Language as a local practice
Abstract
Language as a Local Practice addresses the questions of language, locality and practice as a way of moving forward in our understanding of how language operates as an integrated social and spatial activity. By taking each of these three elements language, locality and practice and exploring how they relate to each other, Language as a Local Practice opens up new ways of thinking about language. It questions assumptions about languages as systems or as countable entities, and suggests instead that language emerges from the activities it performs. To look at language as a practice is to view language as an activity rather than a structure, as something we do rather than a system we draw on, as a material part of social and cultural life rather than an abstract entity. Language as a Local Practice draws on a variety of contexts of language use, from bank machines to postcards, Indian newspaper articles to fish-naming in the Philippines, urban graffiti to mission statements, suggesting that rather than thinking in terms of language use in context, we need to consider how language, space and place are related, how language creates the contexts where it is used, how languages are the products of socially located activities and how they are part of the action. Language as a Local Practice will be of interest to students on advanced undergraduate and post graduate courses in Applied Linguistics, Language Education, TESOL, Literacy and Cultural Studies.
... For Pennycook (2010), the debate on the assumption of language as a system or countable entities to be accessed for communication has been questioned through the lens of ELF which suggests that language emerges from the local where it is spoken and the activities it performs. For him, "[...] language emerges from the activities it performs. ...
... In other words, the focus has shifted towards the local. The notion of language as a system is challenged in favor of a view of language as doing (Pennycook, 2010). Canagarajah (2008) also proposes a parallel rationale for language learning in which languages are always emergent and not predefined. ...
Language is a social practice and, therefore, is embedded within social, cultural, political, and economic relations. According to Benesch (2001), language is a site of struggle, a range of discourses competing for legitimacy in specific social contexts where power is unevenly distributed. Due to its transnational and transcultural scope, English is increasingly understood as a Lingua Franca that challenges the ideology of the supposed superiority of the native speaker, as well as the concept of the nation-state and the interrelations between language, territory, and culture. Furthermore, since the establishment of the Modernity/Coloniality group (CASTRO-GOMEZ; GROSFOGUEL, 2007), theories of decoloniality have been widely discussed in various academic fields, including Applied Linguistics and English teaching and learning. For this reason, Souza and Duboc (2021) argue in favor of a more performative decolonial praxis in order to identify, interrogate, and disrupt coloniality in different spheres of contemporary social relations, including language teaching and learning. In this sense, this article aims to reflect upon the role of English as a Lingua Franca (ELF) in teacher education as a key concept for promoting a decolonial approach to English language teaching from the Global South.
... For us, language is much more than the features (grammar, phonology, etc.) which purportedly characterize them. We resonate with Pennycook's (2010) understanding of language (and languaging) practices as being sedimented social activities, grounded in localized contexts. If languages are indeed the constructs and manifestations of localized realities, their speakers will play a part in instantiating the languages they use, identify with, and help to localize (see Pennycook, 2010). ...
... We resonate with Pennycook's (2010) understanding of language (and languaging) practices as being sedimented social activities, grounded in localized contexts. If languages are indeed the constructs and manifestations of localized realities, their speakers will play a part in instantiating the languages they use, identify with, and help to localize (see Pennycook, 2010). Furthermore, if Pennycook (2022, p. 13) is right in saying that 'we are who we are . . . ...
As plurilingual academic English teachers in Japan, we reflexively examine our professional identities shaped by our education in cosmopolitan Singapore. We acknowledge that language and social relations are often ideologically charged, with struggles over speak-erhood and speakerism reinforcing power asymmetries. Recognizing the life contingencies of language users and educators, we also see the transformative potential of multilingualism and multilingua franca in reshaping language teaching. Through our borderland narratives, we explore experiences of relocation and dislocation when we moved from Singapore to Japan, and the subsequent renegotiation of our professional identities across national, cultural, and sociolinguistic landscapes. Specifically, we reflect on how these transitions affected our sense of community membership and professional positioning. By adopting a duoeth-nographic approach, we critically assess the struggles encountered from our border-crossing experiences, particularly in relation to issues of speakerhood and speakerism, and how these shape our work as educators in Japan.
... Some users feel that the prevalence of English may overshadow local languages and cultures, potentially leading to cultural homogenization and the erosion of linguistic diversity. This perspective underscores the importance of balancing the use of English with the promotion and preservation of native languages and cultural expressions (Pennycook, 2010). ...
... However, this study also reveals the challenges associated with this linguistic choice, as some creators expressed concerns about potential negative feedback due to linguistic inaccuracies or the overshadowing of the Thai language. These concerns resonate with Pennycook's (2010) discussion on the dominance of English and its impact on local languages and cultural expressions. Moreover, the mixed or neutral attitudes towards using English reflect a pragmatic approach to language use, where creators balance the practical benefits of using a widely understood language with the desire to maintain cultural authenticity. ...
This study explores the cultural presentation and attitudes towards using English among Thai TikTokers, focusing on how they create and present cultural content. Utilizing detailed content analysis of video titles, descriptions, and comments, alongside semi-structured interviews with 20 selected TikTokers, the research reveals the diverse motivations and challenges faced by these creators. The findings highlight a wide range of cultural content, including ethnic, lifestyle, national, subcultures, and youth cultures, which serve to engage audiences and promote cultural exchange. The study also identifies the overlapping nature of cultural presentation strategies, such as visual storytelling, educational content, user engagement, and the strategic use of hashtags and multilingual content. These strategies are designed to increase the visibility and impact of their content, enhancing a sense of global community and cultural understanding. The study categorizes attitudes towards using English into positive, negative, and mixed. While some TikTokers embrace English to broaden their international reach and facilitate intercultural communication, others express concerns about language proficiency, such as accents and grammatical accuracy, which may lead to negative feedback. This complexity underscores the challenges of multilingual content creation, balancing cultural authenticity with global engagement. By linking these findings with existing theories and studies, the research offers a comprehensive understanding of digital cultural representation on social media platforms. The insights contribute to the broader field of social media studies, providing implications for future research on content strategies, cultural communication, and the role of language in digital media.
... Recent studies have demonstrated that the curricula, textbooks, and other educational materials are generally not relevant to the cultures of migrant children, and in the case of English language textbooks, the majority of the content displays native speaker cultures, disregarding multiculturalism in Thailand and other Asia-Pacific nations (Syahri & Susanti, 2016, Thumvichit, 2018Yamada, 2010;Yuen, 2011). However, at present, the English language is extensively used as a global lingua franca for intercultural communication and, in reality, it is rarely associated with native speaker cultures but embraces diverse cultures of speakers from different backgrounds (Canagarajah, 2009(Canagarajah, , 2011Jenkins, 2015;Pennycook, 2010). ...
... English is currently the most widely used lingua franca in the world, which means that it is shaped by a large number of non-native speakers in various multilingual and multicultural settings and local contexts (Canagarajah, 2009;Jenkins, 2015;Pennycook, 2010). Thus, it is no longer sensible for ELT to be solely associated with American and British cultures. ...
Textbooks have always played a significant role in the field of English language teaching (ELT). They are the main source that conveys cultural values and information in the language classroom. However, compared to the increasing number of migrants in Thailand, and particularly migrant children in Thai public schools, ELT textbooks have yet to properly take into consideration the reality of the multicultural Thai context. Eng-lish is currently the most widely used lingua franca in the world, which means that it is shaped by a large number of non-native speakers in various multilingual and multi-cultural settings and local contexts. Thus, it is no longer sensible for ELT to be solely associated with Anglophone cultures. This study is based on observations in classrooms and semi-structured interviews with three Thai teachers of English at a government primary school in Samut Sakhon province in Thailand. Findings demonstrate that there is a strong need for more cultural content related to ASEAN countries in English textbooks, especially in multicultural schools. Furthermore, this study addresses implications for future ELT practices and materials for Thai primary schools in light of the continuously growing diversity within Thai society.
