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Linguistic Capital (linguistic + capital)

Distribution by Scientific Domains
Humanities and Social Sciences100%

Selected Abstracts

Linguistic Capital and Academic Achievement of Canadian- and Foreign-Born University Students

CANADIAN REVIEW OF SOCIOLOGY/REVUE CANADIENNE DE SOCIOLOGIE, Issue 2 2008
J. PAUL GRAYSON
Au Canada, plusieurs universités prennent des mesures pour recruter des immigrants ou leurs enfants et satisfaire leurs besoins,et parmi eux plusieurs ont l'anglais comme langue seconde. Il n'y a pas de recherches au Canada qui comparent la progression potentielle du capital linguistique des étudiants ayant l'anglais comme langue seconde et celui des autres étudiants au fil de leur parcours universitaire, avec les relations entre les progressions du capital linguistique et de l'acquisition des connaissances. L'auteur montre dans cette étude que, contrairement aux étudiants canadiens et ceux nés à l'étranger pour lesquels l'anglais est la première langue, le capital linguistique des étudiants nés à l'étranger dont l'anglais est une langue seconde s'accroît au cours des quatre années d'études universitaires. Cependant, cette augmentation du capital linguistique ne correspond pas à une augmentation de l'acquisition des connaissances. In Canada, many universities are taking steps to recruit and meet the needs of immigrants and/or their sons and daughters, many of whom have English as a second language (ESL). There is, however, no research in Canada comparing potential increases in the linguistic capital of ESL and other students over the course of their university careers and the connection between increases in linguistic capital and academic achievement. In this study, it is shown that in contrast to Canadian- and foreign-born students for whom English is a first language, and Canadian-born ESL students, the linguistic capital of foreign-born ESL students increases over 4 years of university study; however, this increase in linguistic capital is not paralleled by an increase in academic achievement. [source]

Appropriation of African American slang by Asian American youth1

JOURNAL OF SOCIOLINGUISTICS, Issue 4 2005
Angela Reyes
This article explores the ways in which Asian American teenagers creatively appropriated two African American slang terms: aite and na mean. While some teens racialized slang as belonging to African Americans, other teens authenticated identities as slang speakers. Through close analysis of slang-in-use and particularly of the metapragmatic discussions such uses inspired, this article examines how the teens specified relationships between language, race, age, region and class, while achieving multiple social purposes, such as identifying with African Americans, marking urban youth subcultural participation, and interactionally positioning themselves and others as teachers and students of slang. As slang emerged with local linguistic capital, the teens used slang to create social boundaries not only between teens and adults, but also between each other. The discursive salience of region implicitly indexed socio-economic status and proximity to African Americans as markers that teens drew on to authenticate themselves and others as slang speakers. [source]

Appropriating Identity or Cultivating Capital?

ANTHROPOLOGY OF WORK REVIEW, Issue 1 2005
Global English in Offshoring Service Industries
Abstract In the popular media, much has been made of the adoption of American identities by Indian nationals working in call centers in urban India. In the transactions between call center workers in India and their American customers, language is often the only conveyor of cultural identity. The implications of this linguistic globalization are drawn out by examining the historical trajectory of the politics of global English in India. I argue that the indigenization of English that has occurred in India represents a shift in the political and cultural contestation over language from the global to the local, so that today the politics of language in India primarily involve contestation between elites and subalterns within India rather than between Indians and a global power. I conclude that the appropriation of American identities by Indian call center workers is mainly for the purpose of cultivating linguistic capital within the Indian context, and does not entail a loss of authenticity or reveal cultural insecurity. More likely, the American customers and media commentators who worry about being duped by Indians faking American accents are the ones who are culturally insecure. [source]

Linguistic Capital and Academic Achievement of Canadian- and Foreign-Born University Students

CANADIAN REVIEW OF SOCIOLOGY/REVUE CANADIENNE DE SOCIOLOGIE, Issue 2 2008
J. PAUL GRAYSON
Au Canada, plusieurs universités prennent des mesures pour recruter des immigrants ou leurs enfants et satisfaire leurs besoins,et parmi eux plusieurs ont l'anglais comme langue seconde. Il n'y a pas de recherches au Canada qui comparent la progression potentielle du capital linguistique des étudiants ayant l'anglais comme langue seconde et celui des autres étudiants au fil de leur parcours universitaire, avec les relations entre les progressions du capital linguistique et de l'acquisition des connaissances. L'auteur montre dans cette étude que, contrairement aux étudiants canadiens et ceux nés à l'étranger pour lesquels l'anglais est la première langue, le capital linguistique des étudiants nés à l'étranger dont l'anglais est une langue seconde s'accroît au cours des quatre années d'études universitaires. Cependant, cette augmentation du capital linguistique ne correspond pas à une augmentation de l'acquisition des connaissances. In Canada, many universities are taking steps to recruit and meet the needs of immigrants and/or their sons and daughters, many of whom have English as a second language (ESL). There is, however, no research in Canada comparing potential increases in the linguistic capital of ESL and other students over the course of their university careers and the connection between increases in linguistic capital and academic achievement. In this study, it is shown that in contrast to Canadian- and foreign-born students for whom English is a first language, and Canadian-born ESL students, the linguistic capital of foreign-born ESL students increases over 4 years of university study; however, this increase in linguistic capital is not paralleled by an increase in academic achievement. [source]