Stancetaking and Language Ideologies in Heritage Language Learner Classroom Discourse

Showstack, Rachel

doi:10.1080/15348458.2016.1248558

Cited by 30 publications

(17 citation statements)

References 35 publications

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“…Alvarez (2013), DeFeo (2015), and Showstack (2017) also reported the influence of ideologies of purism and monolingual bias in the linguistic culture of WL departments. They showed how this culture reflects deep roots of structuralism and the enduring prescriptivism of grammar‐translationist and audiolingualist teaching approaches that treat languages as discrete systems best represented in pure, error‐free forms of an established academic standard.…”

Section: Theoretical Backgroundmentioning

confidence: 91%

The taquito hot seat: Socializing monolingual bias through error correction practices in a Portuguese language classroom

Anya

2021

Foreign Language Annals

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Section: Theoretical Backgroundmentioning

confidence: 91%

The taquito hot seat: Socializing monolingual bias through error correction practices in a Portuguese language classroom

Anya

2021

Foreign Language Annals

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“…Studies of stance‐taking in heritage language contexts have largely worked in the research traditions of sociolinguistics and linguistic anthropology and focused on spoken discourse (e.g., Atoofi, 2013; Cekaite & Evaldsson, 2019). For example, Showstack (2017) demonstrated how stance‐taking practices in a Spanish heritage language classroom help to index, negotiate, and challenge social identities (expert vs. novice) and ideologies of Spanish as the dominant language. Different from the lexical–grammatical view of stance adopted in the studies of L2 writing cited earlier, this line of research has approached stance‐taking as an analytic lens to examine how language ideologies and identities are negotiated in social interaction.…”

Section: Literature Reviewmentioning

confidence: 99%

Stance‐Taking in Heritage Language Writing

Xiao-Desai

2021

The Modern Language Journal

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This study explored stance‐taking in Chinese heritage language writing. Analysis focused on a prominent stance expression, wo juede ‘I think.’ Frequency, function, and formulaic usage of wo juede were compared across 3 written Chinese corpora by heritage learners, second language (L2) learners, and native speakers (L1 writers). The analysis revealed distinctive linguistic features and collocational patterns of stance‐taking among the 3 groups. Overall, heritage writers’ stance performance was found to be self‐centered and text oriented. They exhibited a strong reliance on wo juede combined with textual organizers such as contrastive or causal conjunctions. In contrast, L1 writers were more reader oriented, exhibiting a strong tendency to combine wo juede with interpersonal devices including attitudinal markers, modal verbs, sentence‐final particles, and question forms. The study also found that heritage writers’ stance‐taking performance consistently fell between that of L1 and L2 writers. Findings and pedagogical implications are discussed in light of heritage learner pragmatics and learner agency.

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“…Authentication processes are quite common at the interactional level where speakers negotiate various stances through linguistic choices. Showstack () provides an analysis, for example, of how Spanish heritage speakers take various affective and epistemic stances through uses of “Spanglish” in the classroom. Studies on raciolinguistics have also served to analyze the way racial linguistic boundaries are transformed or denaturalized via authentication processes.…”

Section: Early Theorizations Of Linguistic Ideologies and Identitiesmentioning

confidence: 99%

The role of linguistic ideologies in language contact situations

Rodríguez‐Ordóñez¹

2019

Language and Linguist. Compass

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The field of contact linguistics has long argued for the paramount importance of social factors in understanding the outcomes of linguistic contact. In contrast, linguistic ideologies have not played a central role in theories of language contact, though this has begun to change in recent decades. This article provides an account of early theorizations of linguistic ideologies and their increasingly important applications to the study of contact phenomena. A brief survey of more recent theoretical advancements with respect to ideologies and contact phenomena follows, paying special attention to studies in linguistic anthropology and variationist sociolinguistics. While recognizing the challenges inherent in the study of linguistic ideologies, this article argues that they should be at the foreground of contact linguistics. To this end, methodological tools for such study are presented, along with theoretical considerations and future directions.

show abstract

Stancetaking and Language Ideologies in Heritage Language Learner Classroom Discourse

Cited by 30 publications

References 35 publications

The taquito hot seat: Socializing monolingual bias through error correction practices in a Portuguese language classroom

The taquito hot seat: Socializing monolingual bias through error correction practices in a Portuguese language classroom

Stance‐Taking in Heritage Language Writing

The role of linguistic ideologies in language contact situations

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