots on a critical exchange. In establishing protected areas, part of the subsistence base of resident people is enclosed. Residents are then offered assistance in meeting needs emerging from the enclosure. The elicitation and interpretation of need in such programs forms a technology of governance. This article analyzes differing linguistic ideologies underpinning needs production in Madagascar's Ranomafana National Park Project, arguing that the technology of needs production is part of a green neoliberal rationality through which the Malagasy state and its citizens are being transformed, and from which an increasingly sophisticated countergovernmentality grows. [source] Voices of Modernity: Language Ideologies and the Politics of InequalityJOURNAL OF LINGUISTIC ANTHROPOLOGY, Issue 2 2006Lisa Philips [source] Consequences of Contact: Language Ideologies and Sociocultural Transformations in Pacific Societies edited by Miki Makihara and Bambi B. SchieffelinAMERICAN ANTHROPOLOGIST, Issue 4 2009PAUL V. KROSKRITY No abstract is available for this article. [source] "Quit Talking and Learn English!": Conflicting Language Ideologies in an ESL ClassroomANTHROPOLOGY & EDUCATION QUARTERLY, Issue 1 2003Assistant Professor Warren OlivoArticle first published online: 8 JAN 200 This article addresses the relationship between educational theory,as manifested in particular ideologies of teaching and learning,and classroom practice. Based on an ethnographic study of English-as-a-second-language (ESL) learning at a Canadian senior public school, I outline a conflict between two language ideologies that give shape to, and are shaped by, the classroom practices of the ESL teacher, his assistants, and the students. I discuss the implications of this ideological conflict in terms of the opportunities ESL students are given, and that they create for themselves, to practice speaking English. I end by outlining how these findings can be used to shape educational policy as it relates to ESL classroom curricula in order to create a more equitable learning environment for ESL students. [source] Language Ideology: The Case of Spanish in Departments of Foreign LanguagesANTHROPOLOGY & EDUCATION QUARTERLY, Issue 1 2003Guadalupe Valdés In this article we investigate language ideology in a department of Spanish. We are concerned with examining the acquisition and transmission of linguistic culture in departments of foreign languages within university settings and the ways in which views about non-English languages that are part of the American cultural dialogue are maintained and nurtured by educational institutions. Using long-term participant-observation data and focused interviews, we contend that foreign language departments in U.S. colleges and universities, although involved in a nonhegemonic practice,that is, in the teaching of non-English languages,are nevertheless working in concert with deeply held American ideologies about bilingualism and monolingualism. [source] Language ideologies and the consequences of standardizationJOURNAL OF SOCIOLINGUISTICS, Issue 4 2001James Milroy This paper explores the effects of the standard language ideology on attitudes to language of nonlinguists and of language specialists, and considers how far linguists themselves have been affected by , and have contributed to , this ideology. The primary definition of standardization is taken to be the imposition of uniformity upon a class of objects. Attitudes to language within standard language cultures are then reviewed and contrasted with unstandardized situations, in which the boundaries of languages are indeterminate. It is therefore suggested that determinate languages, such as English, may be defined more by ideologies than by their internal structures. Some effects of standardization on the work of linguists are then reviewed. This is followed by a discussion of the importance of the process of legitimization in contributing to the standard language culture, and of the contribution of language specialists themselves to this process. Finally, certain matters arising are reviewed. [source] Metasemiotic Regimentation in the Standardization of Nepali Sign LanguageJOURNAL OF LINGUISTIC ANTHROPOLOGY, Issue 2 2008Erika Hoffmann-Dilloway Both the linguistic forms attended to and the ways in which they are linked to the social vary within and across language standardization projects. In addition, it cannot be assumed that people will notice the same indexical connections between linguistic forms and social structures or rationalize them in the same ways. An analysis of the project to standardize Nepali Sign Language highlights the fact that it is therefore necessary to account for the processes by which standardization projects attempt to reduce variation not only in the formal properties of language but also in the wider semiotic interpretations of those forms.[Nepal, d/Deaf, standardization, language ideologies, semiotic indeterminacy] [source] "Staged" Rituals and "Veiled" SpellsJOURNAL OF LINGUISTIC ANTHROPOLOGY, Issue 1 2006Yoonhee Kang This article analyzes shifting forms and meanings of two Petalangan traditional genres of verbal magic, a public healing ritual and a genre of personal magical spells, in the context of the Petalangan social marginalization. To explain why and how these two genres have changed differently, this article focuses on the roles of two different language ideologies, the referentialist and performativist views of language, in the mediation between the linguistic and social changes in Petalangan society. Against the prevailing assumption of a linear transition of language ideologies from the performativist to the referentialist view of language in accordance with social modernization, the transformations in the Petalangan magical genres reveal a multifaceted process of change in which multiple language ideologies have worked differently across the genres and contexts. [source] What does it mean to be a girl with