... By recognising and appreciating students' varied linguistic identities, CMLA fosters a more welcoming and encouraging learning environment. Pennycook (2010) argues for a view of language as a local practice, embedded within specific social and cultural contexts. This perspective challenges the notion of language as a universal or abstract system, emphasizing the importance of considering the specific contexts in which language is used and interpreted. ...
This article explores the impact of Critical Multilingual Literacy Awareness (CMLA) on enhancing critical thinking skills among literature students. By integrating multilingual texts with critical literacy practices, CMLA fosters a more nuanced approach to literary analysis, encouraging students to engage deeply with diverse linguistic and cultural perspectives. The study employs a qualitative case study methodology, involving 30 undergraduate literature students from varied linguistic backgrounds, and utilizes classroom observations, interviews, and written assignments to assess outcomes. Findings reveal significant improvements in students' abilities to conduct comparative analyses, understand contextual nuances, and engage in reflexive thinking. The results underscore the transformative potential of CMLA in literature education, advocating for its broader implementation to cultivate critical thinking and intercultural competence in an increasingly interconnected world. This research not only contributes to the academic discourse on multilingualism in education but also provides practical strategies for educators seeking to enrich their teaching practices.
... No presente capítulo, buscamos refletir sobre o conceito de educação, de forma geral, e de políticas linguísticas educacionais, de forma específica, em contextos africanos. Para tanto, dialogamos com uma abordagem crítica e decolonial de educação em África, com enfoque no ensino e aprendizagem de línguas em contextos multilíngues e interculturais do Sul Global Severo, 2022;Makoni, 2019;Makalela, 2021;Pennycook;Makoni, 2020;Thiong'o, 2020;Walsh, 2009). Defendemos que os contextos educacionais locais podem contribuir para um projeto descolonial relativo tanto ao ensino e aprendizagem de línguas quanto à política educacional de línguas da seguinte forma: (i) contribui para uma mudança na geografia da razão (Gordon, 2020), concernente à nossa compreensão sobre a experiência da linguagem em contextos educacionais africanos multilíngues, enfocando vivências do Sul Global; (ii) expande nosso compromisso ético com o papel desempenhado pela autonomia e a posicionalidade dos sujeitos africanos na definição das agendas relativas à política linguística educacional e ao próprio significado da língua/linguagem no âmbito educacional. ...
... Estas críticas coinciden en la necesidad de superar la hegemonía del inglés y remediar la rutinización, simplificación y desconexión sociocrítica presentes en muchas de las propuestas de formación docente en Colombia. Al mismo tiempo, estas críticas convincentemente resaltan la importancia de concebir la noción de 'lengua' más allá de medio de comunicación que debe dominarse, abogando por estudiarla y entenderla más como práctica social (Pennycook, 2010). ...
Los estudios sobre tendencias investigativas en programas de maestría
en enseñanza de lenguas enfrentan dos desafíos significativos: en
primer lugar, su enfoque se ha limitado casi exclusivamente a la
formación de profesores de inglés, dejando de lado otras lenguas
importantes; en segundo lugar, han dependido en gran medida de
fragmentos de tesis o datos recopilados a través de entrevistas y
encuestas, sin un análisis comprensivo de los informes completos
de investigación. Este estudio documental busca abordar estas
problemáticas al examinar críticamente las tendencias temáticas y
metodológicas de un programa de maestría en enseñanza de inglés,
francés y español. Se analizan 107 tesis completadas desde el inicio
del programa en 2009 hasta 2022, utilizando el software Atlas-ti8. El
objetivo principal es identificar áreas de acción investigativa donde
las tres lenguas puedan complementarse mutuamente, destacando
la necesidad de una mayor diversificación, un enfoque más crítico
y la promoción de puentes investigativos multilingües. Este análisis
revela oportunidades para el enriquecimiento investigativo mutuo,
pero también subraya la importancia de ampliar y profundizar la
investigación en este campo.
Palabras clave: enseñanza de lenguas, programas de maestría,
tendencias investigativas
... El surgimiento del internet y el desarrollo de la comunicación a través de este medio, como los teléfonos celulares, ha contribuido a que, aunque las personas se muevan de un lugar a otro, desarrollen y mantengan prácticas sociales, culturales, religiosas, económicas o políticas que los vinculan con cada uno de estos espacios (Blommaert y Backus, 2012). Como consecuencia de esto se ha cuestionado el concepto de lengua como un sistema, caracterizado por estructuras estables y relacionada a un espacio, comunidades o personas específicas (Blommaert 2010, Pennycook 2010, entre otros). También como consecuencia de estos nuevos entornos superdiversos, Blommaert y Backus (2012) sostienen que los repertorios lingüísticos se deben entender mejor como una colección de recursos que no están ligados a una comunidad, en el sentido de Gumperz y Hymes, sino que son individuales, personales y dependen de nuestras experiencias de vida. ...
Trayectorias, repertorios y competencias lingüísticas de estudiantes transnacionales en Nayarit, México
... Understanding language practices and linguistic situations requires taking into account "the perspectives, the language ideologies, the local ways of knowing, through which language is viewed," in the sense that language is both the choices we make but also the retrospective creation of these choices. 21 When presenting our research at different universities, students and staff from English departments nearly always told us that we 'need to look at French.' Similarly, when learners and teachers complained about the absence of English in Algeria and the impossibility of practising, what they also (or mostly) referred to was the comparatively high presence of French. When we mentioned to students and teachers in language schools that their situation was not dissimilar to that of most learners around the world, several participants explicitly stated that the only way to learn was for English to become as present as French currently is in Algiers. ...
... Moreover, in this way, the local can become a space of language production and instruction for its own purpose, as articulated by the needs of the community, and not merely in service of the West. Producing alternative methods from the local context is a pedagogical strategy that has been reiterated by other scholars (Canagarajah, 2005;Flores & Rosa, 2015;Motha, 2014;Pennycook, 2010;Shin, 2006;Veronelli, 2015), highlighting the related significance of the particular context to pedagogical design and assessment (Matsuda, 2006). ...
The colonial legacy of English instruction has become especially relevant within the field of TESOL. While it is promising that increasing attention is being paid to the issue of colonialism and its historical and contemporary impact on the teaching of English, educators might be left without a clear sense of how to traverse the precarious path of English teaching given the realities of the colonial context. The purpose of this article is to present a brief overview of the different proposed strategies for addressing the enduring influence of colonialism in English language teaching. Specifically, it provides a research review of the various methods and pedagogical applications for addressing colonialism in English instruction. This article is intended as a resource to aid practitioners in working reflectively with the continuing effects of colonial English while moving toward decolonial options for English language teaching.
... Mexikanische Telenovelas werden so Teil des transidiomatischen Repertoires albanischer Remigranten aus Italien, die aus mehreren Quellen ihnen adäquate mediale Angebote wählen. Angesichts der steigenden Zahl von Kommunikationsmöglichkeiten nimmt auch die Wahrnehmung von mobilen Praktiken zu (Deumert 2014), die in Form von mobil verfügbaren Medien im Internet als Textnachrichten oder Bilddienste auf Sprache als lokale Praxis aufbauen (Pennycook 2010), aber in gewisser Weise die Teilhabe an multiplen lokalen Welten ermöglichen. Sprachenpolitisch sind diese Plattformen (wie etwa Instagram, Twitter etc.) und ihre Inhalte meist nicht geregelt, da sie formal als technologische Plattform (und nicht als Verlag, Medienhaus u.ä.) auftreten. ...
