subject:(Language ideology)

University of Bath

1. Chen, Yi Ling. The formation of parental language ideology in a multilingual context : a case study in Taiwan.

Degree: Thesis (EdD), 2011, University of Bath

URL: https://researchportal.bath.ac.uk/en/studentthesis/the-formation-of-parental-language-ideology-in-a-multilingual-context-a-case-study-in-taiwan(d8f99eca-7f84-4055-8598-05fad55ccd9a).html ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.538291

► In the past ten years, the number of English cram schools has tripled in Taiwan and more than 70% of fifth and sixth graders claim… (more)

▼ In the past ten years, the number of English cram schools has tripled in Taiwan and more than 70% of fifth and sixth graders claim they attended cram schools before receiving formal English education in primary schools. In response to pressures of both globalisation and localisation, the government introduced a school policy of learning a Taiwanese minority language, in addition to Mandarin, in 2005. The majority of parents, however, are not keen to encourage their children to learn a Taiwanese second language compared to the ‘trend’ of learning English (as a foreign language). This study explores family language policies using a multiple-case-study strategy with twelve families whose children attend a language school in Taichung, Taiwan, with two additional cases from different geolinguistic areas. The main focus is on how parents form their ideologies about language and language learning. The data were gathered using semi-structured interviews. The macro- and micro-factors which underpin the parents’ language ideologies are the central focus of analysis. Amongst these families the process of ideology formation involves more than three languages, English, Mandarin, Minnan and Hakfa (which, in this study, is the only representative of other minority languages spoken in Taiwan). The three Chinese languages appear as ‘mother tongue’ in various combinations amongst the parents in the study. The findings indicate that the influence of macro- and micro-factors on parents’ language ideologies is complex and interactive, rather than linear. Significant macro-factors identified include the local, national and global sociolinguistic environments, government policies and economic factors, notably the labour market. Macro-factors, as well as micro-factors, do not influence parents’ ideologies in isolation from each other. Similar, shared macro-contexts are responded to in diverse ways by the parents in the study, with familial mother tongue, educational experiences and different perceptions of the social roles of language all playing a part. Parents’ language ideologies are, therefore, clearly not structurally determined, but neither do the parents act as ‘free agents’ in their ideological choices which, in turn, have an impact on family language management and language practices. The complexity and fluidity of the Taiwanese language situation and the rapid social, political and economic changes that are taking place in the community make this study particularly valuable in enhancing our understanding of how personal language ideologies evolve.

Subjects/Keywords: 410; multilingual; parental language ideology

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APA (6^th Edition):

Chen, Y. L. (2011). The formation of parental language ideology in a multilingual context : a case study in Taiwan. (Doctoral Dissertation). University of Bath. Retrieved from https://researchportal.bath.ac.uk/en/studentthesis/the-formation-of-parental-language-ideology-in-a-multilingual-context-a-case-study-in-taiwan(d8f99eca-7f84-4055-8598-05fad55ccd9a).html ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.538291

Chicago Manual of Style (16^th Edition):

Chen, Yi Ling. “The formation of parental language ideology in a multilingual context : a case study in Taiwan.” 2011. Doctoral Dissertation, University of Bath. Accessed April 15, 2021. https://researchportal.bath.ac.uk/en/studentthesis/the-formation-of-parental-language-ideology-in-a-multilingual-context-a-case-study-in-taiwan(d8f99eca-7f84-4055-8598-05fad55ccd9a).html ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.538291.

MLA Handbook (7^th Edition):

Chen, Yi Ling. “The formation of parental language ideology in a multilingual context : a case study in Taiwan.” 2011. Web. 15 Apr 2021.

Vancouver:

Chen YL. The formation of parental language ideology in a multilingual context : a case study in Taiwan. [Internet] [Doctoral dissertation]. University of Bath; 2011. [cited 2021 Apr 15]. Available from: https://researchportal.bath.ac.uk/en/studentthesis/the-formation-of-parental-language-ideology-in-a-multilingual-context-a-case-study-in-taiwan(d8f99eca-7f84-4055-8598-05fad55ccd9a).html ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.538291.

Council of Science Editors:

Chen YL. The formation of parental language ideology in a multilingual context : a case study in Taiwan. [Doctoral Dissertation]. University of Bath; 2011. Available from: https://researchportal.bath.ac.uk/en/studentthesis/the-formation-of-parental-language-ideology-in-a-multilingual-context-a-case-study-in-taiwan(d8f99eca-7f84-4055-8598-05fad55ccd9a).html ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.538291

University of Sydney

2. Dharmaputra, Garnasih Aseanti. Language Policy, Ideology and Language Attitudes: A Study of Indonesian Parents and their Choice of Language in the Home .

