Reified languages and scripts versus real literacy values and practices: insights from research with young bilinguals in an Islamic state

Saxena, Mukul

doi:10.1080/03057925.2011.547290

Cited by 8 publications

(4 citation statements)

References 13 publications

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“…In contrast, the multilingual contexts of the peripheral global South are often about dealing with the transnational flows of global languages on top of the already present dynamics between national and local languages (e.g. Kosonen 2008; Higgins 2009; Vaish 2010; Saxena 2011). In these contexts, the language ideological demands for local language maintenance may lead to the erasure of the use of translanguaging practices in favor of monolanguaging spaces and performances that conserve an iconic representation of local ethnolinguistic identity.…”

Section: Resultsmentioning

confidence: 99%

“…The students' self-erasure of their translanguaging practices highlight that in certain multilingual contexts in which speakers define local ethnic identity based on notions of 'reified language' (Saxena 2011), the emblematic linguistic enactment of these identities often occurs within a monolanguaging space. In contrast to translanguaging spaces, local speakers in monolanguaging spaces seek to perform exclusively in the language form iconic to their ethnolinguistic identity.…”

Section: Original English Translation 1 Lfmentioning

confidence: 99%

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The creation of monolanguaging space in akrámáJavanese language performance

Tamtomo

2018

Lang. Soc.

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Recent approaches to multilingualism, such as translanguaging, emphasize the porous, fluid, and hybrid nature of language use. This article intends to show, through an example of a local language debating competition in Central Java, that culturally emblematic performances tend to create monolanguaging spaces, due to their monolingual focusing on certain language varieties that are iconic to local ethnolinguistic identity. Monolanguaging spaces are language ideological spaces in which speakers project an idealized performance of their ethnolinguistic identity. Ethnographic observation shows that the performance of monolanguaging spaces involves the erasure of speakers’ multilingual repertoires and translanguaging practices, in accordance to the language ideology surrounding the hegemonic prestigious language variety and in accordance to the local norms of status or power-based social interaction. Attending to monolanguaging spaces reveal it as a performance accomplished through discursive work and power relations, involving the misrecognition of its connection and dissonance to multilingual repertoires and practices. (Language ideology, erasure, translanguaging, monolanguaging space, performance, ethnolinguistic identity, Javanese)*

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Section: Resultsmentioning

confidence: 99%

Section: Original English Translation 1 Lfmentioning

confidence: 99%

The creation of monolanguaging space in akrámáJavanese language performance

Tamtomo

2018

Lang. Soc.

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“…This third space offers them "the possibility of a new representation, of meaning-making, and of agency." (Bhatt 2008:182) Similarly, Saxena (Saxena 2011) observes that bilingual (Malay/English) Bruneian youth use different languages in unregulated and regulated settings. The Arabic-based Jawi script is associated with Islamic settings and formal affairs.…”

Section: The Creation Of a Third Space Of Criticismmentioning

confidence: 99%

The Politics of Written Language in the Arab World

Høigilt¹,

Mejdell²

2017

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“…Here, the issue of multilingualism tends to revolve around the dynamics between local and national language as well as the issue of the spread of global languages, particularly English (e.g. Spitulnik 2001, LaDousa 2002Kosonen 2008;Saxena 2011;Vaish 2010). In Indonesia, especially in formal education, this generally revolves around three main language categories: (a) local, depending on region (in this case Javanese), (b) national, namely Indonesian (Bahasa Indonesia) as the official language, and (c) global, with mostly English as the main foreign language (Nababan 1991;Darjowidjojo 1998;Bertrand 2003;Lamb and Coleman 2008).…”

Section: Introductionmentioning

confidence: 99%

Institution and market: Orders of multiple languages in Indonesian vocational education

Tamtomo

2018

Multilingua

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Indonesian vocational secondary education reflects the increasingly multilingual demands of globalized education and labor market. This study focuses on two orders of multiple languages that are present in vocational high schools in Semarang, Central Java. It aims not only to describe the different orders of languages, but also to suggest that each order represents differing strategies of dealing with the demands of globalization. One order represents the state-backed institutional approach, which views multiple languages as distinct entities and demands students to have monolingual competence in English, Indonesian, and Javanese to engage in globalization, cultivate nationalism and preserve tradition. The other order represents the market-oriented way vocational schools meet the demands of globalized industries and labor markets by directly adopting the multilingual industry register into local learning processes.

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Reified languages and scripts versus real literacy values and practices: insights from research with young bilinguals in an Islamic state

Cited by 8 publications

References 13 publications

The creation of monolanguaging space in akrámáJavanese language performance

The creation of monolanguaging space in akrámáJavanese language performance

The Politics of Written Language in the Arab World

Institution and market: Orders of multiple languages in Indonesian vocational education

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