Voices of Authority: Education and Linguistic Difference

by Heller, Monica; Martin-Jones, Marilyn

• ISBN13: 9781567505306
• ISBN10: 1567505309
• Format: Hardcover
• Copyright: 2001-02-01
• Publisher: Greenwood Pub Group

Summary

This collection of case studies from around the world examines how struggles for equality unfold in policies, programs, and practices in educational settings in multilingual contexts. Using sociolinguistic, interactional and discourse analysis, Heller and Martin-Jones examine the complex ways in which dominant ideologies of education, pedagogy, language and identity intersect in a wide variety of educational settings. They focus in particular on how those ideologies are reproduced or challenged, and on the consequences of such processes for changing or maintaining social relations of difference and inequality. Written for policy-makers, educators, and anyone else interested in education and multilingualism, the book places questions of power at the center of thinking about language and education. This collection of case studies from around the world examines how struggles for equality unfold in policies, programs, and practices in educational settings in multilingual contexts. Using sociolinguistic, interactional and discourse analysis, Heller and Martin-Jones examine the complex ways in which dominant ideologies of education, pedagogy, language, and identity intersect in a wide variety of educational settings. They focus in particular on how those ideologies are reproduced or challenged, and on the consequences of such processes for changing or maintaining social relations of difference and inequality. Written for policy-makers, educators, and anyone else interested in education and multilingualism, the book places questions of power at the center of thinking about language and education. It invites us to link questions about minority language maintenance, individual multilingualism, immigrant language education, and the use of former colonial languages in post-colonial settings to the politics and economics of our globalizing age, and to look locally for the spaces for change and action that always present themselves.

Author Biography

Jo Arthur currently teaches at Edge Hill University College, in the Northwest of England, specializing in language and education and in bilingualism Grace Bunyi teaches courses in curriculum studies, with a special focus on bilingual education, in the Department of Educational Administration, Planning and Curriculum Studies at Kenyatta University in Nairobi, Kenya Suresh Canagarajah taught English language and literature at the University of Jaffna for about ten years before joining the City University of New York (Baruch College) in September 1994 Marilda C. Cavalcanti is currently associate professor in the Department of Applied Linguistics at the State University of Campinas (UNICAMP), Brazil J. Keith Chick is professor and chair of linguistics at the University of Natal in Durban, South Africa Laurent Gajo (Ph.D.) currently works as a lecturer and researcher in linguistics at the Universities of Lausanne and Neuchatel Antoinette Camilleri Grima is a senior lecturer in applied linguistics at the Institute of Linguistics and the Faculty of Education of the University of Malta Monica Heller is a professor at the Department of Sociology and Equity Studies and the Centre de recherches en education francoontarienne, Ontario Institute for Studies in Education, University of Toronto Nancy H. Hornberger is professor of education and director of educational linguistics at the University of Pennsylvania Graduate School of Education, Philadelphia Alexandra Jaffe has done research in Corsica since 1988. She received her Ph.D. from Indiana University in 1990 and taught at Bryant College and SUNY-Cortland before moving to the University of Mississippi in 1996 Angel M. Y. Lin is a doctoral graduate from the Ontario Institute for Studies in Education, University of Toronto. Her research interests are in classroom discourse analysis, bilingual education, and sociocultural studies of language learning. She is currently assistant professor in the Department of English at the City University of Hong Kong Marilyn Martin-Jones is professor of bilingualism and education at the University of Wales, Aberystwyth Lorenza Mondada has a Ph.D. in linguistics and now works as assistant professor of French linguistics at the University of Basel Helen Moore has worked in various contexts with teachers of English to speakers of other languages since 1971. Most of this time she has been based in the Graduate School of Education at La Trobe University in Melbourne, Australia Lin Ndayipfukamiye completed his Ph.D. at Lancaster University in 1993. He now lives in Canada, where he teaches in French immersion and French programs Donna Patrick is an assistant professor in the Department of Applied Language Studies at Brock University in St. Catharines, Ontario Ben Rampton is a reader at the School of Education, King's College, University of London Celia Roberts is senior research fellow at the School of Education, King's College, University of London Srikant Sarangi is reader at the Centre for Language and Communication Research, Cardiff University Mukul Saxena has just taken up an appointment as a senior lecturer at the Department of English Language and Applied Linguistics at the University of Brunei Darussalam

Table of Contents

Preface	ix
Introduction: Symbolic Domination, Education, and Linguistic Difference	1	(28)
Monica Heller
Marilyn Martin-Jones
Part I Constructing Legitimate Language: Rtualization and Safetalk	29	(140)
Co-Constructing School Safetime: Safetalk Practices in Peruvian and South African Classrooms	31	(26)
Nancy H. Hornberger
J. Keith Chick
Codeswitching and Collusion: Classroom Interaction in Botswana Primary Schools	57	(20)
Jo Arthur
Language and Educational Inequality in Primary Classrooms in Kenya	77	(24)
Grace Bunyi
The Contradictions of Teaching Bilingually in Postcolonial Burundi: From Nyakatsi to maisons en Etages	101	(16)
Lin Ndayipfukamiye
Turn-Taking and the Positioning of Bilingual Participants in Classroom Discourse: Insights from Primary Schools in England	117	(22)
Marilyn Martin-Jones
Mukul Saxena
Symbolic Domination and Bilingual Classroom Practices in Hong Kong	139	(30)
Angel M. Y. Lin
Part II Coping with Contradiction and Creating Ambiguity	169	(146)
``Like You're Living Two Lives in One Go'': Negotiating Different Social Conditions for Classroom Learning in a Further Education Context in England	171	(22)
Celia Roberts
Srikant Sarangi
Constructing Hybrid Postcolonial Subjects: Codeswitching in Jaffna Classrooms	193	(20)
Suresh Canagarajah
Language Values and Identities: Codeswitching in Secondary Classrooms in Malta	213	(22)
Antoinette Camilleri Grima
Classroom Interaction and the Bilingual Resources of Migrant Students in Switzerland	235	(34)
Lorenza Mondada
Laurent Gajo
Authority and Authenticity: Corsican Discourse on Bilingual Education	269	(28)
Alexandra Jaffe
Languages of State and Social Categorization in an Arctic Quebec Community	297	(18)
Donna Patrick
Part III Contestation and Struggle	315	(110)
Collusion, Resistance, and Reflexivity: Indigenous Teacher Education in Brazil	317	(18)
Marilda C. Cavalcanti
Telling What Is Real: Competing Views in Assessing ESL Development in Australia	335	(46)
Helen Moore
Legitimate Language in a Multilingual School	381	(22)
Monica Heller
Youth, Race, and Resistance: A Sociolinguistic Perspective on Micropolitics in England	403	(16)
Ben Rampton
Conclusion: Education in Multilingual Settings: Stakes, Conditions, and Consequences	419	(6)
Monica Heller
Marilyn Martin-Jones
Author Index	425	(6)
Subject Index	431	(6)
About the Contributors	437