Session Information
ERG SES C 09, Children and Education
Paper Session
Contribution
Many children today grow up in multilingual communities characterized by conflicting language ideologies, with majority languages often seen as routes to school and commercial success, and heritage languages seen as carriers of cultural heritage. As language ideology theorists argue, speakers construct values for the languages in contact in their communities through their language practices (e.g., Irvine & Gal 2000). Language ideologies are very significant in terms of linking language and social identities. Irvine and Gal (2000) define language ideologies as “the ideas with which participants and observers frame their understanding of linguistic varieties and map those understandings onto people, events and activities that are significant to them” (p. 35).Hence, as language ideology theorists point out, there are major ideological associations between language, culture and community. Especially close ties between language ideologies and language use and identity construction may become visible in contexts where languages come into contact. Therefore, when we are talking about a linguistic minority group in a majority culture, as in the present study of Turkish immigrant students living and attending school in the US context, we must consider the children’s language practices in terms of how they are responding to the English-only ideologies of the US school context and the Turkish-only ideologies of their home communities.
However, only a small number of studies looked at how young people respond to conflicting language ideologies in their communities through language practices in everyday peer group interactions (Minks 2010; Garrett 2007; Kyratzis, Reynolds, & Evaldsson 2010; Paugh 2005; Reynolds 2010; Schieffelin 2003; Zentella 1997). Drawing on a view which sees children as social actors in socializing other children (Goodwin 2006; Goodwin & Kyratzis 2007), this paper conducts an ethnographic fieldwork on the everyday interactions of peer groups of second generation Turkish heritage children in two Arizona settings; an elementary school, and a Turkish Saturday (heritage language) School, over a year to examine how the children negotiate ideologies and identities in interaction with peers.
Method
Expected Outcomes
References
Auer, P. (1998). Code-Switching in conversation: language, interaction and identity. London/New York: Routledge. Bailey, B. (2007). Hetereglossia and boundaries. In M. Heller (Ed.), Bilingualism: A social approach (pp. 257-274). New York: Palgrave Macmillan. Evaldsson, A. C. (2005). Staging insults and mobilizing catergorizations in a multiethnic peer group. Discourse and Society, 16(6), 763-786. Fader, A. (2001). "Literacy, bilingualism and gender in a Hasidic community." Linguistics and Education, 12(3), 261-283. Garret, P. B. (2005). What a language is good for: Language socialization, language shift, and the persistence of code-specific genres in St. Lucia. Language in Society, 34, 327-361. Garrett, P. B. (2007). “Language socialization and the (re)production of bilingual subjectivities.” In M. Heller (ed.), Bilingualism: A Social Approach (pp. 233-256). New York: Palgrave Macmillan. Goffman, E. (1981). Forms of talk. Philadelphia: University of Pennsylvania Press. Goodwin, M. H. (2006). Hidden life of girls: Games of stance, status and exclusion. Blackwell Publishing. Goodwin, M. H. & Kyratzis, A. (2007). Children socializing children: Practices for negotiating the social order among peers. Research on Language and Social Interaction, 40(4), 1-11. Irvine, J. T., & Gal, S. (2000). Language ideology and linguistic differentiation. In P.V. Kroskrity (Ed)., Regimes of language: Ideologies, politics and identities (pp. 35-83). Santa Fe, NM: School of American Research Press. Jorgensen, N. (1998). Children’s acquisition of code-switching for power wielding. In P. Auer (Ed.). Code-switching in conversation: Language, interaction and identity. London/New York: Routledge. Kyratzis, A. (2010) Latina girls’ peer play interactions in a bilingual Spanish- English U.S. Preschool: Heteroglossia, frame-shifting, and language ideology. Pragmatics, 20(4), 557-586 . Kyratzis, A., Reynolds, J., & Evaldsson, A. C. (2010). Heteroglossia and language ideologies in children’s peer play interactions. Pragmatics, 20(4), 457-466. Minks, A. (2010). Socializing heteroglossia among Miskitu children on the Caribbean Coast of Nicarague. Pragmatics, 20(4). Paugh, A. (2005). Multilingual play: Children’s code-switching, role play, and agency in Dominica, West Indies. Language in Society, 34, 63-86. Reynolds, J. (2010). Enregistering the voices of discursive figures of authority in Antonero children’s socio-dramatic play. Pragmatics, 20(4). Shankar, S. (2008). Speaking like a model minority: “FOB” styles, gender and racial meanings among Desi teens in Silicon Valley. Journal of Linguistic Anthropology, 18(2), 268-289. Schieffelin, B. B. (2003). Language and place in children’s worlds. Texas Linguistics Forum (SALSA), 45, 152-166. Zentella, A. C. (1997). Growing up bilingual: Puerto Rican children in New York. Oxford: Blackwell.
Search the ECER Programme
- Search for keywords and phrases in "Text Search"
- Restrict in which part of the abstracts to search in "Where to search"
- Search for authors and in the respective field.
- For planning your conference attendance you may want to use the conference app, which will be issued some weeks before the conference
- If you are a session chair, best look up your chairing duties in the conference system (Conftool) or the app.