Degree: 2018, University of Sydney

URL: http://hdl.handle.net/2123/20291

► This study is driven by my curiosity about Indonesian parents’ use of English, a foreign language in Indonesia, to raise children. It led me to… (more)

▼ This study is driven by my curiosity about Indonesian parents’ use of English, a foreign language in Indonesia, to raise children. It led me to ask why this seems like normal practice and why parents seem to have little attachment to Indonesian although they grew up speaking the language. Previous studies have focused, among others, on how Indonesian children navigated their identity as cosmopolites and how English language schools applied the national education policy. Meanwhile parents’ choice of home language has received little attention. This study fills the gap in the literature by focusing on the ideology of raising children in the school language. I draw on Bourdieu’s concept of habitus to explain the motivations behind the parents’ use of English. I discuss the impact of language policies during the Dutch and Japanese occupations, the New Order and post-New Order periods, on parents’ language attitudes and argue that the ideology of raising children in the school language is inculcated within more than one generation. In every generation, parents use the school language in the home, respectively, Dutch, Indonesian and English, reflecting the assumption that language is a tool for economic advancement. The study uses a combined quantitative and qualitative methodology, involving questionnaire and video/audio recordings of parent-children interactions. The participants consist of upper-middle class parents who send their children to English language schools. The findings show that most parents speak a mixture of Indonesian and English, which suggests that they still value Indonesian as the family language, but use English to support their children’s schooling. I show that parents’ attitudes reflect the ideology of language inculcated through language policy and implemented through education, which promotes the school language as a tool for achieving better social standing. Parents who want their children to succeed thus deem that English language schools are the best option for their children. This study contributes to the understanding of the role of English in the Indonesian education system and the impact of language policy on language attitudes. By focusing on Indonesia, it provides an example of the process involved in the dissemination of the language through the education system.

Subjects/Keywords: language policy; ideology; language attitude; Bourdieu; habitus

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APA (6^th Edition):

Dharmaputra, G. A. (2018). Language Policy, Ideology and Language Attitudes: A Study of Indonesian Parents and their Choice of Language in the Home . (Thesis). University of Sydney. Retrieved from http://hdl.handle.net/2123/20291

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Dharmaputra, Garnasih Aseanti. “Language Policy, Ideology and Language Attitudes: A Study of Indonesian Parents and their Choice of Language in the Home .” 2018. Thesis, University of Sydney. Accessed April 15, 2021. http://hdl.handle.net/2123/20291.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Dharmaputra, Garnasih Aseanti. “Language Policy, Ideology and Language Attitudes: A Study of Indonesian Parents and their Choice of Language in the Home .” 2018. Web. 15 Apr 2021.

Vancouver:

Dharmaputra GA. Language Policy, Ideology and Language Attitudes: A Study of Indonesian Parents and their Choice of Language in the Home . [Internet] [Thesis]. University of Sydney; 2018. [cited 2021 Apr 15]. Available from: http://hdl.handle.net/2123/20291.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Dharmaputra GA. Language Policy, Ideology and Language Attitudes: A Study of Indonesian Parents and their Choice of Language in the Home . [Thesis]. University of Sydney; 2018. Available from: http://hdl.handle.net/2123/20291

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of California – Berkeley

3. Bhattacharya, Usree. "Globalization" and the English Imperative: A Study of Language Ideologies and Literacy Practices at an Orphanage and Village School in Suburban New Delhi.

Degree: Education, 2013, University of California – Berkeley

URL: http://www.escholarship.org/uc/item/862751z2

► This dissertation is a study of English language and literacy in the multilingual Indian context, unfolding along two analytic planes: the first examines institutional discourses… (more)

▼ This dissertation is a study of English language and literacy in the multilingual Indian context, unfolding along two analytic planes: the first examines institutional discourses about English learning across India and how they are motivated and informed by the dominant theme of "globalization," and the second investigates how local language ideologies and literacy practices correspond to these discourses. An ethnographic case study, it spans across four years. The setting is a microcosm of India's own complex multilingualism. The focal children speak Bengali or Bihari as a first language; Hindi as a second language; attend an English-medium village school; and participate daily in Sanskrit prayers. Within this context, I show how the institutional discursive framing of English as a prerequisite for socio-economic mobility, helps produce, reproduce, and exacerbate inequalities within the world's second largest educational system. The notion of globalization, further, is deeply woven into these discourses. I begin by showing that while top-level discourses about English accept globalization as doxa, little attention is paid to its differential intervention along socio-economic lines. My study complicates the commonly liberatory rhetoric of globalization by illuminating how such discourses employ multiple strategies to mobilize institutional voices in order to control and restrict access to linguistic, symbolic and economic capital. Further, fine-grained analyses of the children's linguistic practices and interview data reveal how local language ideologies counter, resist, and contest these discourses and voice enduring anxieties about English. Because these discourses have fueled the proliferation of private English-medium schools in India, catering mostly to the poor, the classroom forms another locus of investigation. Its analysis entails the close examination of literacy practices, curricula, and pedagogy at the children's school. The study reveals that factors such as multigrade classrooms; teacher-centered pedagogy; level-inappropriate textbooks; emphasis on rote memorization; and the difficulty of teaching and learning in a language in which neither the instructor nor the student has proficiency result in limited and superficial English acquisition and also limit children's access to educational content. In light of my findings, I argue that such English-medium schools not only widen the English-vernacular gap, they also reinforce the role of English in elite formation. The significance of my study lies in underscoring the ways in which institutional notions around English and globalization flatten out difference and enact erasure of local voices, with serious consequences for educational equity. This is not merely an Indian story; the role of English in an era of globalization is the high-stakes language politics story of our time.

