Multilingual Classroom Ecologies: Inter-Relationship, Interactions and Ideologies: Inter-Relationships, Interactions and Ideologies (Bilingual Education and Bilingualism, 44, Band 44) - Hardcover

Hardcover

ISBN 10: 1853596957 ISBN 13: 9781853596957

Verlag: MULTILINGUAL MATTERS, 2004

Inhaltsangabe

The theme of this book is the multilingual classroom and the interrelationships, interactions and ideologies that apply in such classrooms. Drawing on studies from different multilingual communities in different parts of the world, the volume demonstrates the complex nature of the multilingual classroom, and in so doing provides a number of interdisciplinary perspectives for an international audience. The contributions to the volume are located within an ecological framework, one that emphasises the inter-relationships between languages and their speakers in multilingual and multi-cultural classrooms, the dynamics of multilingual classroom interaction, and the positionings of classroom languages and their speakers in dominant educational discourses. There are three main themes interweaved throughout the book:
Inter-relationships
• Relationships between languages and their speakers in multilingual/multicultural classrooms.
• The impact of educationally dominant languages on the ecologies of other languages.
Interactions
• The dynamics of multilingual classroom interaction for learning and teaching bilingually.
• The discursive meetings and mergings of socially situated participants within multilingual classrooms.
Ideology
• The positionings of classroom languages and their speakers in dominant educational discourses/conversations.
• The positionings of pedagogies, knowledge and participants in multilingual classrooms.

Über diesen Titel

Über die Autorinnen und Autoren

Angela Creese is a lecturer in Bilingualism in Education and TEFL at the School of Education, University of Birmingham. Peter Martin is a senior lecturer in Applied Linguistics at the School of Education, University of Leicester.

Angela Creese is a lecturer in Bilingualism in Education and TEFL at the School of Education, University of Birmingham. Peter Martin is a senior lecturer in Applied Linguistics at the School of Education, University of Leicester.

Auszug. © Genehmigter Nachdruck. Alle Rechte vorbehalten.

Multilingual Classroom Ecologies

Inter-relationships, Interactions and Ideologies

By Angela Creese, Peter Martin

Multilingual Matters

Copyright © 2003 Angela Creese, Peter Martin and the authors of individual chapters
All rights reserved.

ISBN: 978-1-85359-695-7

Contents

Angela Creese and Peter Martin: Multilingual Classroom Ecologies: Inter-relationships, Interactions and Ideologies, 1, 
Ellen Skilton-Sylvester: Legal Discourse and Decisions, Teacher Policymaking and the Multilingual Classroom: Constraining and Supporting Khmer/English Biliteracy in the United States, 8, 
Peter W. Martin: Interactions and Inter-relationships Around Text: Practices and Positionings in a Multilingual Classroom in Brunei, 25, 
Alexandra Jaffe: Talk Around Text: Literacy Practices, Cultural Identity and Authority in a Corsican Bilingual Classroom, 42, 
Angela Creese: Language, Ethnicity and the Mediation of Allegations of Racism: Negotiating Diversity and Sameness in Multilingual School Discourses, 61, 
Deirdre Martin: Constructing Discursive Practices in School and Community: Bilingualism, Gender and Power, 77, 
Jo Arthur: 'Baro Afkaaga Hooyo!' A Case Study of Somali Literacy Teaching in Liverpool, 93, 
Marilyn Martin-Jones and Mukul Saxena: Bilingual Resources and 'Funds of Knowledge' for Teaching and Learning in Multi-ethnic Classrooms in Britain, 107, 
Sally Boyd: Foreign-born Teachers in the Multilingual Classroom in Sweden: The Role of Attitudes to Foreign Accent, 123, 
Nancy H. Hornberger: Afterword: Ecology and Ideology in Multilingual Classrooms, 136, 

CHAPTER 1

Multilingual Classroom Ecologies: Inter-relationships, Interactions and Ideologies

Angela Creese School of Education, University of Birmingham, UK

Peter Martin School of Education, University of Leicester, UK

Introduction

The papers appearing in this volume are, with one exception, those presented in a colloquium at the Third International Symposium on Bilingualism at the University of the West of England, Bristol, UK, in April 2001. The theme of the colloquium was the multilingual classroom and specifically the complex inter-relationships, interactions and ideologies within such classrooms. The idea for the colloquium was to bring together researchers whose experiences of multilingual classrooms in a range of different sites varied but nevertheless shared clear commonalities. What all studies share is an exploration of the inter-relationships between an individual and her/his languages, and across individuals and their languages. These inter-relationships are negotiated through different types of interactions, underpinned by situated and ideological, cultural and political histories.

