Working towards a more complete sociolinguistics

Maybin, Janet

doi:10.1111/josl.12047

Cited by 12 publications

(6 citation statements)

References 13 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…CDA has been critiqued for its written language bias (Blommaert, 2005) and, more recently, for its language bias in general (Maybin, 2013). In 2005, Rogers et al reported that education researchers were overturning this bias, because 66% of the studies analyzed interactional data sources and just 33% of the studies focused on written texts.…”

Section: Discussionmentioning

confidence: 99%

Critical Discourse Analysis in Education

Rogers

Schaenen

Schott

et al. 2016

Review of Educational Research

View full text Add to dashboard Cite

This article reviews critical discourse analysis scholarship in education research from 2004 to 2012. Our methodology was carried out in three stages. First, we searched educational databases. Second, we completed an analytic review template for each article and encoded these data into a digital spreadsheet to assess macro-trends in the field. Third, we developed schemata to interpret the complexity of research design. Our examination of 257 articles reveals trends in research questions, the theories researchers find useful, and the kinds of interactions that capture their attention. We explore areas in the field especially ripe for debate and critique: reflexivity, deconstructive–reconstructive stance toward inquiry, and social action. We compare the findings with an earlier review published in 2005, reflecting on three decades of critical discourse analysis in education research.

show abstract

Section: Discussionmentioning

confidence: 99%

Critical Discourse Analysis in Education

Rogers

Schaenen

Schott

et al. 2016

Review of Educational Research

View full text Add to dashboard Cite

show abstract

“…Elements of a working‐class identity appear to be under institutional attack from the contemporary power structures in operation in the United Kingdom. Indeed, Maybin () recognises that “deficit views of English are regaining currency in British educational policy”. This is exemplified in her study (Maybin, ) in which she details the ways in which primary school‐age girls employ complex reading strategies to decode the UK soap opera EastEnders (which is about working‐class families in an imaginary district of East London).…”

Section: Bourdieu Language and Powermentioning

confidence: 99%

“…The matter of the value of non‐standard dialects has become pertinent again as the recent coalition government has announced national curriculum reforms that promise grammar tests for primary school pupils and a “more rigorous” English curriculum (DfE, ). This research strives, through the lens of Bourdieu's () theory on language, to examine the political motivations behind this standardisation of English and to address Maybin's () concern about “how language varieties become enregistered and ascribed different social and cultural values” (p. 549). Through an examination of teenagers' responses to these societal forces, I hope to interrogate the value placed on standard and non‐standard language forms in the contemporary classroom to determine the ways in which the adolescents' identities are shaped by language.…”

Section: Introductionmentioning

confidence: 99%

Dialect, power and politics: standard English and adolescent identities

Brady

2015

Literacy

View full text Add to dashboard Cite

This paper examines the official requirement for the promotion of standard English using Bourdieu's concepts of the production and reproduction of legitimate language. It explores the political drive behind the demand for this standard dialect in England and, through a survey on the views of fifty-two 14 and 15 year olds, analyses the impact that this is having on adolescent identities in an inner-city London school. The students perceive non-standard English as a vehicle through which they can express their 'true' selves and construct a collective teenage identity. They use language to construct a division between themselves as teenagers and the adult 'others'. Although the students do not necessarily want to use non-standard English in the classroom, or with their teachers, educators need to consider how to afford pupils access to the 'official language', which grants privilege and power, without devaluing the identities which they may associate with other dialect forms. The final part of the paper explores the value of Cummin's concept of 'transformative pedagogy ' (2002) in relation to the study of dialect with adolescents.

show abstract

“…Kieran's film of his learning inspirations resonated meanings by using an Obama quotation about ‘keeping walking’ and Tinie Tempeh's piece “Written in the Stars” (Tempeh et al, ), endorsing making yourself known, whatever your background. The images, music and quotation offer up to the reader “different and differently organised pieces of the meaning puzzle” (Nelson et al, , p. 419) effecting powerful non‐written communication (see also Maybin, , p. 554).…”

Section: Affordancesmentioning

confidence: 99%

Meanings and mess in collaborative participatory research

Davies

2015

Literacy

View full text Add to dashboard Cite

Participatory research can be seen as providing affordances for ‘listening’ to student voices. This study contributes to the debate around its affordances in ameliorating democratic processes in schools. Students in a northern city secondary school in England used multimodal methods to research questions based on ‘where do students feel good about themselves as learners?’ The participatory framework was stymied by the privileging of written text and the Discourse of Initiation/Response/Evaluation embedded in our local relations of power, and in my body, and it also provided affordances for autonomy and meaning making. Students took on identities as experts, exploring varied ideas, resisting the stillness and non‐socialness of written text‐based activities, and choosing multimodal ways to self‐author their findings, to communicate ‘differently’ and effectively to chosen audiences. Meanings were made from layers of data, some of it sensory and embodied, but the processes of meaning making distorted and left behind much that was also meaningful in the tumult of researching, denying a more open‐ended conclusion. The research explores whether including the tumult, communicating it in a variety of modes including the written, remains truer to the multivoiced, fragmentary, fluid nature of the research process.

show abstract

Working towards a more complete sociolinguistics

Cited by 12 publications

References 13 publications

Critical Discourse Analysis in Education

Critical Discourse Analysis in Education

Dialect, power and politics: standard English and adolescent identities

Meanings and mess in collaborative participatory research

Contact Info

Product

Resources

About