The Future of ‘Bilingualism’

Heller, Monica

doi:10.1057/9780230596047_16

Cited by 29 publications

(19 citation statements)

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“…After all, identities emerge across trajectories, an idea which has been mooted by sociolinguists such as Erickson (2004) who has argued for the need to look ‘upstream’ (i.e., immediate moments of local discourse production themselves within a given occasion), and then ‘downstream’ in time from the particular occasion.’ (p. 187). A similar view has been echoed by Heller (2007b) who maintains that in addition to ‘the ideologies of language, society, culture and cognition’, linguists need to consider…”

Section: Imagined Communities Social Imaginaries and Circulatingmentioning

confidence: 79%

Reconceptualizing Language, Language Learning, and the Adolescent Immigrant Language Learner in the Age of Postmodern Globalization

Costa

2010

Language and Linguist. Compass

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The massive shift in migration patterns brought about by globalization has heavily impacted the language learning experience of adolescent immigrant learners. Given these changes wrought by globalization, this paper argues for a reconceptualization of language, language learning, and the adolescent immigrant language learner. In line with poststructural concerns that have framed recent SLA research on immigrant learners, particular emphasis is given to how a Bourdieusian framework offers constructs to better understand globalized linguistic flows. Such a framework, which views language as a form of capital, allows for a better understanding the consequences of globalization and the commodification of languages. Relatedly, to recognize the linguistic resources available to immigrant learners in the twenty‐first century, the paper calls for a reconstitution of language along ideological, semiotic, and performative lines as well as a reframing of language learning through an ideology and identity lens. As a result of this linguistic reconceptualization, globalized adolescent immigrant language learners should be viewed as social actors who possess and are in the process of developing symbolic competence (cf. Kramsch and Whiteside 2007, 2008; Kramsch 2009).

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Section: Imagined Communities Social Imaginaries and Circulatingmentioning

confidence: 79%

Reconceptualizing Language, Language Learning, and the Adolescent Immigrant Language Learner in the Age of Postmodern Globalization

Costa

2010

Language and Linguist. Compass

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“…The fluid nature of social space is highlighted by research on globalized communication, such as Ma's () study of translocal spatiality, which draws on Lefebvre's triadic conception of space to analyse how cultural practices follow global dynamics but also serve local networks and subcultural modes of expression. Heller () has demonstrated how expected and unexpected (forms of) languages emerge when multilinguals interact in an imagined bilingual situation in Canada, and how those resources are used to build locally relevant social spaces in a globalized world. Contemporary social spaces might be even harder to grasp as speakers take part in online and offline communities with different language resources and people (Blommaert, ; Pennycook, ).…”

Section: Learning Regimes Of Languagementioning

confidence: 99%

Learning language regimes: Children's representations of minority language education

Purkarthofer

Korne

2019

Journal of Sociolinguistics

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Minority language education initiatives often aim to resist dominant language regimes and to raise the social status of migrant or autochthonous minorities. We consider how participating children experience these alternative language regimes by analysing drawings made by children in two minority education settings—a Slovene‐German bilingual school in Austria and an Isthmus Zapotec (Indigenous) language and art workshop in Mexico. We examine how children's drawings represent language regimes in the social spaces they inhabit. Considering these drawings in relation to ethnographic observations and interviews with educators, we illustrate differences between how the social spaces are planned by educators and how they are represented and experienced by learners. Generally speaking, the children in our studies depict flexible, multilingual experiences and spaces, in contrast to the educators’ agendas of separating or emphasizing languages for pedagogical purposes. Mexican children's perception of themselves as participants in fluid language regimes, and Austrian children's increasing appropriation of multilingual space over time through both (school‐like) routines and (fun) exceptions can inform the efforts of minority language educators.

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“…In line with the multilingual literacies and multiliteracies studies (Cope & Kalantzis, 2000;Martin-Jones & Jones, 2000), this work considers language and literacy practices as "situated, contested, social practices" raising issues of "discourse, ideology and power" (Warriner, 2012, p. 512). Languages and language varieties are unequal since they are instruments of power through which inequalities between groups may be perpetuated and, sometimes, challenged (Bourdieu, 1977(Bourdieu, , 2001Fishman, 1998;Heller, 2007;Romaine, 2000). That is why this article aims to analyse how sociolinguistic and cultural inequalities are reflected, and sometimes challenged, in the ways plurilingual readers get access to books in different languages.…”

Section: Plurilingualism and Multiliteraciesmentioning

confidence: 99%

Plurilingual reading practices in a global context: Circulation of books and linguistic inequalities

Rivière

2017

SSLLT

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Media consumption is commonly seen as a major way of appropriating languages and cultures. Availability and accessibility of material are essential conditions for developing plurilingual cultural practices. Transnational circulation of cultural goods has reached a particular intensity in today's world but is still marked by deep language inequalities. Combining sociolinguistic, language education, cultural sociology, and multiliteracy approaches, this study examines how plurilingual readers access books in their different languages. This qualitative analysis is based on 24 in-depth interviews with both migrant and non-migrant adults living in Western Europe. The findings indicate that printed and digital books in dominant languages circulate more easily, and through more visible and formal channels than books in dominated languages. In addition, the local and online book supply in dominant languages is generally cheaper and more varied, thus being more attractive. However, a wider range of means of access to books, and the active participation of the readers themselves in the circulation of cultural goods enable book-reading practices in less disseminated languages. Pedagogical recommendations for language teachers to encourage autonomous cultural practices among learners according to global evolutions and local specificities are provided.

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The Future of ‘Bilingualism’

Cited by 29 publications

References 0 publications

Reconceptualizing Language, Language Learning, and the Adolescent Immigrant Language Learner in the Age of Postmodern Globalization

Reconceptualizing Language, Language Learning, and the Adolescent Immigrant Language Learner in the Age of Postmodern Globalization

Learning language regimes: Children's representations of minority language education

Plurilingual reading practices in a global context: Circulation of books and linguistic inequalities

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