Subjects/Keywords: Education; discourse; globalization; India; language ideology; literacy

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APA (6^th Edition):

Bhattacharya, U. (2013). "Globalization" and the English Imperative: A Study of Language Ideologies and Literacy Practices at an Orphanage and Village School in Suburban New Delhi. (Thesis). University of California – Berkeley. Retrieved from http://www.escholarship.org/uc/item/862751z2

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Bhattacharya, Usree. “"Globalization" and the English Imperative: A Study of Language Ideologies and Literacy Practices at an Orphanage and Village School in Suburban New Delhi.” 2013. Thesis, University of California – Berkeley. Accessed April 15, 2021. http://www.escholarship.org/uc/item/862751z2.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Bhattacharya, Usree. “"Globalization" and the English Imperative: A Study of Language Ideologies and Literacy Practices at an Orphanage and Village School in Suburban New Delhi.” 2013. Web. 15 Apr 2021.

Vancouver:

Bhattacharya U. "Globalization" and the English Imperative: A Study of Language Ideologies and Literacy Practices at an Orphanage and Village School in Suburban New Delhi. [Internet] [Thesis]. University of California – Berkeley; 2013. [cited 2021 Apr 15]. Available from: http://www.escholarship.org/uc/item/862751z2.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Bhattacharya U. "Globalization" and the English Imperative: A Study of Language Ideologies and Literacy Practices at an Orphanage and Village School in Suburban New Delhi. [Thesis]. University of California – Berkeley; 2013. Available from: http://www.escholarship.org/uc/item/862751z2

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of Arizona

4. Wang, Yi. Studying in China but in an English Program: Language Ideologies among Study Abroad Students in China in the Age of Belt and Road .

Degree: 2020, University of Arizona

URL: http://hdl.handle.net/10150/642171

► As China’s signature policy to expand its global influence, the Belt and Road initiative (BRI) incorporates plans to drastically increase the number of international students… (more)

▼ As China’s signature policy to expand its global influence, the Belt and Road initiative (BRI) incorporates plans to drastically increase the number of international students to study in China. Following the BRI, a growing trend among Chinese institutions of higher education is to offer programs taught exclusively in English for study abroad students, many of whom are from non-Anglophone countries in Asia, Europe, and Africa. While this trend may seem to reflect neoliberal ideals that assume English to be the global language in the marketing of study abroad (Kubota, 2016a), it simultaneously presents an intriguing reality in the context of China, where the BRI itself is intended to expand China’s economic and cultural influence globally. By drawing from the theory of language ideology (e.g., Gal, 1989; Kroskrity, 2004, 2010), this dissertation investigates this phenomenon of study abroad in English programs in China against the backdrop of BRI. Defined as beliefs, feelings, and conceptions about language structure and use (Kroskrity, 2010), language ideology is a useful tool to understand how individuals negotiate language use vis-à-vis powerful social structures in specific contexts (Douglas Fir Group, 2016). In the case of study abroad, language ideologies can operate as organizing principles to recruit students and direct them toward certain destinations but not others (Park & Bae, 2009), and yet these ideologies may also become contested and negotiated in multilingual realities (De Costa, 2016). This dissertation focuses on study abroad students’ everyday academic, social, and professional life in China. The participants were thirty study abroad students and eight other stakeholders in a business program at a public university in Shanghai, China. Data were collected over the course of six months from questionnaires, 87-hour interviews, field notes from the classroom (213 class-hours) and participant observation, and artifacts. The findings here reveal perplexing and oftentimes contradictory language ideologies in institutional discourses and the students’ everyday practices. Due both to the linguistic segregation that separated them from local Chinese students, who were prohibited to enroll in English-only degree programs within China, and to these students’ own belief that English should be the international language, these students formed a so-called “foreign bubble” environment for both academic learning and social purposes. Yet their belief of English as an international language was immediately challenged by their perceived reality that Chinese people do not speak good English and that Chinese is necessary for living in China. In the professional domain, some of these students came to China with long term career goals and even hopes for immigration. However, employers stereotyped the English-only business program to be academically compromised and its students to be linguistically and professionally less qualified than their peers in China’s regular programs taught in Chinese. Meanwhile, those students in… Advisors/Committee Members: Diao, Wenhao (advisor), Warner, Chantelle (committeemember), Zhang, Qing (committeemember).

Subjects/Keywords: English-medium programs; language ideology; study abroad

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APA (6^th Edition):

Wang, Y. (2020). Studying in China but in an English Program: Language Ideologies among Study Abroad Students in China in the Age of Belt and Road . (Doctoral Dissertation). University of Arizona. Retrieved from http://hdl.handle.net/10150/642171

Chicago Manual of Style (16^th Edition):

Wang, Yi. “Studying in China but in an English Program: Language Ideologies among Study Abroad Students in China in the Age of Belt and Road .” 2020. Doctoral Dissertation, University of Arizona. Accessed April 15, 2021. http://hdl.handle.net/10150/642171.

