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This collection explores the ways in which women in academia from
culturally and linguistically diverse backgrounds mediate the
negotiation between linguistic discrimination and linguistic
diversity in higher education, using autoethnography to make
visible their lived experiences. The volume shows how women in
academia from CaLD backgrounds, particularly those living or
working in the Global South, draw on their multivalent complex
linguistic backgrounds and cultural repertories to cope with and
manage linguistic and systemic gender discrimination. In adopting
authoethnography as its key methodology, the book encourages these
academics to “write themselves” beyond the conventions from
which women in academia have traditionally been forced to speak and
write. The collection features perspectives from women across
geographic contexts, sub-fields, and levels of experience whose
stories are not often told, putting at the fore their narratives,
lived experiences, and career trajectories in mediating issues
around power, ideology, language policy, social justice, teaching
and learning, and identity construction. In so doing, the book
challenges the wider field to expand the borders of discussions on
linguistic discrimination and higher education institutions to
critically engage with these issues. This book will be of interest
to scholars in applied linguistics, sociolinguistics, and cultural
studies.
The title seeks to show how people are embedded culturally,
socially and linguistically in a certain peripheral geographical
location, yet are also able to roam widely in their use and takeup
of a variety of linguistic and cultural resources. Drawing on data
examples obtained from ethnographic fieldwork trips in Mongolia, a
country located geographically, politically and economically on the
Asian periphery, this book presents an example of how peripheral
contexts should be seen as crucial sites for understanding the
current sociolinguistics of globalization. Dovchin brings together
several themes of wide contemporary interest, including
sociolinguistic diversity in the context of popular culture and
media in a globalized world (with a particular focus on popular
music), and transnational flows of linguistic and cultural
resources, to argue that the role of English and other languages in
the local language practices of young musicians in Mongolia should
be understood as "linguascapes." This notion of linguascapes adds
new levels of analysis to common approaches to sociolinguistics of
globalization, offering researchers new complex perspectives of
linguistic diversity in the increasingly globalized world.
The title seeks to show how people are embedded culturally,
socially and linguistically in a certain peripheral geographical
location, yet are also able to roam widely in their use and takeup
of a variety of linguistic and cultural resources. Drawing on data
examples obtained from ethnographic fieldwork trips in Mongolia, a
country located geographically, politically and economically on the
Asian periphery, this book presents an example of how peripheral
contexts should be seen as crucial sites for understanding the
current sociolinguistics of globalization. Dovchin brings together
several themes of wide contemporary interest, including
sociolinguistic diversity in the context of popular culture and
media in a globalized world (with a particular focus on popular
music), and transnational flows of linguistic and cultural
resources, to argue that the role of English and other languages in
the local language practices of young musicians in Mongolia should
be understood as "linguascapes." This notion of linguascapes adds
new levels of analysis to common approaches to sociolinguistics of
globalization, offering researchers new complex perspectives of
linguistic diversity in the increasingly globalized world.
This book analyses the language practices of young adults in
Mongolia and Bangladesh in online and offline environments.
Focusing on the diverse linguistic and cultural resources these
young people draw on in their interactions, the authors draw
attention to the creative and innovative nature of their
transglossic practices. Situated on the Asian periphery, these
young adults roam widely in their use of popular culture, media
voices and linguistic resources. This innovative and topical book
will appeal to students and scholars of sociolinguistics, applied
linguistics, cultural studies and linguistic anthropology.
Translinguistics represents a powerful alternative to conventional
paradigms of language such as bilingualism and code-switching,
which assume the compartmentalization of different 'languages' into
fixed and arbitrary boundaries. Translinguistics more accurately
reflects the fluid use of linguistic and semiotic resources in
diverse communities. This ground-breaking volume showcases work
from leading as well as emerging scholars in sociolinguistics and
other language-oriented disciplines and collectively explores and
aims to reconcile the distinction between 'innovation' and
'ordinariness' in translinguistics. Features of this book include:
18 chapters from 28 scholars, representing a range of academic
disciplines and institutions from 11 countries around the world;
research on understudied communities and geographic contexts,
including those of Latin America, South Asia, and Central Asia;
several chapters devoted to the diversity of communication in
digital contexts. Edited by two of the most innovative scholars in
the field, Translinguistics: Negotiating Innovation and
Ordinariness is essential reading for scholars and students
interested in the question of multilingualism across a variety of
subject areas.