... Focusing on the processes' dynamicity allows language to co-exist and interact with scientific ideas. From this angle, language is an inclusive, flexible, and adaptable communication practice that individuals apply dexterously across places and times (Ortiz and Ruwe 2021;Pennycook 2010). By providing science teachers with concrete examples of how to embrace linguistic diversity in their instructional practices, educators can empower them to create supportive learning environments that facilitate language-rich interactions and collaborative sense-making. ...
This commentary proposes the metaphor of “languaging-as-practice” in science education as an alternative to “language-as-tool” metaphors. Describing language as a tool implicitly positions language as static and unchanging and assumes that named languages are distinct and bounded entities. In contrast, describing languaging as a practice acknowledges the multiple and advanced ways speakers draw on many aspects of their linguistic repertoires while often crossing purported boundaries between named languages. This approach is grounded in translanguaging theory and offers a dynamic understanding of language in educational settings. It envisions students constructing and expressing scientific knowledge by drawing on their complete linguistic repertoires. By advocating for this approach, we aim to promote practices that acknowledge and leverage the diverse linguistic backgrounds of students, fostering inclusive and effective learning environments. While this approach has gained some traction in language-education circles, we believe it needs more consideration in the science education community. We also critique the limitations of viewing language merely as a tool for reproducing predefined scientific concepts and discourses, proposing that a more expansive approach to language can enhance opportunities for scientific sense-making and knowledge construction. We urge science education researchers and practitioners to shift how we think and talk about language in the science classroom to adopt and act upon a metaphor of “languaging-as-practice.”
... Literature on language and identity highlights the performative nature of "conyo" style, highlighting its role in both reinforcing and subverting cultural norms (Pennycook, 2010). Participants' humorous use of "conyo" style in digital contexts not only facilitates expression but also invites critical reflection on societal attitudes towards language mixing. ...
This qualitative study explored how Cebuano-English-speaking youth navigate language use in digital environments to shape their online identities. Using a Descriptive Phenomenology approach, the research examined the complex relationship between language preferences and digital interactions among participants. Key findings highlight the preference for using Cebuano in casual digital interactions to maintain cultural identity and foster social connections. Additionally, the study reveals the adoption of 'conyo' language—a mix of Cebuano and English—for humor and social bonding purposes. Participants also indicated a strategic preference for English in contexts where credibility and professionalism are valued, reflecting broader societal perceptions. The study emphasizes implications for educators and policymakers to support linguistic diversity online and promote inclusive language practices that celebrate native languages like Cebuano. It also identifies a research gap concerning the influence of global digital trends on local language dynamics among youth. Future studies could further explore how digital environments shape language attitudes and identity formation, informing strategies to enhance digital literacy and intercultural understanding.
Keywords: translanguaging, digital communication, Cebuano-English youth, language identity, bilingualism, social media
... Thus, urban space represents a dynamic collection of events that work in synergy (Ladouce et al., 2010). Pennycook (2010) suggests that how people use language is influenced by their understanding of the specific place they are in and the communicative activities they engage in there. Each space, whether physical, institutional, social, or cultural, shapes language use differently (Busch, 2015). ...
The case of multilingual and multicultural George Town World Heritage Site (GTWHS) illustrates that language practices among its urban community are varied across different settings and interlocutors. The study aims to identify current language practices in GTWHS, particularly those influenced by urban space and repertoires. Using a mixed-method research design, the study included a sample size of 156 respondents and covered areas in both the Core and Buffer Zones of George Town, Penang. Data analysis then comprises discussions on language repertoires of the interlocutors within the domains of the respective social interactions. Findings of the study show that the use of English, Malay, Mandarin and code-switching are several of the patterns of language use that can be observed in the city. The ability to style shift among the respondents is also indicative of language patterns that interact with both the physical and social settings that they belong to. As a result, these language practices can be fluid in order to facilitate the needs of the communicative activities as the interlocutors relocate themselves in different spaces or domains within the George Town city. More importantly, the study highlights heterogenous populace, linguistic repertoire and cultural practices as determinants that further characterise the overall cityscape of urban social environment and its speech community.
... Practices in this context are understood as behaviour or sets of activities that are governed by language regimes (cf. Pennycook, 2010), where language regimes comprise habits, rules, and ideologies (Coulmas, 2017). Besides the beliefs about language, several chapters highlight the role of institutional rules and policies that shape language use, for instance, one language might be preferred over another because it is merited in assignments or perceived as more valuable for publications. ...
This chapter surveys language in the multilingual university at the levels of institutional policies, language practices in higher education and professional activities, and related beliefs about language use. The distinct political and historical contexts that shape language use in universities are taken into account by drawing on studies from various geo-linguistic contexts. Among the languages used, English plays a prominent role as the major language for research communication and increasingly as a viable language choice for teaching and learning in non-anglophone countries. Yet, language is not a neutral medium for accessing knowledge but entangled in questions of social justice.
... It is not intended as a public message, but its appearance on an interior wall means that it is not hidden from the public either, although only a very few Dakarois, mostly other Chinese shopkeepers, would be able to interpret it. The private/public Centenaire shop wall text, the likes of which can be found, mutatis mutandis, in other African cities, 6 is striking in the way it brokers between Chinese, French, and Wolof to reflect language as a local practice (Pennycook 2010). The writing practices are the result of a confluence of global forces such as migration and colonization, but as an ensemble they are characteristic of only a single locale: Dakar's Marché Centenaire. ...
... No presente capítulo, buscamos refletir sobre o conceito de educação, de forma geral, e de políticas linguísticas educacionais, de forma específica, em contextos africanos. Para tanto, dialogamos com uma abordagem crítica e decolonial de educação em África, com enfoque no ensino e aprendizagem de línguas em contextos multilíngues e interculturais do Sul Global Severo, 2022;Makoni, 2019;Makalela, 2021;Pennycook;Thiong'o, 2020;Walsh, 2009). Defendemos que os contextos educacionais locais podem contribuir para um projeto descolonial relativo tanto ao ensino e aprendizagem de línguas quanto à política educacional de línguas da seguinte forma: (i) contribui para uma mudança na geografia da razão (Gordon, 2020), concernente à nossa compreensão sobre a experiência da linguagem em contextos educacionais africanos multilíngues, enfocando vivências do Sul Global; (ii) expande nosso compromisso ético com o papel desempenhado pela autonomia e a posicionalidade dos sujeitos africanos na definição das agendas relativas à política linguística educacional e ao próprio significado da língua/linguagem no âmbito educacional. ...
In this chapter, we discuss the challenges facing language-in-education policy implementation in Ghana and suggest ways to re-envision the policy. We indicate that the current language policy does not reflect the multilingual situation of the country, especially local ways of knowing and using language. We contend that an alternative way of framing the policy is for policymakers to recognize the colonial orientation of the policy and re-frame it in line with the multilingual realities of Ghanaians.
... Além disso, a agência é uma capacidade essencial para formação da identidade dos agentes, permitindo aos indivíduos alternativas para atingir seus objetivos, transformar os contextos nos quais eles atuam e contestar papeis atribuídos a eles por discursos dominantes (Beauchamp;Thomas, 2009). Assim, a capacidade de agência permite repensar papeis identitários, ao estimular o pensamento "alternativo" (otherwise) e permitir outras possibilidades aos agentes (Pennycook, 2010). ...