MLA Handbook (7^th Edition):

Wang, Yi. “Studying in China but in an English Program: Language Ideologies among Study Abroad Students in China in the Age of Belt and Road .” 2020. Web. 15 Apr 2021.

Vancouver:

Wang Y. Studying in China but in an English Program: Language Ideologies among Study Abroad Students in China in the Age of Belt and Road . [Internet] [Doctoral dissertation]. University of Arizona; 2020. [cited 2021 Apr 15]. Available from: http://hdl.handle.net/10150/642171.

Council of Science Editors:

Wang Y. Studying in China but in an English Program: Language Ideologies among Study Abroad Students in China in the Age of Belt and Road . [Doctoral Dissertation]. University of Arizona; 2020. Available from: http://hdl.handle.net/10150/642171

University of Melbourne

5. Vitali, LuLu. Keigo (honorifics) in Japanese: from ‘discernment’ to ‘discursive struggle’.

Degree: 2015, University of Melbourne

URL: http://hdl.handle.net/11343/55505

► The thesis examines the ideology and use of keigo referent honorifics in Japanese, looking specifically at first-and-second-encounter contexts involving both native and non-native speakers. The… (more)

Subjects/Keywords: Japanese honorifics; keigo; language ideology; politeness

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APA (6^th Edition):

Vitali, L. (2015). Keigo (honorifics) in Japanese: from ‘discernment’ to ‘discursive struggle’. (Doctoral Dissertation). University of Melbourne. Retrieved from http://hdl.handle.net/11343/55505

Chicago Manual of Style (16^th Edition):

Vitali, LuLu. “Keigo (honorifics) in Japanese: from ‘discernment’ to ‘discursive struggle’.” 2015. Doctoral Dissertation, University of Melbourne. Accessed April 15, 2021. http://hdl.handle.net/11343/55505.

MLA Handbook (7^th Edition):

Vitali, LuLu. “Keigo (honorifics) in Japanese: from ‘discernment’ to ‘discursive struggle’.” 2015. Web. 15 Apr 2021.

Vancouver:

Vitali L. Keigo (honorifics) in Japanese: from ‘discernment’ to ‘discursive struggle’. [Internet] [Doctoral dissertation]. University of Melbourne; 2015. [cited 2021 Apr 15]. Available from: http://hdl.handle.net/11343/55505.

Council of Science Editors:

Vitali L. Keigo (honorifics) in Japanese: from ‘discernment’ to ‘discursive struggle’. [Doctoral Dissertation]. University of Melbourne; 2015. Available from: http://hdl.handle.net/11343/55505

6. Rodrigues, Marco Aurélio de Passos [UNIFESP]. Linguagem e ideologia em marxismo e filosofia da linguagem.

Degree: 2013, Universidade Federal de São Paulo (UNIFESP)

URL: http://repositorio.unifesp.br/handle/11600/39322

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Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq)

Esta dissertação tem como objetivo estudar a obra Marxismo e filosofia da linguagem e entender como se constitui a relação entre linguagem e ideologia. Para estabelecer como se organiza esta relação, dividiremos este trabalho em três partes. A primeira expõe o debate que a obra faz com três importantes adversários: i) a ortodoxia marxista; ii) o neokantismo, em específico, um dos membros desta escola filosófica, Ernst Cassirer e, por fim, iii) Ferdinand de Saussure. O segundo capítulo expõe de que maneira é construído no interior de Marxismo o conceito de linguagem e como esta surge como um projeto de uma filosofia marxista da linguagem. Para isso, são analisados temas como: a consciência, significação e analise da ideologia. No terceiro capítulo, será explicado de que forma é colocado em prática a tentativa de aplicação do método sociológico por meio da análise do discurso direto e indireto. Após as explicações desses capítulos serão realizadas as considerações finais.

This dissertation intends to study the book Marxism and the Philosophy of Language and to understand how the relationship between language and ideology is established. To do this we will divide this text in three parts. The first one presents the book’s exchange with three important antagonists: i) Marxist orthodoxy; ii) Neokantianism, particularly one of the participants of this philosophical school, Ernst Cassirer; and iii) Ferdinand de Saussure. The second Chapter presents the way the concept of language is established inMarxism and how this constitutes the project of a Marxist philosophy of language. In the third Chapter, we explain how the attempted application of the sociological method is putted into practice by means of an analysis of the direct and indirect speech. After that, we present our final considerations.

Advisors/Committee Members: Universidade Federal de São Paulo (UNIFESP), Carvalho, Marcelo Silva de [UNIFESP].

Subjects/Keywords: Marxismo; Linguagem; Ideologia; Marxism; Language; Ideology

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APA (6^th Edition):

Rodrigues, M. A. d. P. [. (2013). Linguagem e ideologia em marxismo e filosofia da linguagem. (Masters Thesis). Universidade Federal de São Paulo (UNIFESP). Retrieved from http://repositorio.unifesp.br/handle/11600/39322

Chicago Manual of Style (16^th Edition):

Rodrigues, Marco Aurélio de Passos [UNIFESP]. “Linguagem e ideologia em marxismo e filosofia da linguagem.” 2013. Masters Thesis, Universidade Federal de São Paulo (UNIFESP). Accessed April 15, 2021. http://repositorio.unifesp.br/handle/11600/39322.