Translinguistics represents a powerful alternative to conventional
paradigms of language such as bilingualism and code-switching,
which assume the compartmentalization of different 'languages' into
fixed and arbitrary boundaries. Translinguistics more accurately
reflects the fluid use of linguistic and semiotic resources in
diverse communities. This ground-breaking volume showcases work
from leading as well as emerging scholars in sociolinguistics and
other language-oriented disciplines and collectively explores and
aims to reconcile the distinction between 'innovation' and
'ordinariness' in translinguistics. Features of this book include:
18 chapters from 28 scholars, representing a range of academic
disciplines and institutions from 11 countries around the world;
research on understudied communities and geographic contexts,
including those of Latin America, South Asia, and Central Asia;
several chapters devoted to the diversity of communication in
digital contexts. Edited by two of the most innovative scholars in
the field, Translinguistics: Negotiating Innovation and
Ordinariness is essential reading for scholars and students
interested in the question of multilingualism across a variety of
subject areas.
This book seeks to contribute to the critical applied linguistics
by investigating the dynamic role of English on social media,
focusing on EFL university students in East Asia - Mongolia and
Japan. Drawing on sets of Facebook data, the book primarily
emphasizes that the presence of English on social media should be
understood as 'translingual' not only due to its multiple
recombinations of resources, genres, modes, styles, and repertories
but also due to its direct connections with a broader
socio-cultural, historical and ideological meanings. Secondly, EFL
university students metalinguistically claim multiple ideologies of
linguistic authenticities in terms of their usage of 'translingual
Englishes' on social media as opposed to other colliding language
ideologies such as linguistic purity and linguistic dystopia. The
question of how they reclaim the notion of linguistic authenticity,
however, profoundly differs, depending on their own often-diverse
criteria, identities, beliefs, and ideas. This shows that mixing
and mingling at its very core, the existence of 'translingual
Englishes' on social media provides us with a significant view to
accommodate the multiple co-existence and multiple origins of
authenticity in the increasingly interconnected world. The book
concludes the possibility of applying the ideas of 'translingual
Englishes' on social media in critical EFL classroom settings, in
their careful re-assessment of the complexity of contemporary
linguistic experiences and beliefs of their EFL learners.
The studies in this collection seek to examine the notions of
'linguistic diversity' and 'hybridity' through the lenses of new
critical theories and theoretical frameworks embedded within the
broader discussion of the sociolinguistics of globalization. The
chapters include critical inquiries into online/offline languages
in society, language users, language learners and language teachers
who may operate 'between' languages and are faced with decisions to
navigate, negotiate and invent or re-invent languages, local and
global and virtual spaces. The research took place in contexts that
include linguistic landscapes, schools, classrooms, neighborhoods
and virtual spaces of Australia, Bangladesh, Canada, Japan,
Kazakhstan, Mongolia, South Korea and the USA.
The studies in this collection seek to examine the notions of
'linguistic diversity' and 'hybridity' through the lenses of new
critical theories and theoretical frameworks embedded within the
broader discussion of the sociolinguistics of globalization. The
chapters include critical inquiries into online/offline languages
in society, language users, language learners and language teachers
who may operate 'between' languages and are faced with decisions to
navigate, negotiate and invent or re-invent languages, local and
global and virtual spaces. The research took place in contexts that
include linguistic landscapes, schools, classrooms, neighborhoods
and virtual spaces of Australia, Bangladesh, Canada, Japan,
Kazakhstan, Mongolia, South Korea and the USA.