qizhi?:Refinement, gender and language ideologies in contemporary Taiwan1JOURNAL OF SOCIOLINGUISTICS, Issue 3 2008Hsi-Yao Su This study investigates the relationship between ideologies of language and gender as manifested through sociolinguistic interviews conducted on college campuses in Taiwan. The interviews consistently and systematically revealed the use of a term, qizhi, roughly equivalent to ,refined disposition.' This paper examines the implications of this preoccupation. Through an examination of the contextual use of qizhi, this study shows that, first, qizhi is commonly associated with a range of social practices, among which linguistic practices play a significant role. Second, qizhi is often used to describe, evaluate, and further regulate women's ways of speaking, although its use is not gender exclusive. Third, common linguistic varieties in Taiwan, such as Mandarin, Taiwanese, and Taiwanese-accented Mandarin, are associated with qizhi to varying degrees. This study demonstrates how talk centered on qizhi serves as a meeting ground of social evaluation, linguistic and discursive practices, gender ideologies, and language ideologies. [source] The semiotics of language ideologies in Singapore1JOURNAL OF SOCIOLINGUISTICS, Issue 3 2006Lionel Wee As an ethnically and linguistically diverse society, Singapore has had to grapple with the problem of how to manage this diversity across a range of contexts, thus making it a particularly interesting case study for language ideologies. This paper examines three particular cases taken from the history of Singapore's language policy. In the first situation, the policy remains largely unchanged, varying only in its lexical and textual realizations; in the second, performances in the service of a set of ideologies give rise to potentially serious problems; and in the third, the material consequences of implementing the ideologies lead to changes in the ideologies themselves. By drawing on recent theoretical developments in the study of language ideologies, this paper shows how attention to the sitedness of language ideologies can help provide greater specification and appreciation of the interactional processes by which the ideologies are instantiated. [source] Unexpected but authentic use of an ethnically,marked dialectJOURNAL OF SOCIOLINGUISTICS, Issue 4 2002Julie Sweetland Recent work on language crossing in the U.S. has examined the temporary appropriation of African American Vernacular English by white youth in an effort to participate in the current popularity and prestige of hip,hop culture, or in order to highlight racial boundaries. While such verbal behavior probably encompasses most white use of AAVE, it is not the only way in which whites (or other non,blacks) can use the variety. This paper presents a case study of the language of a 23 year old white female who makes consistent use of many distinctive linguistic features associated with AAVE. I argue that the interaction of ideologies of race, class, localness and language allow her to be considered an ingroup member despite her biographical race. This suggests that there is a tension between academic linguistic theory and actual speaker practice in assigning authenticity to individuals, and I conclude that language ideologies and other forms of qualitative evidence should be taken into account by sociolinguists looking at the link between language and race. [source] Privileging masculinity in the social construction of Basque identityNATIONS AND NATIONALISM, Issue 3 2001Begoña Echeverria Following a framework developed by Susan Gal and Judith Irvine (1995), this article illustrates how Basque-medium schools promulgate an androcentric vision of the Basque nation. First, male privilege is upheld in textbooks through the erasure of women's contributions to Basque language and culture, so that men appear as the quintessential Basque speakers and cultural agents. Secondly, language ideologies about Spanish and Basque recursively construct Basque ethnic identity is such a way that it centres on vernacular Basque, whose primary marker is a second person pronoun, ,hi', which indirectly indexes male speakers and masculinity. An iconic relationship is thereby created between authentic Basque identity, Basque culture, Basque linguistic forms and masculinity. However, I also show that women have challenged this male privilege in various domains, thereby opening up the possibility of a Basque nation that embraces its female as well as its male members. [source] Verbal Artistry: A Case for EducationANTHROPOLOGY & EDUCATION QUARTERLY, Issue 4 2009Richard B. Henne This article expands our understanding of how language-minoritized children's communicative competence interrelates with schooling. It features a verbal performance by a young Native American girl. A case is made for greater empirical specification of the real extent of children's non-school-sanctioned communicative competence. The case disrupts Euro-Western ideologies of language and corresponding instructional policies and practices that pervade U.S. schooling. It also offers productive ways of reframing and reforming language loss in language contact situations.,[ethnography of communication, verbal art, language ideologies, language policy and planning, Indigenous language education, Lakota] [source] Schooling, Language, and Ethnic Identity in the Basque Autonomous CommunityANTHROPOLOGY & EDUCATION QUARTERLY, Issue 4 2003Professor Begoña Echeverria Basque-versus Spanish-schooled students in San Sebastian, Spain, understand ethnic identity differently. The former are more likely to speak Basque and to consider the Basque language key to Basque identity. The latter are more likely to claim "biethnic" identities based on territory. The Basque case suggests that an understanding of educational efforts to reverse language shift require an examination of the language ideologies reigning in popular culture, the public sphere, and the home and