MLA Handbook (7^th Edition):

Rodrigues, Marco Aurélio de Passos [UNIFESP]. “Linguagem e ideologia em marxismo e filosofia da linguagem.” 2013. Web. 15 Apr 2021.

Vancouver:

Rodrigues MAdP[. Linguagem e ideologia em marxismo e filosofia da linguagem. [Internet] [Masters thesis]. Universidade Federal de São Paulo (UNIFESP); 2013. [cited 2021 Apr 15]. Available from: http://repositorio.unifesp.br/handle/11600/39322.

Council of Science Editors:

Rodrigues MAdP[. Linguagem e ideologia em marxismo e filosofia da linguagem. [Masters Thesis]. Universidade Federal de São Paulo (UNIFESP); 2013. Available from: http://repositorio.unifesp.br/handle/11600/39322

University of Iowa

7. Uran, Chad Scott. The aesthetics and politics of Ojibwe language revitalization.

Degree: PhD, Anthropology, 2012, University of Iowa

URL: https://ir.uiowa.edu/etd/1780

► This is an investigation into language ideologies, and the significance of same, among activists working to revitalize the Ojibwe language. Better inclusion of indigenous… (more)

Subjects/Keywords: anthropological theory; indigenous language; language ideology; language revitalization; Ojibwe; Anthropology

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APA (6^th Edition):

Uran, C. S. (2012). The aesthetics and politics of Ojibwe language revitalization. (Doctoral Dissertation). University of Iowa. Retrieved from https://ir.uiowa.edu/etd/1780

Chicago Manual of Style (16^th Edition):

Uran, Chad Scott. “The aesthetics and politics of Ojibwe language revitalization.” 2012. Doctoral Dissertation, University of Iowa. Accessed April 15, 2021. https://ir.uiowa.edu/etd/1780.

MLA Handbook (7^th Edition):

Uran, Chad Scott. “The aesthetics and politics of Ojibwe language revitalization.” 2012. Web. 15 Apr 2021.

Vancouver:

Uran CS. The aesthetics and politics of Ojibwe language revitalization. [Internet] [Doctoral dissertation]. University of Iowa; 2012. [cited 2021 Apr 15]. Available from: https://ir.uiowa.edu/etd/1780.

Council of Science Editors:

Uran CS. The aesthetics and politics of Ojibwe language revitalization. [Doctoral Dissertation]. University of Iowa; 2012. Available from: https://ir.uiowa.edu/etd/1780

Princeton University

8. Schwartz, Saul. The Afterlives of Language: Chiwere Preservation as a Revitalization Movement .

Degree: PhD, 2015, Princeton University

URL: http://arks.princeton.edu/ark:/88435/dsp01hm50tv116

► In response to the problem of language loss, anthropologists, linguists, and tribal members have long worked to preserve Native American languages through documentation and revitalization.… (more)

▼ In response to the problem of language loss, anthropologists, linguists, and tribal members have long worked to preserve Native American languages through documentation and revitalization. Advocacy within and beyond academic linguistics beginning in the 1980s has led to renewed visibility and opportunities for those involved in indigenous and minority language research and activism across the globe. Against this background of increased concern and support for projects to save endangered languages, my dissertation examines current efforts to preserve Chiwere (Ioway and Otoe-Missouria) and other Siouan languages. I interpret these efforts as recent examples of revitalization movements. Based on twelve months of formal participation observation fieldwork, interviews, archival research, and my own long-term collaborative involvement in Chiwere preservation, the dissertation analyzes collaboration and conflict among intersecting social networks dedicated to documenting and revitalizing Chiwere and other Siouan languages and lifeways. Community linguists, language activists, and educators in dialogue with academic researchers and tribal members use literacy, metalexical speech genres, and translation to imbue Chiwere with social and cultural significance. By comparing how and why these diverse practitioners and constituencies value Chiwere with rhetoric used to promote Native American language preservation in advocacy and policy settings, I show how anthropologists, linguists, and community members circulate and challenge discourses and ideologies about language and culture. The dissertation integrates ethnographic literature on language preservation with longstanding anthropological attention to revitalization movements. It explores the nostalgic, aesthetic, symbolic, and ideological dimensions of language preservation and describes language revitalization in terms of three related themes. First, language revitalization is a social movement saturated with elements of nostalgia and aesthetic appreciation. Second, language revitalization involves a symbolic approach to language whereby recovering a language is associated with broader social and cultural effects. Third, language revitalization is a generative practice for constructing and contesting language and culture ideologies. I conclude that documentation, revitalization, and other forms of remembering and valuing heritage languages renew and reshape social relationships and cultural practices following language loss. Languages have significant symbolic afterlives in which they contribute to processes of cultural creativity and identity formation even after they cease being spoken in everyday communication. Advisors/Committee Members: Lederman, Rena (advisor), Hammoudi, Abdellah (advisor).

