Browsing by Subject "Language ideology"
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Item Bereketli Topraklar Üzerinde : dialogic speech as subaltern insurgency(2016-05) Chovanec, Matthew Latham; Okur, Jeannette Squires; Brustad, KristenThis paper will argue that Orhan Kemal’s 1954 novel, Bereketli Topraklar Üzerinde, uses a predominance of dialogic speech as a narratological strategy which allows for the represention (Darstellung) of subaltern voices rather than a speaking on their behalf (Vertretung). Countering Spivak’s claim that the intellectual erases the subaltern’s speech through his/her attempts to represent it, Orhan Kemal is able to portray rural Anatolia because dialogic speech is irreducibly indexical to the sociolinguistic complexities and political contestations of the social world. In additon, subaltern consciousness will be shown to emerge intersubjectively through dialogue rather than as a effect of discrete class positions or political revelations. This paper will perform a sociolinguistic analysis of the speech found in Bereketli Topraklar Üzerinde to show how individuals in conversational speech perform and contest identities, how they express and agree upon knowledge, and how the indeterminacy and open-ended nature of their speech holds open a space against the enclosing pressure for it to become a “text-for-knowledge”.Item Defining bilingualism : the language ideologies and linguistic practices of bilingual teachers from the U.S.-Mexico border(2015-05) Zúñiga, Christian Ellen; Palmer, Deborah K.; Callahan, Rebecca M; Maloch, Anna E; Martínez, Ramón A; Martínez-Roldan, Carmen MThis study examines how three heritage bilingual teachers from the Texas U.S.-Mexico border articulate their understanding of bilingualism and how they embody those understandings in their classroom language practices and policies. All three teachers were assigned to a “one way” dual language classroom in first or third grade. I draw on theoretical frameworks related to language policy, language ideology, and borderland and postcolonial perspectives of languaging. Key findings suggest that the teachers defined bilingualism around ideas of adequacy that ranged across contexts, interpretation of second language acquisition theories, and an ability to meet the demands of academic language. Additionally, the teachers’ articulated and embodied ideologies drew on a spectrum of language practices and language ideologies that co-existed in the same classroom. Finally, the teachers’ practices and policies were situated within larger, pervasive schooling structures, like standardized assessment. The findings have implications for how bilingualism is understood and supported for language minority students, particularly in the areas of teacher education, language and assessment policy, and theory describing the relationship between language and identity.Item Dual language bilingual education program implementation : teacher language ideologies and local language policy(2015-05) Henderson, Kathryn Isabel; Palmer, Deborah K.; Callahan, Rebecca M.; Martínez, Ramón; Dukerich, Janet; Fitzsimmons-Doolan, ShannonIn this dissertation, I investigated the top-down implementation process of a dual language bilingual education (DLBE) program in over 60 schools in a large urban school district in Texas to identify language ideologies and issues of language policy and policy implementation according to local participating educators. Drawing on a language policy framework and research in linguistic anthropology to define language ideologies, I employed a multi-method approach (survey (n=323 educators), interview (n=20 DLBE teachers) and observation (n=3 DLBE teachers)) to measure and better understand language ideology and its significance for local language policy. Analysis revealed ideological tension and multiplicity, within and across educators, within single statements and overtime. For example, during interviews most teachers expressed additive views towards bilingualism, but subtractive views towards non-standard variations of each language. Similarly, several teachers articulated additive ideologies towards bilingualism while articulating the relative greater importance of English language acquisition. These ideological tensions operated in distinct ways at the classroom level. One teacher strictly followed the DLBE policy in her classroom to support bilingual/biliteracy development, but she also discouraged certain students and families from participating in the program because of their non-standard language practices. This dissertation complicates traditional understandings of the role of language ideologies within language policy implementation. Much research in our field discusses bilingual programs and program implementation in dichotomous terms (i.e. subtractive/additive). In contrast, I demonstrate how the multiplicity and complexity of language ideologies must be considered when trying to discuss the ideological struggle involved in implementing pluralist bilingual programs within an English dominant society. I present four potential models to conceptualize and analyze ideological tension as well as a discussion on the relationship between language ideologies and local language policy. Implications for teacher education, DLBE policy and future research are considered.Item Heritage, history and identity : complexity in language maintenance within multigenerational families(2009-12) Chiang, Wai-Fong 1967-; Keating, Elizabeth LillianMy dissertation research employs theories that examine the relationship between language and social meaning to look at semiotic processes through which ideologies