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Drawing on first-hand ethnographic data, field interviews with
interpreters, interviewers and decision-makers, observations and
off-record comments, The Asylum Speaker examines discursive
processes in the asylum procedure and the impact these processes
may have on the determination of refugee status. The book starts
from the assumption that far-reaching legal decisions often have to
be made on very limited grounds. Unable to submit any evidence to
substantiate their case, the only chance that many asylum seekers
have is to argue their case during the oral hearings with public
officials at the different asylum agencies. Maryns investigates the
performance of the asylum seeker during these interviews and
analyzes the relationship between narrative structuring and
gradations of linguistic competence. She explores a number of
related questions: first, how the interaction between applicants
and public officials proceeds; second, how this interaction forms
the discursive input into long and complicated textual
trajectories, and third, how the outcome of these discursive
processes affects the assessment of asylum applications. Maryns
demonstrates how propositional aspects play a crucial role in the
asylum procedure whereas little attention is paid to
narrative-linguistic diversity and multilingual speaker
repertoires. Her analysis reveals how insufficient insight into the
linguistic structure and narrative features of the asylum account
often results in a deficient processing of important details.
Drawing on first-hand ethnographic data, field interviews with
interpreters, interviewers and decision-makers, observations and
off-record comments, The Asylum Speaker examines discursive
processes in the asylum procedure and the impact these processes
may have on the determination of refugee status. The book starts
from the assumption that far-reaching legal decisions often have to
be made on very limited grounds. Unable to submit any evidence to
substantiate their case, the only chance that many asylum seekers
have is to argue their case during the oral hearings with public
officials at the different asylum agencies. Maryns investigates the
performance of the asylum seeker during these interviews and
analyzes the relationship between narrative structuring and
gradations of linguistic competence. She explores a number of
related questions: first, how the interaction between applicants
and public officials proceeds; second, how this interaction forms
the discursive input into long and complicated textual
trajectories, and third, how the outcome of these discursive
processes affects the assessment of asylum applications. Maryns
demonstrates how propositional aspects play a crucial role in the
asylum procedure whereas little attention is paid to
narrative-linguistic diversity and multilingual speaker
repertoires. Her analysis reveals how insufficient insight into the
linguistic structure and narrative features of the asylum account
often results in a deficient processing of important details.
This book highlights the need to develop new educational
perspectives in which multilingualism is valorised and
strategically used in settings and contexts of instruction and
learning. Situated in the current educational debate about
multilingualism and ethno-linguistic minorities, chapter authors
examine the polarised response to heightened linguistic diversity
and how the debate is very much premised on binary views of
monolingualism and multi- or bilingualism. Contributors argue that
the diverse linguistic backgrounds of immigrant and minority
students should be considered an asset, instead of being regarded
as a barrier to teaching and learning. From its title through to
its conclusion, this book underlines the current perspective of
multilingualism as possessing cutting edge potential for
transforming diverse classrooms into more inhabitable, more
equitable and more efficiently organised spaces for learning. This
book will be of interest to scholars and researchers in educational
linguistics, applied linguistics, sociolinguistics, anthropological
linguistics, pedagogics, educational studies, and educational
anthropology.
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