Subjects/Keywords: Chiwere; entextualization; language endangerment; language ideology; language preservation; revitalization movements

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APA (6^th Edition):

Schwartz, S. (2015). The Afterlives of Language: Chiwere Preservation as a Revitalization Movement . (Doctoral Dissertation). Princeton University. Retrieved from http://arks.princeton.edu/ark:/88435/dsp01hm50tv116

Chicago Manual of Style (16^th Edition):

Schwartz, Saul. “The Afterlives of Language: Chiwere Preservation as a Revitalization Movement .” 2015. Doctoral Dissertation, Princeton University. Accessed April 15, 2021. http://arks.princeton.edu/ark:/88435/dsp01hm50tv116.

MLA Handbook (7^th Edition):

Schwartz, Saul. “The Afterlives of Language: Chiwere Preservation as a Revitalization Movement .” 2015. Web. 15 Apr 2021.

Vancouver:

Schwartz S. The Afterlives of Language: Chiwere Preservation as a Revitalization Movement . [Internet] [Doctoral dissertation]. Princeton University; 2015. [cited 2021 Apr 15]. Available from: http://arks.princeton.edu/ark:/88435/dsp01hm50tv116.

Council of Science Editors:

Schwartz S. The Afterlives of Language: Chiwere Preservation as a Revitalization Movement . [Doctoral Dissertation]. Princeton University; 2015. Available from: http://arks.princeton.edu/ark:/88435/dsp01hm50tv116

University of Illinois – Urbana-Champaign

9. Han, Heekyung. "Am I Korean American?": beliefs and practices of parents and children living in two languages and two cultures.

Degree: PhD, 0095, 2011, University of Illinois – Urbana-Champaign

URL: http://hdl.handle.net/2142/26205

► The purpose of this study is to explore attitudes and practices regarding their heritage language and the dominant English language among Korean American immigrant families.… (more)

▼ The purpose of this study is to explore attitudes and practices regarding their heritage language and the dominant English language among Korean American immigrant families. Using the framework of Language Ideology (Silverstein, 1979), I had three research questions: a) why do parents send their children to a Korean language school, b) what attitudes do immigrant parents and their children show toward Korean and English, and c) how are the parents and children involved in the practices of these two languages? I conducted a survey of parents whose children attended a Korean language school in Urbana-Champaign, Illinois, where the number of Korean sojourners (temporary residents) exceeds that of Korean immigrants. Forty participant parents provided demographic information. They described their children's language-use patterns depending on interlocutors as well as their language proficiency in both Korean and English. The reasons for sending their children to the Korean language school were significantly different depending on the respondents' residential status. In comparison to the sojourners, immigrants tended to give more priority to their children's oral language development and Korean identity construction. I also conducted case studies of three Korean immigrant families with 3- to 5-year-old children, using interviews, observations, and photographs of children's work. The collected data were analyzed according to themes such as daily life, parental beliefs about two languages, practices in two languages, children's attitudes toward two languages, and challenges and needs. Despite individual families' different immigration histories, the three families faced some common challenges. Because of their busy daily routines and different lifestyles, the immigrant families had limited interactions with other Koreans. The parents wanted their children to benefit from two communities and build a combined ethnic identity as Korean Americans. I argue that a Korean language school should expand its role as a comfort zone for all Koreans and Korean Americans. This study explores the heterogeneity among Korean sojourner and immigrant families and their language use and identity construction. Advisors/Committee Members: Walsh, Daniel J. (advisor), Daniel J. Walsh (Committee Chair), McCarthey, Sarah J. (committee member), Anderson, Richard C. (committee member), Lo, Adrienne S. (committee member).

Subjects/Keywords: Korean-American; bilingual development; heritage language maintenance; Language ideology; Language Socialization

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APA (6^th Edition):

Han, H. (2011). "Am I Korean American?": beliefs and practices of parents and children living in two languages and two cultures. (Doctoral Dissertation). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/26205

Chicago Manual of Style (16^th Edition):

Han, Heekyung. “"Am I Korean American?": beliefs and practices of parents and children living in two languages and two cultures.” 2011. Doctoral Dissertation, University of Illinois – Urbana-Champaign. Accessed April 15, 2021. http://hdl.handle.net/2142/26205.

MLA Handbook (7^th Edition):

Han, Heekyung. “"Am I Korean American?": beliefs and practices of parents and children living in two languages and two cultures.” 2011. Web. 15 Apr 2021.

Vancouver:

Han H. "Am I Korean American?": beliefs and practices of parents and children living in two languages and two cultures. [Internet] [Doctoral dissertation]. University of Illinois – Urbana-Champaign; 2011. [cited 2021 Apr 15]. Available from: http://hdl.handle.net/2142/26205.

Council of Science Editors:

Han H. "Am I Korean American?": beliefs and practices of parents and children living in two languages and two cultures. [Doctoral Dissertation]. University of Illinois – Urbana-Champaign; 2011. Available from: http://hdl.handle.net/2142/26205

University of Texas – Austin

10. Henderson, Kathryn Isabel. Dual language bilingual education program implementation : teacher language ideologies and local language policy.

