Schooling transnational speakers of the societal language: language variation policy-making in Madrid and Toronto

Schecter, Sandra R.; Parejo, Isabel García; Ambadiang, Théophile; James, Carl E.

doi:10.1007/s10993-013-9310-y

Cited by 5 publications

(6 citation statements)

References 31 publications

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“…Engaged ethnography in Vietnam and Nepal is employed to encourage Indigenous and minority youth to aid in ‘transforming inequitable language policies’ (Phyak & Bui 2014: 115). Comparative research on LPP that targets immigrant students in Toronto and Madrid in terms of engaged pedagogy, encouraging the development of ‘professional development seminars with educational practitioners, preservice teachers, teacher educators, and policymakers, as well as workshops with students and parent groups’ is seen as a way of promoting discourse across policy layers in order to promote transformative schooling processes (Schecter et al 2014: 141). Ethnographers working with teachers in ‘collaboratively unpacking language ideologies and developing a locally meaningful approach to .…”

Section: Ethnography Of Lpp: Intertwining Dynamicsmentioning

confidence: 99%

Ethnography of language planning and policy

Hornberger¹,

Tapia²,

Hanks³

et al. 2018

Lang. Teach.

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A decade ago, Hornberger & Johnson proposed that the ethnography of language planning and policy (ELPP) offers a useful way to understand how people create, interpret, and at times resist language policy and planning (LPP). They envisioned ethnographic investigation of layered LPP ideological and implementational spaces, taking up Hornberger's plea five years earlier for language users, educators, and researchers to fill up and wedge open ideological and implementational spaces for multiple languages, literacies, identities, and practices to flourish and grow rather than dwindle and disappear. With roots going back to the 1980s and 1990s, ethnographic research in LPP had been gathering momentum since the turn of the millennium. This review encompasses selected ethnographic LPP research since 2000, exploring affordances and constraints of this research in yielding comparative and cumulative findings on how people interpret and engage with LPP initiatives. We highlight how common-sense wisdom about the perennial gap between policy and practice is given nuance through ethnographic research that identifies and explores intertwining dynamics of top-down and bottom-up LPP activities and processes, monoglossic and heteroglossic language ideologies and practices, potential equality and actual inequality of languages, and critical and transformative LPP research paradigms.

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Section: Ethnography Of Lpp: Intertwining Dynamicsmentioning

confidence: 99%

Ethnography of language planning and policy

Hornberger¹,

Tapia²,

Hanks³

et al. 2018

Lang. Teach.

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“…However, recent work in LPP and ethnography has created space for a rapprochement with respect to this traditional dichotomy. The field of LPP now embraces and incorporates multiple epistemological perspectives, including those embedded within a postmodernist lens (Canagarajah, 1999;Mair, 2003;Pennycook, 2001;Ricento, 2000), as well as engaged language policy and practices (ELP) situated within critical ethnography (e.g., Davis, 2014;Newcomer & Puzio, 2016;Schecter, García Parejo, Ambadiang, & James, 2014). This study identifies with the perspective of engaged, activist LPP, where policy is not only codified in official, institutional texts but also simultaneously transformed and reconstituted through the actions of agentive individuals who are direct participants in the problems or processes being investigated (Schecter & Ippolito, 2008) and in interaction with material and other forces on the ground (Kuby & Rucker Gutshall, 2016).…”

Section: Methodsmentioning

confidence: 99%

“…Transcriptions and other data were organized into tentative categories based on themes that emerged inductively through a constant, recursive process (Bogdan & Biklen, 2003) where we sought to both differentiate and combine the data we had assembled and our ongoing reflections on their significance (Miles & Huberman, 1994, p. 56). Comparing and synthesizing data obtained through participant observation and interviews with those solicited for textual analyses (e.g., government position papers, instructional materials) ensured triangulation of our research findings by providing an additional comparative lens between the LPP macro-context and the micro-context of engaged LPP on the ground (Davis, 2014, Schecter et al, 2014.…”

Section: Journal Of Educational Issuesmentioning

confidence: 99%

“…In addition, we encourage those working within teacher education circles to incorporate space within their teacher preparation programs and other institutional venues for minority language educators representing subaltern communities to become arbitrators of language policy (Baldauf, 2006;Sichra, 2006). In this manner, we promote community-referenced language policy and planning (Davis, 2014;Schecter et al, 2014) that facilitates the articulation and reframing of positions and perspectives on the part of important stakeholders such as teachers, caregivers (parents), and community elders. We see a process of engaged language planning and practice that unfolds at the grassroots, meso, and macro levels informing broader policy that addresses both the educational needs of indigenous people and the ways in which issues of identity and representation as contained in state-sponsored policy and curriculum impact demographic groups outside of indigenous communities -in Mexico, notably the Mestizo population.…”

Section: Journal Of Educational Issuesmentioning

confidence: 99%

See 1 more Smart Citation

English as a “Killer Language”? Multilingual Education in an Indigenous Primary Classroom in Northwestern Mexico

Estrada

Schecter

2018

JEI

Self Cite

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We report findings of an ethnographic study that explored complexities of English Language Teaching (ELT) in a minority indigenous context in northwestern Mexico. The study investigated a trilingual education setting at the nexus of 2 major events: incorporation of Intercultural Bilingual Education throughout Mexico and integration of ELT into the country’s public school system. Methods included participant observation in primary-level language classes and semi-structured interviews with educators and other stakeholders affiliated with a rural school where an indigenous variety, a societal variety, and a foreign language were taught. Findings indicate that teacher agency was a powerful tool in linguistic and cultural maintenance and transforming language policy and planning at the local level. Although the spread of English may be unavoidable, with local community involvement and a school-based commitment to support linguistic and cultural maintenance, the micro language policy context can be conFigured to promote a symbiotic relationship among linguistic varieties.

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“…However, my book does not constitute a narrative about belonging. Instead, my research odyssey has entailed a complex, intellectual pathway to understanding of how it is that I have become disenfranchised with regard to the English language or, how I have acquired non-expertise in an area in which I had previously been recognized as an authority (Schecter et al, 2014). For it has indeed been my experience that during my employ as instructor at the Writing Center for the academic years 2012-2016, my qualifications and consequently professional identity as an ESL teacher have repeatedly been brought into question.…”

Section: Prefacementioning

confidence: 99%

Higher Education Internationalization and English Language Instruction

Huo¹

2020

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Schooling transnational speakers of the societal language: language variation policy-making in Madrid and Toronto

Cited by 5 publications

References 31 publications

Ethnography of language planning and policy

Ethnography of language planning and policy

English as a “Killer Language”? Multilingual Education in an Indigenous Primary Classroom in Northwestern Mexico

Higher Education Internationalization and English Language Instruction

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