O objetivo deste estudo foi construir um modelo de política linguística (PL) que buscou promover práticas linguísticas mais democráticas, para apoiar a internacionalização de instituições de ensino superior (IES) no Brasil, considerando principalmente a questão da governança e dos tomadores de decisão em PL. Para tanto, foi realizada uma pesquisa bibliográfica com enfoque nos tomadores de decisão (aqui indicados como atores/agentes políticos, pois atuam em questões de formulação, implementação e avaliação de políticas) e nas questões de governança, considerando o ciclo de políticas discutido por Ball (2019) e comentado por Gimenez (2013), além de temas relacionados a políticas linguísticas em geral, internacionalização e multilinguismo. Também foi utilizada uma enquete, da qual participaram instituições que integram o programa Capes PrInt (programa institucional de internacionalização) instituído em 2017. Os resultados sugerem que os seguintes aspectos devem ser considerados na formulação de políticas linguísticas para IES brasileiras, com vistas a processos de internacionalização: múltiplos agentes e níveis; interpretação de políticas; políticas como intervenções textuais; capacidade de agência; relações entre agentes; e negociação de políticas. Dessa forma, espera-se que (ao adotar esses aspectos) as práticas linguísticas sejam mais democráticas em contextos universitários impactados por processos de internacionalização.
... In addition, agency is an essential capacity for shaping the identity of actors, allowing individuals alternatives for achieving their goals, transforming the contexts in which they act and contesting roles assigned to them by dominant discourses (Beauchamp;Thomas, 2009). Thus, the capacity for agency makes it possible to rethink identity roles by stimulating "alternative" (otherwise) thinking and allowing actors other possibilities (Pennycook, 2010). 8 Practices related to the issue of agency (Trent, 2015) include: (1) engagement -actors establish and maintain joint actions, negotiate meanings/values and establish relationships with each other; (2) imagination -actors create images/perceptions of the world, over time/space, going beyond their individual experiences; (3) alignment -actors coordinate their own actions with existing structures/activities, allowing the values of an organization to become part of the values of the actors themselves (and vice versa). ...
This study aimed at building a language policy (LP) model that sought to promote more democratic language practices to support the internationalization of higher education institutions (HEIs) in Brazil, considering mainly the issues of governance and decision-makers in LP. To this end, bibliographic research was carried out focusing on decision-makers (indicated here as political actors/agents, as they act in matters of policy design, implementation and evaluation) and governance issues, considering the policy cycle discussed by Ball (2019) and highlighted by Gimenez (2013), as well as topics related to language policies in general, internationalization and multilingualism. A survey was also used, in which institutions that are part of the Capes PrInt program (institutional internationalization program), established in 2017, participated. Results suggest that the following aspects should be considered when designing language policies for Brazilian HEIs with a view to internationalization processes: multiple actors and levels; policy interpretation; policies as textual interventions; capacity for agency; relations between actors; and policy negotiation. This way, it is expected that (by adopting these aspects) language practices will be more democratic in university contexts impacted by internationalization processes.
... A recent volume begins to address this matter, with the editors Baynham and Prinsloo (2010) in their Introduction pointing expressly to the relevance of work in what has been described as practice theory and philosophy (Green [Ed.], 2009). Pennycook (2010) has also sought to engage with this work in his account of "language as a local practice". ...
The penultimate chapter in a book exploring the 3D literacy model conceptually (Green & Beavis [Eds], 2012) as well as in practice and policy, the focus here is on extending and elbowing the model, and on providing resources for developing it further. The chapter does so by introducing notions of time and practice.
... I also agree with Leander and Boldt's (2013) critique of multiliteracies, especially their view of design, which is prescribed by Western grammars and discourses, and overemphasizes texts while paying little attention to affects and bodies in meaning-making. These two latter elements have always been important elements of social and literacy practices across cultures (Bucholtz & Hall, 2016;Pennycook, 2010Pennycook, , 2017. As such, returning to them is necessary for more meaningful approaches to literacy education that transcend neoliberal, utilitarian models. ...
Literacy scholars have pointed out the neoliberal co-opting of literacy and language learning, specially when English is often promoted as the language of progress by the English language teaching industry and educational policies worldwide. This utilitarian discourse on English language learning has been passively accepted and reinforced by governments, policy makers, educators, and society in general. Such positioning not only furthers neoliberal values of competition and individualism, but also perpetuates Western ideas of development that have proven to be detrimental for our planet. Scholars in the field of Education have acknowledged the necessity of prioritizing indigenous epistemologies to transform education. Thus, in this article I introduce the ‘Pluriversal literacies’, a decolonial framework which conceptualizes literacies as relational, land-based, and multisentient practices, such as weaving plants, constructed within communities and their territories. I argue that this framework may facilitate the transformation of English language teaching, especially in foreign language contexts, by centering and valuing the knowledges, cultures, and literacies of non-dominant learners.
... With their recent entries into applied linguistics and language education research (e.g., Bangou et al., 2020;Guerrettaz et al., 2021;Pennycook, 2016;Toohey, 2019;Toohey et al., 2020), these theories radically shake how language and language learning are understood, suggesting that language is distributed across humans, spaces, and materials (Pennycook, 2016). These theoretical approaches resonate with other advancements in applied linguistics, theorizing language as languaging-that is, as a doing (see e.g., Garcia & Wei, 2014;Pennycook, 2010Pennycook, , 2018Toohey, 2019). The notion of languaging has been used in various ways in the applied linguistics literature. ...
There are calls for developing ways to teach language that can inspire and motivate students to study additional languages. While previous research has pointed toward benefits of arts‐based activities in language learning, combining language and dance has mainly been studied with younger language learners. Contextualized within the course “Dance with language,” this study explores spoken word choreographies—word‐ and movement‐based choreographies—that combine dance and the learning of Swedish as an additional language at a Finnish upper secondary school. The study engages with new materialist theories to understand languaging as an activity and relational, embodied, and material processes. Using diffractive analysis with comics‐based research strategies, the analysis suggests that languaging‐and‐dancing become entangled through four doings: exploring, re‐working, co‐creating, and negotiating‐and‐switching. The spoken word choreographies offer a potentially valuable way to teach language in their move beyond students’ potential restrictions of vocabulary, structure, and grammar in the language to emphasize playfulness and creative explorations as part of language‐learning processes. In conclusion, the study proposes that dancing and spoken word, and the combination thereof, bring specific qualities to creating smooth languaging spaces that embrace wild, playful, creative, and unpredictable forces and movements in language‐learning practices.
... The Douglas Fir Group et al. 2016)but that they are needed is indisputable; certainly, no one has ever learned a language in a vacuum as if by magic. As an embodied social and local practice (Pennycook 2010), language is therefore subject to not only natural and biological but also sociopolitical boundaries for acceleration. In other words, how quickly you can learn a language depends partly on your cognitive abilities and partly on the social spaces you are given access to, but in both cases there is an outer limit to how much they can be accelerated. ...
Following substantial investments in battery production and fossil-free steel, a few select places in northern Sweden are currently undergoing rapid economic and cultural changes. The aim of this article is to explore the role language education plays for three different groups of (im)mobile subjects – refugees, labor migrants, and cosmopolitan elites – in the ongoing social transformations. By using the time-consuming and ideologically charged social practice of teaching and learning languages as a lens, it is argued that although framed as a sustainability project, the pace of the transformation is set by the accelerating logic of capitalism, posing a challenge to the democratic planning of inclusive local communities, as well as to societal subsystems characterized by much slower temporal regimes. Hence, although Sweden is committed to a “just transition” as part of the Paris Agreement, some are obviously benefiting much more than others from this transition. This paper further highlights the potentially high costs for the local communities that “win” the bids for the new green industries. Apart from considerable economic costs in the present, another result might also be increased social stratification and weakening social cohesion in the long term.
... This supports the views of Canagarajah (2013), who emphasizes that heightened language awareness fosters better intercultural communication skills. Additionally, participants with higher ECLA levels were more adept at recognizing and addressing linguistic inequalities, a crucial aspect highlighted by Pennycook (2010) in his work on language and social justice. This highlights the crucial role of ECLA in promoting inclusive linguistic practices and fostering intercultural understanding among graduate-level students. ...