The key issues of inter-relationships, interactions and ideologies are explored within an ecological perspective that takes into account the importance of the environment and the linguistic diversity which exists within that environment. We first briefly consider how language ecology has been explored in the literature and, with reference to this literature, provide the framework for this volume.

Linguistic Ecology

The key concept behind the term 'language ecology', defined by Haugen (1972: 325) as 'the study of interactions between any given language and its environment', is that a given language does not exist as a separate entity in the environment. In Haugen's terms, 'environment' refers to the 'society that uses [a language] as one of its codes' (1972: 325). An ecological approach to language in society, then, requires an exploration of the relationship of languages to each other and to the society in which these languages exist. This includes the geographical, socio-economic and cultural conditions in which the speakers of a given language exist, as well as the wider linguistic environment. In Haugen's original study it was suggested that, for a particular situation, several ecological questions need to be addressed. Haugen's questions provided a useful framework for a study of language ecology, although others have noted that Haugen's approach needs to be more comprehensive and more systematically exploited. Edwards (1992), for example, has extended the questions posed by Haugen into a checklist of 33 questions, using three basic categories of variables: speaker, language and setting.

The language ecology metaphor has been used in different ways in the literature. This literature on language ecology includes discussion related to cognitive development and human interaction, the maintenance and survival of languages, the promotion of linguistic diversity, and language policy and planning. Although much of the earlier literature focused on two-dimensional inter-relationships between languages and their communities, more recent work has acknowledged an 'infinite world of possibilities' for language ecology (Barron et al., 2002: 10). In a recent volume, The Ecolinguistics Reader, Fill and Mühlhäusler (2001: 3) suggest that the ecological metaphor illuminates a range of subject matter, including (1) the diversity of inhabitants of an ecology; (2) the factors that sustain diversity; (3) the housekeeping that is needed; and (4) the functional inter-relationships between the inhabitants of an ecology.

One line of discussion has been the work of Bronfenbrenner (1979, 1993) on the ecology of cognitive development. He has explored and developed the theme of the ecology of human interaction. Bronfenbrenner's ecological model consists of a number of what he calls 'systems' which describe 'the nested networks of interactions that create an individual's ecology' (Renn, 1999: 6). Applying this ecology model, Renn investigated bi- or multiracial college students' development of multiracial identity in the USA and found the model useful for 'understanding the influence of multiple person–environment interactions'. Renn (1999: 4), citing Tierney (1993: 63), notes that individuals are 'constantly redescribed by institutional and ideological mechanisms of power'.

Mühlhäusler (1996) has developed the idea of language ecology in his discussion of the maintenance and survival of languages with specific reference to the small Australian and Pacific languages. He refers to the 'large-scale destruction of linguistic ecologies' and suggests there is a need to identify the 'prerequisites for maintaining, preserving or restoring languages' (Mühlhäusler, 1992: 165–66).

The theme of language ecology also appears in the language policy and planning literature. Kaplan and Baldauf (1997: 310) have noted that efforts to plan language 'without an awareness of the eco-system in which one is intervening can be dangerous to the health of the community'. In a later work, they refer to 'the ripple effects of doing anything to any language or set of languages' within a particular context (Kaplan & Baldauf, 1998: 361). Another source which looks at an ecological approach to language planning is the volume by Liddicoat and Bryant (2000). Within this volume, a focus paper by Mühlhäusler (2000) argues for the need to take into account the inter-relationships between language and the wider cultural and political environment.

Phillipson and Skutnabb-Kangas (1996), in a discussion of language policy options worldwide emerging from their work on language rights, have contrasted what they refer to as an 'ecology-of-language paradigm', which promotes multilingualism and linguistic diversity, with the...

Details zur Ausgabe

• Verlag: MULTILINGUAL MATTERS
• Erscheinungsdatum: 2004
• Sprache: Englisch
• ISBN 10: 1853596957
• ISBN 13: 9781853596957
• Einband: Gebundene Ausgabe
• Anzahl der Seiten: 152
• Herausgeber: Creese Angela, Martin Peter
• Kontakt zum Hersteller: Nicht verfügbar
• Verantwortliche Person: Nicht verfügbar