Degree: PhD, Curriculum and Instruction, 2015, University of Texas – Austin

URL: http://hdl.handle.net/2152/30925

► In this dissertation, I investigated the top-down implementation process of a dual language bilingual education (DLBE) program in over 60 schools in a large urban… (more)

▼ In this dissertation, I investigated the top-down implementation process of a dual language bilingual education (DLBE) program in over 60 schools in a large urban school district in Texas to identify language ideologies and issues of language policy and policy implementation according to local participating educators. Drawing on a language policy framework and research in linguistic anthropology to define language ideologies, I employed a multi-method approach (survey (n=323 educators), interview (n=20 DLBE teachers) and observation (n=3 DLBE teachers)) to measure and better understand language ideology and its significance for local language policy. Analysis revealed ideological tension and multiplicity, within and across educators, within single statements and overtime. For example, during interviews most teachers expressed additive views towards bilingualism, but subtractive views towards non-standard variations of each language. Similarly, several teachers articulated additive ideologies towards bilingualism while articulating the relative greater importance of English language acquisition. These ideological tensions operated in distinct ways at the classroom level. One teacher strictly followed the DLBE policy in her classroom to support bilingual/biliteracy development, but she also discouraged certain students and families from participating in the program because of their non-standard language practices. This dissertation complicates traditional understandings of the role of language ideologies within language policy implementation. Much research in our field discusses bilingual programs and program implementation in dichotomous terms (i.e. subtractive/additive). In contrast, I demonstrate how the multiplicity and complexity of language ideologies must be considered when trying to discuss the ideological struggle involved in implementing pluralist bilingual programs within an English dominant society. I present four potential models to conceptualize and analyze ideological tension as well as a discussion on the relationship between language ideologies and local language policy. Implications for teacher education, DLBE policy and future research are considered. Advisors/Committee Members: Palmer, Deborah K. (advisor), Callahan, Rebecca M. (advisor), Martínez, Ramón (committee member), Dukerich, Janet (committee member), Fitzsimmons-Doolan, Shannon (committee member).

Subjects/Keywords: Dual language; Bilingual education; Language policy; Language ideology; Program implementation

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APA (6^th Edition):

Henderson, K. I. (2015). Dual language bilingual education program implementation : teacher language ideologies and local language policy. (Doctoral Dissertation). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/30925

Chicago Manual of Style (16^th Edition):

Henderson, Kathryn Isabel. “Dual language bilingual education program implementation : teacher language ideologies and local language policy.” 2015. Doctoral Dissertation, University of Texas – Austin. Accessed April 15, 2021. http://hdl.handle.net/2152/30925.

MLA Handbook (7^th Edition):

Henderson, Kathryn Isabel. “Dual language bilingual education program implementation : teacher language ideologies and local language policy.” 2015. Web. 15 Apr 2021.

Vancouver:

Henderson KI. Dual language bilingual education program implementation : teacher language ideologies and local language policy. [Internet] [Doctoral dissertation]. University of Texas – Austin; 2015. [cited 2021 Apr 15]. Available from: http://hdl.handle.net/2152/30925.

Council of Science Editors:

Henderson KI. Dual language bilingual education program implementation : teacher language ideologies and local language policy. [Doctoral Dissertation]. University of Texas – Austin; 2015. Available from: http://hdl.handle.net/2152/30925

Penn State University

11. Lee, Yue Christine. UNDERSTANDING THE IDENTITY FORMATION PROCESS OF CSL LEARNERS: A SOCIOCULTURAL INTEGRATIVE APPROACH.

Degree: 2018, Penn State University

URL: https://submit-etda.libraries.psu.edu/catalog/15867ycl107

► With China’s rapid growth and economic power, its language has gained popularity among non-Chinese speakers, and the demand for Chinese language education has increased. However,… (more)