Abstract –Ecological Critical Language Awareness (ECLA) is a concept that has recently been present among higher education students and graduates, looking into the interconnectedness of language, culture, and ecological knowledge. The study explores the level of ECLA among master's and PhD students enrolled in the academic year 2023-24 at the Faculty of Biotechical Sciences, St. Kliment Ohridski University-Bitola. N. Macedonia. According to the findings from a questionnaire verified in previous research, the study investigatesthe ECLA levels, their relationship to linguistic dynamics, and the factors influencing their development. The study's results are provided from data collected from 12 participants and reveal varying ECLA levels, whereas exposure to cultural and linguistic experiences has been identified, providing an overview of reflective practices and the educator's role as a critical factor.
Keywords –Ecological Critical Language Awareness, higher education, environment education, linguistic diversity
... Da tali pratiche non è chiaramente esente la lingua. Anzi, buona parte della sociolinguistica della cosiddetta third wave (Heller, 2007; Blommaert, 2010;Pennycook, 2010) si è a lungo soffermata sull'importanza di riportare l'attenzione, più che sulla langue in termini saussuriani, sui parlanti, sulle pratiche e su quel complesso intreccio di lingue e varietà linguistiche eterogenee, proprie della contemporaneità, in cui convivono norme e repertori multipli. Come sottolineato da molti autori (cfr. ...
... The study of local languages holds significant importance in the context of cultural preservation, understanding local communities, and linguistic development [12]. Local languages often serve as a critical element of cultural identity for a community. ...
This research investigates the use and types of Bimanese idioms within the social interactions of LDK AL Muhajirin at STKIP Taman Siswa Bima. Employing a descriptive qualitative methodology, the study examines four recorded interactions and 3 study sessions, revealing 26 instances where Bimanese idioms were utilized. These idiomatic expressions were associated with various pragmatic speech acts, including illocutionary, elocutionary, and perlocutionary acts, involving 17 speakers and 41 listeners. Furthermore, the research categorizes these idioms into distinct types, emphasizing their cultural significance. "Kalemboade" or "lemboade" emerged as the most frequently used idiom, followed by "maja" and "dahu," indicative of broader Bima cultural values, often referred to as "dou mbojo motto." However, the study also highlights the dwindling awareness of certain idioms, such as " ncewi mbei adem," among younger generations. These findings provide valuable insights into the role of Bimanese expressions in social discourse, shedding light on their cultural relevance and evolving use among different age groups. This research contributes to understanding linguistic dynamics within specific cultural contexts and underscores the importance of preserving linguistic heritage in an ever-changing linguistic landscape.
... Language practices Language practice refers to the practice of working with language or language use in social activities (Pennycook 2010). ...
In addressing the two problems within the existing literature-an over-emphasis on English as the medium of instruction (EMI) in the internationalisation of higher education and the under-explored, yet important, 'default' common language for communication beyond university classrooms-this article presents findings of a qualitative study on African international students' lived experience of surviving, thriving and transforming at a provincial university. Drawing upon data collected from semi-structured interviews, the findings reveal that monolingual ideologies and Chinese-only practices were dominant at university. Whilst the participants expressed confusion, anxiety and perceived difficulties and challenges both in pursuing academic studies and social life at the initial stage of study in China, their ensuing self-identified easiness and confidence in making use of Chinese and building social relationships also means Chinese was increasingly considered as a norm and a 'natural' choice for them. It was also found that the participants moblised their agency towards their preferred language competency, which was a response to survival and living needs in the monolingual host community. As China is emerging as an education hub and actively promoting its official language, the article also calls for more nuanced understandings of monolingual, bilingual and multilingual experiences in different categories of universities.
... Com as discussões sobre Letramento Crítico (Lankshear;Mclaren, 1993;Pennycook, 2010;Jordão, 2016), tem-se a valorização de debates em sala de aula que valorizem outras Com as discussões propostas e os espaços formativos construídos para a elaboração de oito atividades avaliativas, os professores em formação inicial conseguiram associar as preocupações linguísticas com o nosso compromisso de formação de indivíduos críticoreflexivos, e as atividades preparadas refletem o resultado das discussões estabelecidas em sala de aula. ...
Pela pedagogia do Pós-método, o professor de línguas, tendo em vista a análise das necessidades de seus alunos, deve ser capaz de teorizar a partir das suas práticas e promover práticas em sala embasadas nos pressupostos teóricos que vai construindo. Tendo esse contexto como ponto de partida, o presente artigo tem como objetivo analisar o processo de ensino-aprendizagem observado em uma Instituição de Ensino Superior brasileira, a partir das discussões teóricas promovidas em uma disciplina do curso de Licenciatura em Letras Inglês focada na compreensão e produção oral e no laboratório de materiais didáticos. Trata-se de uma pesquisa qualitativa do tipo relato de experiência, na qual as dificuldades enfrentadas pelos discentes são reportadas, o que fez com que, como conclusão preliminar, fosse possível destacar o papel primordial da criação de espaços colaborativos para a efetividade de processos de formação inicial de professores.
... Attitudes toward World Englishes often reflect complex socio-cultural ideologies, power dynamics, and perceptions of linguistic legitimacy. Studies have explored attitudes toward English varieties, language standardization, and linguistic identity in diverse contexts, revealing tensions between linguistic diversity and linguistic hegemony (Pennycook, 2010). Researchers have investigated language attitudes among speakers of different English varieties, including native speakers, second language learners, and bilingual communities, shedding light on issues of language ideology, linguistic prejudice, and language planning (Jenkins, 2007). ...
The present study explores the contemporary discourse and challenges surrounding World Englishes, a multifaceted field encompassing diverse English varieties spoken across the globe. This research adopts a qualitative and descriptive approach to thoroughly investigate the dynamic nature of English in various linguistic and sociocultural contexts. One focal point of the present inquiry is the examination of language policies and their implications for the recognition and utilization of different English varieties in multicultural societies. The study analyses how these policies shape the status, prestige, and functional domains of English varieties, shedding light on issues of linguistic diversity and equity. Additionally, it explores sociolinguistic variation to understand how factors such as region, social class, and ethnicity influence linguistic variation in World Englishes. Through in-depth sociolinguistic analysis, the study aims to uncover the intricate interplay between linguistic features and sociocultural dynamics, providing valuable insights into the complexities of language variation and identity construction. Furthermore, it assesses teaching methodologies employed in diverse educational settings to impart knowledge of World Englishes. By critically evaluating current pedagogical practices, the current study seeks to identify strengths, weaknesses, and potential areas for improvement in teaching approaches. This research endeavours to contribute to the ongoing dialogue on language diversity, education, and social inclusion, offering valuable insights for scholars, educators, policymakers, and language practitioners engaged in the study and promotion of World Englishes. 1. INTRODUCTION English once considered the language of colonizers and imperialists has undergone a profound transformation in the contemporary world. With globalization and the rise of communication technologies, English has evolved into a global lingua franca, giving rise to a diverse array of English varieties spoken and used around the world. This phenomenon, often referred to as World Englishes, encompasses the multifaceted nature of English as it is spoken, learned, and adapted in various linguistic and cultural contexts. As Blommaert (2010) observes, the sociolinguistics of globalization has fundamentally altered the way we perceive and understand language. In this new sociolinguistic landscape, English occupies a central position, serving as a medium of communication among speakers from diverse linguistic backgrounds. The spread of English across the globe has led to the emergence of localized varieties, each shaped by the unique sociocultural and historical contexts in which it is used. In the field of language policy, scholars like Hornberger (2008) highlight the complexities inherent in navigating the status and use of English varieties in multilingual societies. Language policies, whether explicit or implicit, play a crucial role in shaping the recognition and legitimacy of different English varieties within educational, governmental, and social institutions. These policies often reflect broader sociopolitical dynamics, including issues of power, identity, and linguistic imperialism. Furthermore, the sociolinguistic variation observed in World Englishes has garnered significant attention from researchers interested in understanding how factors such as region, social class, and ethnicity influence linguistic variation. Canagarajah (2005) argues that sociolinguistic variation is not merely a linguistic phenomenon but also a reflection of broader social structures and ideologies. By examining linguistic variation in World Englishes, scholars can gain insights into the complex interplay between language and society.