of differentiation are formed. This dissertation considers language use and heritage language maintenance in four multigenerational families whose ancestral language was a target of elimination by national language policies. Utilizing paradigms for examining the semiotic processes of ideologies of language differentiation, as well as identity formation, this dissertation attempts to untangle the various language ideologies surrounding the different language resources within the ethnic Chinese community in Singapore and examines their effects on identity formation and intergenerational interactions where different language competencies are featured. Linguistic resources in Singapore are legitimized with differentiating attribution of linguistic capital where four official languages are placed higher than the heritage languages, and within the official languages, English is legitimized as the language for business and science, and for use in interethnic communication. Differentiation is constructed among the languages, which then project indexical values to their speakers and their respective linguistic behaviors. Taking a discourse-centered approach and paying attention to historicity, this dissertation provides an in-depth analysis of language patterns in multigenerational families. The findings show varying degree of heritage language maintenance at home and language shift from the heritage language in the public sphere. The study also identifies a unique skipped-generational heritage language transmission phenomenon resulting from changes in woman’s roles, as well as from the complexity of identity configurations featuring ethnic, heritage, linguistic, and national affiliations. This dissertation also examines processes of intergenerational language negotiation foregrounding age and religion as two intersecting factors, discussing their implications on traditional family values, family structure, as well as heritage language maintenance. Utilizing multigenerational and multilingual families as a research site encompasses alternative linguistic markets and temporalities to examine the creative use of linguistic resources by speakers for identity formation and language maintenance efforts.Item Sexual harassment discourse in Egypt : a sociolinguistic analysis(2012-05) Anderson, Kristine Ellen; Brustad, KristenIn recent years, the issue of sexual harassment in Egyptian society has attracted a significant amount of media attention in the form of newspaper articles, academic studies, television discussion programs, social media campaigns, and blog posts. In this thesis, I examine the language used in samples taken from television discussion programs and videoblogs in which Arabic speakers directly address the topic of sexual harassment, which I term sexual harassment discourse. I analyze the linguistic characteristics of this discourse, with the aim of discovering how speakers make use of various linguistic tools to achieve a targeted reaction or desired response in their audience. I will demonstrate how these tools allow speakers to both achieve an emotional connection with their audience, which I term empathy, or to place themselves within a power hierarchy, which I term legitimacy. Ultimately, I will show that sexual harassment discourse is indicative of an emergent and innovative new kind of public discourse in Egypt.Item Uncivilized language and aesthetic exclusion : language, power and film production in Pakistan(2016-12) Kirk, Gwendolyn Sarah; Keating, Elizabeth Lillian; Campbell, Craig A. R., 1973-; Ali, Kamran; Epps, Patience; Khan, Ali; Stewart, Kathleen; Webster, AnthonyThis study investigates language ideologies and aesthetics in Pakistan through an ethnographic study of the Punjabi film industry, known popularly as “Lollywood.” Punjabi is the mother tongue of about 45 percent of the Pakistani population and the most widely-spoken language in the most politically and economically powerful province, yet it has long been relegated to a subordinate position by hegemonic political and cultural apparati, which give preference to Urdu and English. Punjabi films, like the language, are heavily denigrated by the cultural elites (particularly the English-speaking upper class) as crude and vulgar. While most studies on film and language are textual in nature, this research hopes to join a burgeoning body of ethnographic work on cinema in finding new approaches to understanding film production, film culture, and the relationship of cinema to language politics. This dissertation asks how an ethnographic study of film—and specifically cinematic production—might contribute to a broader understanding of both cultural and linguistic practices. Specifically, I seek to explore the connections that emerge from and inhere in the relationships between the Punjabi language and the aesthetics, representations, solidarities, and social commentaries found in Punjabi popular cinema. Moreover, I argue that an examination of the particular kind of language used in film, the register I call Filmi Punjabi, is key to understanding how these issues are connected. Finally, I seek to explore what happens to a community of analog filmmakers in a rapidly digitizing world; how do they navigate the concurrent technological and aesthetic shifts that often seem to threaten not just their economic opportunities but also their filmmaking praxis and community networks? This project takes the cinema industry as a lens through which to investigate the relationships between issues such as class, ethnicity, and gender, aesthetic and moral hegemonies, and linguistic and cultural practices in contemporary Pakistani Punjab.