Introduction—Language and Society

Garcı́a, Ofelia; Flores, Nelson; Spotti, Massimiliano

doi:10.1093/oxfordhb/9780190212896.013.21

Cited by 24 publications

(28 citation statements)

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“…Many scholars have sought to interrogate the reified nature of named languages/varieties and racial categories, and to understand the logics through which named languages/varieties and racial categories are continually reproduced. Analyses of linguistic reification include efforts toward ‘disinventing and reconstituting language’ (Makoni & Pennycook 2007), examinations of linguistic borders and ideologies of differentiation (Urciuoli 1995; Irvine & Gal 2000), and poststructuralist orientations to language more broadly (García, Flores, & Spotti 2017); examinations of racial reification include efforts to denaturalize race as a social construct (Haney-Lopez 1994), understand race as a ‘biosocial fact’ (Hartigan 2013), and interrogate historical and contemporary projects of racial formation and naturalization (Omi & Winant 1994; Shankar 2013). A raciolinguistic perspective seeks to synthesize these approaches by framing the co-naturalization of language and race as a process of raciolinguistic enregisterment , whereby linguistic and racial forms are jointly constructed as sets and rendered mutually recognizable as named languages/varieties and racial categories.…”

Section: Regimentations Of Racial and Linguistic Categoriesmentioning

confidence: 99%

Unsettling race and language: Toward a raciolinguistic perspective

2017

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This article presents what we term araciolinguistic perspective, which theorizes the historical and contemporary co-naturalization of language and race. Rather than taking for granted existing categories for parsing and classifying race and language, we seek to understand how and why these categories have been co-naturalized, and to imagine their denaturalization as part of a broader structural project of contesting white supremacy. We explore five key components of a raciolinguistic perspective: (i) historical and contemporary colonial co-naturalizations of race and language; (ii) perceptions of racial and linguistic difference; (iii) regimentations of racial and linguistic categories; (iv) racial and linguistic intersections and assemblages; and (v) contestations of racial and linguistic power formations. These foci reflect our investment in developing a careful theorization of various forms of racial and linguistic inequality on the one hand, and our commitment to the imagination and creation of more just societies on the other. (Race, language ideologies, colonialism, governmentality, enregisterment, structural inequality)*

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Section: Regimentations Of Racial and Linguistic Categoriesmentioning

confidence: 99%

Unsettling race and language: Toward a raciolinguistic perspective

2017

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“…However, exploring alternatives to universal models through critical, ethnographic approaches to multilingualism has proven to be a constructive endeavour (e.g. García, Flores, and Spotti 2017;Heller and McElhinny 2017;Makoni and Pennycook 2007;Martin-Jones and Martin 2017;Tollefson and Pérez-Milans 2018). Thus, drawing on such approaches could advance family multilingualism research in directions worth exploring.…”

Section: Resultsmentioning

confidence: 99%

Talking multilingual families into being: language practices and ideologies of a Brazilian-Norwegian family in Norway

Gomes

2020

Journal of Multilingual and Multicultural Development

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This article sets out to explore the relationships between parental language ideologies, and language use and negotiation in parent-child interaction. The primary dataset is composed of around 10 h of audio recordings of everyday interactions of family members (i.e. a Brazilian mother, a Norwegian father, and a 3-year old Norwegian born daughter) during a three-year ethnographically-oriented project undertaken in Norway. A discourse analytical approach with a focus on instances of language negotiation led to the identification of a set of seven parental discourse strategies in the corpus: addressee-bound, code-bound, code rebuttal, filling gaps, rephrase, say 'x', and 'what is-' frame. Results indicate that, contrary to what parents might expect, drawing on discourse strategies that make explicit references to language names might hinder the active use of the child's full linguistic repertoire. Conversely, discourse strategies that only implicitly serve as requests to use a given language can foster continuous multilingual language use. Finally, I suggest that strategies that make explicit references to named languages could be linked to a one-person-one-language-one-nation ideology, and I demonstrate how these strategies help us understand the ways family members navigate their complex national affiliations and talk their multilingual selves into being.

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“…The research presented here is framed within critical poststructuralist sociolinguistics, according to which language is a social and ideological construction (García et al, 2017;Weber & Horner, 2017). Conceptions of languages as stable and bounded are widely challenged by critical poststructuralist sociolinguistics that views languages and individuals' language practices as fluid and flexible (Byrd Clark, 2010;Lamarre, 2013).…”

Section: Literature Reviewmentioning

confidence: 99%

“…Critical poststructuralist sociolinguistics focuses on the ideological processes behind the hierarchization of languages that results in the validation of some linguistic varieties and the depreciation of others (Makoni & Pennycook, 2007;Pennycook, 2010). It stresses that the power embedded in languages creates social inequalities that individuals either perpetuate or challenge, as they negotiate their own identities (García et al, 2017;O'Rourke et al, 2015). In short, critical poststructuralist sociolinguistics highlights that power is exercised through language, and thus language becomes a site of struggle, where power relations are either maintained or resisted (Norton, 2013).…”

Section: Literature Reviewmentioning

confidence: 99%

“Their Greek goes to waste”: Understanding Greek heritage language teachers’ language ideologies and instructional practices

Tisizi

2022

OLBIJ

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Framed within critical poststructuralist sociolinguistics, this narrative study sheds light on the language ideologies and practices of eight Greek heritage language (HL) teachers in Greek schools in Montreal and Toronto. Examining the teachers’ ideologies and practices is important, as they can either engage or alienate HL learners. Engaging HL learners is significant, because for many of them the Greek school is their only opportunity to use the language. Language portraits, written tasks, and semi-structured interviews were used to collect data, which were then analyzed narratively and thematically. The findings suggest that the teachers’ attitudes towards students and practices are largely shaped by their monolingual ideologies. The need for targeted teacher training is highlighted, to ensure that HL teachers are equipped to accommodate all their students’ needs.

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Introduction—Language and Society

Cited by 24 publications

References 0 publications

Unsettling race and language: Toward a raciolinguistic perspective

Unsettling race and language: Toward a raciolinguistic perspective

Talking multilingual families into being: language practices and ideologies of a Brazilian-Norwegian family in Norway

“Their Greek goes to waste”: Understanding Greek heritage language teachers’ language ideologies and instructional practices

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