... This framework represents a significant advancement in the discipline because it emphasises WEs as social practices and events. The framework also seems to support the ethos of language as a local practice (Pennycook, 2010;Sultana, 2015) which he suggested as a counterparadigm of WEs. ...
Research Developments in World EnglishesAlexander Onysko (ed.) (2021)London, New York and Delhi: Bloomsbury Academic. Pp. 322ISBN: 9781350167056 (hbk)
... Para demarcar o lugar enunciativo por nós assumido neste texto, publicizamos nossa compreensão de que: i) fazer pesquisa em Linguística Aplicada implica lidar responsivamente com pautas lá fora/out there. Assim, reagimos de modo situado a questões que, embora sejam locais, adquirem força translocal dado o exercício político acionado (Pennycook, 2010;Flick, 2018); ii) as pesquisas na, da e para a educação básica, em especial aquelas realizadas por professores da própria escola, como os resultados aqui socializados, sempre jogam luz sobre ângulos de dinâmicas (didáticas, institucionais, interacionais, intra/inter pessoais, sociais etc) pouco exploradas no cotidiano escolar, o que contribui para iii) o estabelecimento de uma agenda pedagógica mais decolonial (Rajagopalan, 2003) a partir da acolhida de pautas, advindas de resultados de pesquisas qualitativas, que colaborem para a construção de uma perspectiva mais responsiva (Bakhtin, 2003;. ...
Este artigo visa analisar modos de valorar o estar na escola em enunciados produzidos por alunos do 9º ano do ensino fundamental de uma escola municipal do interior baiano. Interessa-nos, especialmente, compreender como os sujeitos semiotizam, em seus enunciados, o que consideram o evento mais marcante de suas experiências ao longo dos anos finais do ensino fundamental. Como referencial teórico, partimos de pressupostos da Análise Dialógica do Discurso, particularmente, operamos com a dimensão axiológica para compreendermos as avaliações empreendidas pelos alunos, bem como dimensionarmos a escola como território sociossimbólico a partir de discussões advindas da Geografia Cultural. A análise dos dados registra que, ao acessar os dizeres discentes sobre si e suas experiências na escola, bem como compreender os significados que eles atribuíram a essa travessia, o contexto escolar é (re)(des)coberto, suscitando e mobilizando distintos centros de valor, para tensionar uma realidade que é semiotizada em horizontes apreciativos de experiências.
... Students in this study also saw global education as an exclusively English-only environment, where the use of multiple languages is discouraged and considered ethically inappropriate. For these students, the 'E' in 'English medium of instruction' refers to a static standardised prestigious language system (Kuteeva, 2020), rather than a local practice (Pennycook, 2010) that is malleable to adaptation according to the individualised expression of its users and contexts of use. This aligns with a monolingual English mindset (Clyne, 2005;Sharma, 2021) and a deficit-oriented view of their own language abilities (Ryan, 2020;Tardy & Whittig, 2017), in which students may experience feelings of guilt (Yüzlü & Dikilitaş, 2022) or discomfort (Beiler & Dewilde, 2020) when drawing on their other languages, including any of their post-colonial non-standardised English as lingua franca varieties. ...
... Blommaert's argument for an ethnographic approach echoes Kress (2003Kress ( , 2009) and Scollon and Scollon (2003), as well as Stroud andMpendukana (2009) andPennycook (2010); an increasing number of studies, such as De Fina and Perrino (2020), Dong (2020), and Kroon and Swanenberg (2020), show that the ethnographic approach is crucial in collecting and analyzing linguistic landscaping data. ...
Jan Blommaert had a profound impact on studies of language in society, pushing many concepts, theories, and research approaches to the center of sociolinguistics. Materialist semiotics is one of the theories and research approaches that he argued for forcefully. Blommaert’s approach to semiotics aligns with Kress’s social semiotics and Scollon and Scollon’s geosemiotics, with an emphasis on the social and materialist nature of signs. By theorizing materialist semiotics, Blommaert argued against the traditional abstract view, which saw meaning systems as timeless and context-less. This paper discusses three core elements of materialist semiotics – spatial scope, orders of indexicalities, and chronotopicity – and presents an ethnographic landscaping case study of a Chinese university’s on-campus bilingual signage, in order to illustrate materialist semiotics and to attract more scholarly attention to Blommaert’s oeuvre, which offers a wealth of theoretical and empirical potential, and continues to inspire us to do more, to go further.
... Visto que a repetição tem o potencial de gerar algo novo (Pennycook, 2010), ler as gravações das aulas múltiplas vezes carrega a possibilidade de nos fazer perceber a copresença de materialidades variadas, abrindo caminho para a consideração de assemblagens mais-quehumanas. Isso porque uma leitura difrativa mobiliza "[q]uestões ontológicas e epistemológicas que entram na recriação metodológica que prioriza a agência partilhada e criativa" (Takaki, 2019a, p. 10), reconhecendo o papel de actantes para além do ser humano. ...
Esta dissertação tem como objetivo discutir experiências com a educação linguística em francês em uma sala de aula de um centro de línguas de uma universidade pública, localizada no estado de Goiás, com estudantes brasileiros/as. O estudo foi realizado entre os meses de setembro a dezembro de 2021 de forma remota, devido à pandemia de COVID-19, com 12 estudantes de um grupo de Francês 6. Para problematizar as experiências compartilhadas ao longo do curso, tomo como alicerce praxiológico o Pós-humanismo, fundamentado na noção de que a matéria e o discurso são coconstitutivos (Barad, 2003, 2007). Entendo que uma orientação (neo)materialista (Canagarajah, 2018a) desestabiliza nossos entendimentos acerca dos eventos que (re)configuram o mundo ao ampliar o foco para além das relações humanas, possibilitando novas formas de apreender língua(gem) e educação linguística. Com base nisso, recorro à Linguística Aplicada Pós-Humanista (Canagarajah, 2018a, 2018b; Pennycook, 2018a, 2018b; Sousa, 2022), a qual busca problematizar língua-matéria-discurso-poder a partir das materialidades, isto é, da assemblagem de actantes humanos/as e não humanos/as. No escopo da perspectiva pós-qualitativa (St. Pierre, 2014a, 2014b, 2018), os materiais desta perguntação (Matos, 2021) compreendem: um questionário, aulas gravadas em áudio e vídeo pelo Google Meet, um diário de campo e produções escritas, orais e polissemióticas dos/as alunos/as. A partir de leituras difrativas (Barad, 2012) desses aparatos, busquei problematizar de que maneiras as pessoas, os materiais didáticos, as Tecnologias da Informação e Comunicação (TICs), as subjetividades, as emoções e as espaçotemporalidades intra-agiram para oportunizar a emergência de repertórios polissemióticos (Magalhães; Silva, 2022) atrelados à língua francesa em um contexto de educação digital onlife (Moreira; Schlemmer, 2020). Ao abordar as percepções dos/estudantes acerca de suas corpovivências (Almeida, 2023), brilhou o entendimento da sala de aula digital como um espaço liso (Deleuze; Guattari, 1997) que bagunça a produção linguageira ao mesmo tempo em que permite o exercício de intranomia (Sousa, 2022) para a coconstrução de repertórios em assemblagem com actantes não humanos/as e em espaçotempos distintos. Além disso, os eventos corpovivenciados apontam para a necessidade de uma educação linguística corporificada, entendendo que significados/sentidos emergem de maneira polissemiótica, para além do processamento mental de regras que resulta na primazia de formas verbais de expressão. Espero que o trabalho desenvolvido contribua para o fortalecimento de uma concepção rizomática (Canagarajah, 2018a) de língua(gem) como matéria, de modo a encorajar uma visão menos antropocêntrica acerca das produções linguageiras.