school domains. [source] "This Is Active Learning": Theories of Language, Learning, and Social Relations in the Transmission of Khmer LiteracyANTHROPOLOGY & EDUCATION QUARTERLY, Issue 1 2003Assistant Professor Susan Needham This article examines the role language ideologies played in the changing instructional and social organization of Khmer literacy classes in Long Beach, California. Language and language use in classrooms have been carefully examined over the years, but analysis of how language attitudes influence pedagogical theory and practice has been largely neglected. This article reveals one way in which language ideologies engage with local theories of learning to shape not only pedagogies informing instruction but also social relations within classes. [source] "Quit Talking and Learn English!": Conflicting Language Ideologies in an ESL ClassroomANTHROPOLOGY & EDUCATION QUARTERLY, Issue 1 2003Assistant Professor Warren OlivoArticle first published online: 8 JAN 200 This article addresses the relationship between educational theory,as manifested in particular ideologies of teaching and learning,and classroom practice. Based on an ethnographic study of English-as-a-second-language (ESL) learning at a Canadian senior public school, I outline a conflict between two language ideologies that give shape to, and are shaped by, the classroom practices of the ESL teacher, his assistants, and the students. I discuss the implications of this ideological conflict in terms of the opportunities ESL students are given, and that they create for themselves, to practice speaking English. I end by outlining how these findings can be used to shape educational policy as it relates to ESL classroom curricula in order to create a more equitable learning environment for ESL students. [source] Little Women and Vital Champions: Gendered Language Shift in a Northern Italian TownJOURNAL OF LINGUISTIC ANTHROPOLOGY, Issue 2 2006Jillian R. Cavanaugh The connection of language to class is clearly implicated in the language shift in progress in the northern Italian town of Bergamo. Gender also plays an active part in this shift in terms of linguistic practice and language ideology, as a gendering of languages is occurring such that the local vernacular, Bergamasco, is linked to men, and the national standard, Italian, to women. This article demonstrates that this gendering is one mechanism of language shift, as it impacts the linguistic division of labor across genders in Bergamo. With men in charge of revitalization and women responsible for language socialization, fewer children are growing up speaking Bergamasco. [source] Language ideologies and the consequences of standardizationJOURNAL OF SOCIOLINGUISTICS, Issue 4 2001James Milroy This paper explores the effects of the standard language ideology on attitudes to language of nonlinguists and of language specialists, and considers how far linguists themselves have been affected by , and have contributed to , this ideology. The primary definition of standardization is taken to be the imposition of uniformity upon a class of objects. Attitudes to language within standard language cultures are then reviewed and contrasted with unstandardized situations, in which the boundaries of languages are indeterminate. It is therefore suggested that determinate languages, such as English, may be defined more by ideologies than by their internal structures. Some effects of standardization on the work of linguists are then reviewed. This is followed by a discussion of the importance of the process of legitimization in contributing to the standard language culture, and of the contribution of language specialists themselves to this process. Finally, certain matters arising are reviewed. [source] Mobile phones and Mipoho's prophecy: The powers and dangers of flying languageAMERICAN ETHNOLOGIST, Issue 2 2010JANET MCINTOSH ABSTRACT In this article, I examine the ideologies surrounding the poetic forms of Giriama text messaging in the town of Malindi, Kenya. I argue that young people use rapid code-switching and a global medialect of condensed, abbreviated English as an iconic index of a modern, mobile, self-fashioning, sexy, and irreverent persona, whereas their use of the local vernacular (Kigiriama) tends to reroot them in the gravitas of social obligations and respect relationships. In text messages, then, English and local African tongues are sometimes treated as foils for each other, suggesting that, rather than merely being mimicked, the English medialect is flavored by distinctly local concerns. Indeed, among many Giriama elders, the poetic patterns of text messaging are construed as a special breed of witchery in which hypermobility and linguistic innovation threaten ethnic coherence and even sanity itself. I suggest, however, that the use of Kigiriama in text messaging may point not to the abandonment of ethnicity but to new ways of being Giriama that are simultaneously local and modern. [mobile phones, text messaging, globalization, Kenya, witchcraft, language ideology, code switching] [source] Language Ideology: The Case of Spanish in Departments of Foreign LanguagesANTHROPOLOGY & EDUCATION QUARTERLY, Issue 1 2003Guadalupe Valdés In this article we investigate language ideology in a department of Spanish. We are concerned with examining the acquisition and transmission of linguistic culture in departments of foreign languages within university settings and the ways in which views about non-English languages that are part of the American cultural dialogue are maintained and nurtured by educational institutions. Using long-term participant-observation data and focused interviews, we contend that foreign language departments in U.S. colleges and universities, although involved in a nonhegemonic practice,that is, in the teaching of non-English languages,are nevertheless working in concert with deeply held American ideologies about bilingualism and monolingualism. [source] | ||||||||||