This book analyses the language practices of young adults in
Mongolia and Bangladesh in online and offline environments.
Focusing on the diverse linguistic and cultural resources these
young people draw on in their interactions, the authors draw
attention to the creative and innovative nature of their
transglossic practices. Situated on the Asian periphery, these
young adults roam widely in their use of popular culture, media
voices and linguistic resources. This innovative and topical book
will appeal to students and scholars of sociolinguistics, applied
linguistics, cultural studies and linguistic anthropology.
Moving beyond two main concepts of 'interlingual' and
'intralingual' discrimination, this Cambridge Element addresses the
concept of 'translingual discrimination', which refers to
inequality based on transnational migrants' specific linguistic and
communicative repertoires that are (il)legitimized by the national
order of things. Translingual discrimination adds intensity to
transnational processes, with transnational migrants showing two
main characteristics of exclusion - 'translingual name
discrimination' and its associated elements such as 'name stigma'
and 'name microaggression'; and 'translingual English
discrimination' and its elements such as 'accentism',
'stereotyping' and 'hallucination'. The accumulation of these
characteristics of translingual discrimination causes negative
emotionality in its victims, including 'foreign language anxiety'
and 'translingual inferiority complexes'. Consequently,
transnational migrants adopt coping strategies such as 'CV
whitening', 'renaming practices', 'purification', and 'ethnic
evasion' while searching for translingual safe spaces. The Element
concludes with the social and pedagogical implications of
translingual discrimination in relation to transnational migrants.
This edited volume investigates the role of digital communication
in relation to linguistic diversity and language education in
today's digitally networked world. It aims to examine (1) how
language(s) are (re)contextualized and (re)localized concerning
other languages, multimodalities, semiotic resources, genres, and
repertoires in various domains of digital communication and (2)
what pragmatic functions digital communication may serve in terms
of language education - both in and out of classroom - and
pedagogy. The collection includes contributions exploring diverse
digital venues in which language has multiple different roles and
functions, illustrating micro- and macro-linguistic practices in
varied areas of society, including education, politics, technology,
media, and popular culture.
Transcultural Flows of English and Education in Asian Contexts
examines issues concerning the potential of English learning and
teaching to go beyond the classroom and affect the multicultural
realities of Asian societies. Asian societies often carry long
histories and traditions that influence beliefs about
identities,which are changing in our globalizing world. The authors
in this volume explore the synthesis that occurs when culture is
shared and re-constructed in different contexts. Specifically, the
authors show how English is appropriated and refashioned through
language and culture exchanges both inside and outside of
traditional classrooms in East Asia (i.e., Japan, South Korea,
China) and Southeast Asia (e.g.., Indonesia, Thailand). Inside the
classroom, transcultural flows have the potential to result in
take-up, exchange, appropriation, and refashioning of language and
cultural practices that can generate transcultural realities
outside the classroom. Understanding transcultural flows may also
require understanding circumstances outside of the classroom-for
instance, transcultural exchanges that lead to friendships and
professional relationships; as companies embrace English and
attempt to reach a global audience; as English facilitates access
to global interaction in cyberspace; and as membership to nation
states, recognition, and identity often confront the politics of
English as a global language. For both teachers and students of
English, the impact of transcultural connections reaches far beyond
the teaching and learning experience. English connects people
around the globe-even after students and teachers have finished
their lessons or teachers have left the country. To examine the
transcultural flows that result from English learning and teaching
in Asia, this book addresses the following questions: What becomes
of English when it is unmoored from local, national, and regional
spaces and imaginatively reconceptualized? What are new forms of
global consciousness and cultural competency? How is English
rediscovered and reinvented in Asian countries where there are long
traditions of cultural beliefs and language practices? How are
teachers and students taking up and appropriating English inside
and outside classrooms? How has English learning and teaching
affected social, political, and business relationships? This book
will be of interest to scholars in sociolinguistics, anthropology,
and education.
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Paperback
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R398
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Discovery Miles 3 300
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