... Recognizing the importance of culture in foreign language learning, Kramsch (2013) builds upon the earlier work of Lam (2009) andPennycook (2010) to categorize the relationship between culture and language into four distinct categories: language shaping interest in or identification with culture, language embodying aspiration with a multinational culture of modernity, progress, and prosperity, language being a means of communication with the global culture of entrepreneurial and cosmopolitan individuals, and language manifesting culture in travel, worldliness, or entertainment. Kramsch (2013) further expands this analysis by proposing two distinct approaches to perceiving culture in language learning: the modernist and postmodernist approaches. ...
Language and culture could not be learned and taught separately. Therefore, a learning material based on culture should be considered for a meaningful instructional process. This study is aimed to develop a culture based textbook for academic purpose using a model of teaching language and culture. This model includes language knowledge, language awareness, culture awareness, and culture experience. The first step (need assessment) concerning the need to develop a culture based textbook was done in the previous study by Zuchdi and Nurhadi (2019), while the level of students language competence and their cultural interest was done in the beginning of this study. This study was the development of an intercultural based textbook through these following procedures: defining objectives, identifying culture topics, developing materials and media of instruction, content layout and graphic design, internal and external review, try out for product validation, and developing final draft. Based on the survey, the majority of respondents were in level 3 and 4 of Indonesian language competence, so this textbook was developed for that levels. The respondents were students taking Indonesian language program in Ahmad Dahlan University in Yogyakarta. The data were collected using pretest-postest and instructor’s reflection, and then analyzed by finding out the difference between the scores category. Almost half of the pretest scores were in the low and medium category, while all of the postest scores were in the high category. Based on the the instructor’s reflection, the students were really involving to study using this textbook. It can be concluded that the culture based Indonesian language textbook for academic purpose is effective for teaching and learning Indonesian as a foreign language.
Este estudo tem como objetivo apresentar o resultado de uma pesquisa que propõe investigar o processo de constituição da identidade linguística em um grupo de imigrantes residentes no Brasil por período superior a cinco meses. Sendo eles, uma cubana, um haitiano e um marroquino. Os imigrantes foram entrevistados a partir de um roteiro de perguntas semiestruturadas com enfoque, dentre outros tópicos, sobre a aprendizagem e uso da língua portuguesa para estabelecimento de laços sociais. Partindo do pressuposto de que os sentidos estão sempre em movimento no funcionamento da linguagem (Orlandi, 2016) e que para o progresso e transformação social de civilizações o contato com línguas estrangeiras foi preponderante (Rajagopalan, 2008), analisamos o impacto do ambiente regional mato-grossense como elemento central na produção de sentidos e na construção da identidade linguística dos imigrantes. O embasamento teórico foi construído com base em autores como Hanks (2008), Bauman (2005), Hall (2003), Rajagopalan (1998, 2003, 2008), Pêcheux (1995) e Orlandi (2016), entre outros. Os resultados indicam que a identidade linguística dos imigrantes é resultado do atravessamento de ideologias sob as quais os sentidos sobre uma interlíngua são construídos e, sobretudo, por efeito do contexto regional e das relações culturais estabelecidas dentro das práticas de linguagem.
The aim for this article is to investigate how languaging in mathematics classrooms for recently arrived students may or may not support students’ development of mathematics language and thinking. The study builds on classroom observations with four teachers in upper secondary school in Sweden, and the analysis is based on languaging as a source of meaning. Generally, students did not ask many questions and it was only in two classrooms that students were required to talk mathematics and to move between different representations. A space open for students’ use of their varied linguistic repertoires appeared. However, whether teachers themselves took part in the ongoing translanguaging practices or not influenced what value these practices were attributed. The article highlights the need for teachers to be educated in the role of languaging in mathematics and in conditions for learning among recently arrived students and students who study school subjects through a second language that they are in the beginning of learning.
This chapter delves into the urban transformation of Somerville, Massachusetts, focusing on the intersection of gentrification and resilience of the Azorean-American community situated on the city’s border with Cambridge, MA, next to Boston. Over three decades this urban space has transitioned from a working-class ethnic-immigrant enclave to one of the United States’ most expensive residential areas and suffering the profound impacts of gentrification. Based on a collaborative ethnographic and visual methodology, we explore cultural artifacts and conviviality practices of a semiotic landscape amid urban change, and critically examine the vanishing vernacular landscape and the ethnic identity shifts within this context: a bottom-up, counter-narrative contrasting top-down, homogenizing forces. Through three detailed ethnographic vignettes, our narrative delves into how Azorean Americans navigate and challenge the urban renewal process, maintaining their cultural heritage and communal ties through visible and invisible markers in the urban space.
A paisagem linguística (PL) tem sido objeto de múltiplos estudos, experiências e projetos na área da educação. Neste texto, apresenta-se um estudo sobre as potencialidades formativas do uso da PL como recurso educativo capaz de favorecer o desenvolvimento de competências profissionais docentes. A partir da identificação das potencialidades educativas da PL, analisa-se o que tem acontecido em contexto português em percursos de formação docente para a diversidade linguística e cultural. De modo mais concreto, e tendo em conta o papel fundamental de formadores/as na preparação de docentes para novas abordagens pedagógico-didáticas no processo de educação em línguas, explora-se, neste estudo, o modo como o conceito de PL e as atividades de formação que dele decorrem mobilizam abordagens plurais nos itinerários de formação que são propostos aos/às docentes. Trata-se de compreender como, em contexto português, se têm vindo a preparar docentes para a observação, exploração e valorização de ambientes linguístico-comunicativos multilingues que cada vez mais marcam as nossas comunidades. A partir desta compreensão e sistematização, propõem-se caminhos possíveis para a integração da PL em programas de formação de professores/as
Tradução do artigo The Urban Myth: A critical interrogation of the sociolinguistic imagining of cities as spaces of diversity, de Britta Schneider, que explora como o conceito de "cidade" é interpretado nas pesquisas sociolinguísticas contemporâneas, destacando seu papel como centro de multilinguismo e diversidade. A análise revela que, em vez de o espaço urbano em si influenciar o uso linguístico, são os laços sociais e discursos associados a esse espaço que desempenham um papel crucial. Estudos de caso mostram que tanto a diversidade quanto a homogeneidade linguística em ambientes urbanos estão interligadas a práticas político-econômicas e histórias translocais. O texto sugere que as elites sociais, frequentemente associadas a ambientes urbanos, tendem a reproduzir formas normativas e homogêneas de linguagem. A popularidade do conceito urbano na sociolinguística é interpretada como uma consequência do desejo de substituir a ideia de um território nacional monolíngue por uma visão urbana multilíngue. O estudo conclui que o apelo da urbanidade pode estar contribuindo para a perpetuação de uma visão idealizada da cidade na pesquisa.
Made in languaging aims to help ecolinguists with recrafting ideation and human practices. Inspired by Alexander and Stibbe, I turn to how ecolinguistic expertise can favour life-sustaining relations. In approaching normative goals, I start with how knowledge is made, self-sustains and is disseminated. Ecolinguistic analysis of languages, discourse and narratives can thus be enriched by tracing how practices inform languaging. In turning to epistemic agency, I emphasise the following: (1) building corpora popularia, organised bodies, in order to enhance life-sustaining relations; (2) illuminating life from the inside; and (3) developing bioecological awareness. I contend that, while all living beings use coordinative activities to bring forth what appears to us, humans also use wording types and practices. As we use the already known, languaging enables subjecthood, a person’s little worlds, and a group’s common realities. Hence, what appears as (and to) experience is made in languaging. When linked to normative concerns, the resulting middle worlds also offer means of putting knowledge to work. As in social epistemology, one might regard ‘wealth and well-being’ as a marker of public good. Yet, critical work shows, appeal to these values is anthropomorphic. In order to encompass nonhumans and the biogenic, one can reject market orientatation by tracing languaging, and knowing, back to living. In showing benefits of so doing, I contrast two evolving wording types. The case of growthism, I suggest, attests to praxis and contrasts starkly with the ideational value of life-sustaining relations. Yet, in both cases, languaging meshes practices, happenings and the effects of action. The move shows how one can challenge the hypostatisation of ideology by pursuing how epistemic agency can contribute to the future of evolution.
Neste artigo, pretendo discutir como as concepções de língua de professoras/es de inglês em formação inicial, em uma universidade pública na Bahia, se aproximam ou se distanciam da lógica da modernidade/colonialidade. Trata-se de um estudo de abordagem qualitativa e interpretativista realizado durante as aulas do componente curricular “Introdução à Linguística Aplicada”, do 7º semestre, ministrado em 2019. Com alicerce teórico nos estudos decoloniais (GROSFOGUEL, 2010; BAPTISTA, 2021a, 2021b; MIGNOLO, 2017; SANTOS, 2019), problematizo a universalidade imposta pela racionalidade ocidental, buscando elucidar os conceitos circunscritos no par modernidade/colonialidade e o papel do locus de enunciação. Ademais, discorro sobre a gênese do conceito moderno de língua, seus efeitos na educação linguística, e elenco três estratégias de interrupção da colonialidade, como propõem Souza e Duboc (2021). Ao final do estudo, dentre alguns deslocamentos, está o entendimento da imbricação entre língua, identidade e práticas sociais locais, visto que algumas/uns participantes buscam marcar suas identidades, corporalidades e subjetividades por meio da linguagem, instaurando um certo locus de enunciação.
Este artigo objetiva analisar as narrativas de uma estudante de Letras a respeito dos eventos anteriores que culminaram em sua escola pelo curso. O estudo consistiu em narrativas orais por meio de entrevistas com uma estudante de uma universidade federal do Sudeste brasileiro. Os relatos foram analisados qualitativamente tendo como orientação o conceito de perezhivanie definido por Vygotsky (2019). Os resultados indicam que a escolha por fazer Letras se organiza a partir de experiências anteriores que caracterizam uma identificação com o curso, principalmente no campo literário e da linguagem. Dessa forma, a perezhivanie de escolher Letras considera a relação do sujeito com o meio social, a interação com outros e, principalmente, o sentido que a estudante construiu de tudo que viveu e em relação ao que vive atualmente. O estudo busca contribuir aos debates em Linguística Aplicada sobre formação de professores e mais especificamente à perspectiva histórico-cultural.
Nous proposons une réflexion sur la question de la mobilité urbaine et quotidienne des l’étudiant·e·s internationaux·ales (EI) et cherchons à comprendre comment les pratiques spatiales participent à la socialisation langagière et aux répertoires culturels, acquis à mesure que les EI habitent la ville. Nous rendons compte ici d’ateliers cartographiques (1) comme espace hétérogène où les EI sont amené·e·s à faire le récit de leurs expériences socialisantes du territoire urbain dans lequel ils·elles habitent, et (2) comme espace de socialisation. Par une analyse discursive de quelques récits courts d’expérience, nous montrons que ces ateliers peuvent constituer une forme d’étayage de certains régimes de navigation, propices aux apprentissages, dans le territoire urbain.
Based on a repertoire-oriented stance to language learning and a broad definition of language awareness, this study investigates students’ discursive representations of the languages in their repertoires in the context of a plurilingual language awareness course ( Almen Sprogforståelse ). The study is based on a subset of data collected in a multi-case study focusing on language awareness across educational levels. Through an inductive and iterative thematic content analysis of interview and classroom data, the authors identify six themes central to the ways in which students talk about language: (1) language learning experiences and skills, (2) gateways, (3) attractiveness, (4) family and friendship, (5) everyday presence and (6) usefulness. The study investigates the relationship between the different themes and languages, revealing how students’ personal linguistic biographies and Spracherleben interact with classroom ideologies in shaping the ways in which students perceive and describe different languages. Despite students’ display of rich repertoires and language awareness, some languages are positioned discursively as need-to-have and others as nice-to-have or even impossible-to-opt-out-of, mirroring societal discourses surrounding these languages. In this sense, the results of the study underscore the importance of the development of critical language awareness, specifically in the context of the compulsory General Language Awareness course.
Purpose: The general aim of this study was to look into code- switching in multilingual societies. Methodology: The study adopted a desktop research methodology. Desk research refers to secondary data or that which can be collected without fieldwork. Desk research is basically involved in collecting data from existing resources hence it is often considered a low cost technique as compared to field research, as the main cost is involved in executive’s time, telephone charges and directories. Thus, the study relied on already published studies, reports and statistics. This secondary data was easily accessed through the online journals and library. Findings: The findings reveal that there exists a contextual and methodological gap relating to code switching in multilingual societies. The study provided valuable insights into the complex dynamics of language use within diverse linguistic environments. Through an exploration of code-switching behavior across various contexts, the study revealed how code-switching served as a versatile linguistic strategy, accommodating different communicative needs and reflecting speakers' social identities and cultural affiliations. The findings emphasized the sociocultural and pragmatic functions of code-switching, highlighting its role in effective communication and social cohesion within multilingual communities. Furthermore, the study underscored the importance of recognizing and valuing linguistic diversity, advocating for inclusive language policies and culturally responsive practices to celebrate and support multilingualism. Unique Contribution to Theory, Practice and Policy: Sociolinguistic theory, Language Contact theory and the Identity theory may be used to anchor future studies on code switching in multilingual societies. The study provided a comprehensive set of recommendations that contributed to both theoretical understanding and practical applications in language policy and practice. The study suggested further research into the sociolinguistic motivations behind code-switching behavior, emphasizing a comparative approach to enrich existing theories. It recommended integrating code-switching into language teaching pedagogies and curricula, fostering linguistic awareness and proficiency. Additionally, the study highlighted the importance of developing culturally responsive policies and fostering partnerships between stakeholders to bridge the gap between theory and practice. Professional development for language professionals and public awareness campaigns were also recommended to promote positive attitudes towards multilingualism and linguistic diversity. Overall, the recommendations aimed to create more inclusive, equitable, and linguistically diverse societies where all individuals could thrive.
The role of teacher-student communication in enhancing the learning experience of older learners has received limited attention. This sociolinguistic study addresses this gap by examining the perspectives on this issue held by Taiwanese older learners. Survey data from 231 Taiwanese older learners were analyzed using ANOVA and independent-samples t-tests, with the aim of establishing how their age ranges and occupational backgrounds influenced their concordance teacher communication strategies found in existing literature. While teachers were reported to assume that older learners from elite backgrounds preferred more communication accommodation in class, this study’s results indicated that those with no work experience or who identified as farmers demanded greater respect, flexibility, and diversity of language codes. Age was also significantly correlated with learners’ communication preferences, with those aged 76+ requiring more extensive accommodations than their younger counterparts did.
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