▼ With China’s rapid growth and economic power, its language has gained popularity among non-Chinese speakers, and the demand for Chinese language education has increased. However, the increased interest in Chinese language education is not reflected in the amount of research conducted in the area of Chinese as a second language (CSL) and Chinese as a foreign language (CFL) (Kecskes, 2013). Furthermore, Duff et al. (2013) noted that most of the studies conducted in the area of CSL and CFL drew from a cognitive orientation and called for studies from a social perspective. In an attempt to fill this gap, the present study adopted an ethnographically-oriented approach that aimed to study the relationship between language learning and identity construction. This 10-week ethnographic study that focused on three CSL learners at an Intensive Mandarin Learning program located in Northern Taiwan. The theoretical framework for this study was a sociocultural integrative approach that combined Vygotskian (1978) sociocultural theory and Schieffelin and Ochs’ (1986a, 1986b) language socialization theory, which sees one’s identity as developed through both co-construction in social interactions and active internalization. The research questions for the study are as follows: (1) What are the culturally produced artifacts (dialogue, concepts, belief systems, ideologies, etc.…) available in the environment that serve as either constraints or affordances to learners’ identity construction? (2) How identity is simultaneously formed through the learner’s active internalization of the cultural resources available in the environment and co-constructed with others in social interactions in the second language (L2) community? To provide insight into the research inquires, the study utilized Fairclough’s three-tier critical discourse analysis (CDA), and adopted narrative-based analysis and thematic analysis from Josselson (2014) and Gibson and Brown (2011). Through the analysis of multiple sources of data including classroom observations, audio-recordings of classroom interactions, audio-recorded semi-structured interviews, and observational field notes, the study identified several cultural artifacts that had the potential to serve as symbolic means that form learners’ identity. However, not every cultural resource acted as a mediated tool. The study discovered three main available cultural resources that act as symbolic means and mediated language learners’ identities: the language ideologies developed in the teacher’s classroom instructions and interactions, the social interaction and dialogue with native speakers in various contexts, and learners’ personal history and life experience. In response to the second research question, one of the key findings in this study was that language learners can form their desired identities in one context, while in another context their identities may be contradictory to the desired identities. Another important finding was that native speakers beyond the classroom context often given the… Advisors/Committee Members: Matthew E. Poehner, Dissertation Advisor/Co-Advisor, Mari Haneda, Committee Chair/Co-Chair, Jamie M. Myers, Committee Member, Ning Yu, Committee Member, Ning Yu, Outside Member.

Subjects/Keywords: Second language acquisition; language learner identities; Sociocultural theory; language socialization; language ideology; critical discourse analysis

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Lee, Y. C. (2018). UNDERSTANDING THE IDENTITY FORMATION PROCESS OF CSL LEARNERS: A SOCIOCULTURAL INTEGRATIVE APPROACH. (Thesis). Penn State University. Retrieved from https://submit-etda.libraries.psu.edu/catalog/15867ycl107

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Lee, Yue Christine. “UNDERSTANDING THE IDENTITY FORMATION PROCESS OF CSL LEARNERS: A SOCIOCULTURAL INTEGRATIVE APPROACH.” 2018. Thesis, Penn State University. Accessed April 15, 2021. https://submit-etda.libraries.psu.edu/catalog/15867ycl107.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Lee, Yue Christine. “UNDERSTANDING THE IDENTITY FORMATION PROCESS OF CSL LEARNERS: A SOCIOCULTURAL INTEGRATIVE APPROACH.” 2018. Web. 15 Apr 2021.

Vancouver:

Lee YC. UNDERSTANDING THE IDENTITY FORMATION PROCESS OF CSL LEARNERS: A SOCIOCULTURAL INTEGRATIVE APPROACH. [Internet] [Thesis]. Penn State University; 2018. [cited 2021 Apr 15]. Available from: https://submit-etda.libraries.psu.edu/catalog/15867ycl107.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Lee YC. UNDERSTANDING THE IDENTITY FORMATION PROCESS OF CSL LEARNERS: A SOCIOCULTURAL INTEGRATIVE APPROACH. [Thesis]. Penn State University; 2018. Available from: https://submit-etda.libraries.psu.edu/catalog/15867ycl107

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of Western Ontario

12. Cho, Hannah C. Language as Function or Fashion? Multilingual Identity Formation Through Korean Language Learning.

Degree: 2017, University of Western Ontario

URL: https://ir.lib.uwo.ca/etd/4863

► This research examines identity in relation to the Korean language learning experiences of non-Korean and ethnic Korean learners. Based on participant observation and interviews done… (more)

Subjects/Keywords: language ideology; Korean language; heritage language learning; minority language learning; identity; Linguistic Anthropology

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Cho, H. C. (2017). Language as Function or Fashion? Multilingual Identity Formation Through Korean Language Learning. (Thesis). University of Western Ontario. Retrieved from https://ir.lib.uwo.ca/etd/4863

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Cho, Hannah C. “Language as Function or Fashion? Multilingual Identity Formation Through Korean Language Learning.” 2017. Thesis, University of Western Ontario. Accessed April 15, 2021. https://ir.lib.uwo.ca/etd/4863.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Cho, Hannah C. “Language as Function or Fashion? Multilingual Identity Formation Through Korean Language Learning.” 2017. Web. 15 Apr 2021.

Vancouver:

Cho HC. Language as Function or Fashion? Multilingual Identity Formation Through Korean Language Learning. [Internet] [Thesis]. University of Western Ontario; 2017. [cited 2021 Apr 15]. Available from: https://ir.lib.uwo.ca/etd/4863.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Cho HC. Language as Function or Fashion? Multilingual Identity Formation Through Korean Language Learning. [Thesis]. University of Western Ontario; 2017. Available from: https://ir.lib.uwo.ca/etd/4863

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of Arizona

13. Acosta Iriqui, Jesús Martín. Understanding the Sociopolitical-Historical Context and its Impact on Teachers of Students of Mexican Background: A Closer Look in a Mainstream and in an English Language Development (ELD) Classroom .

Degree: 2012, University of Arizona

URL: http://hdl.handle.net/10150/228513

► A large body of research exists concerning teaching students of Mexican background whose primary language is not English, who I call Potentially Biliterate Students (PBLs)… (more)

▼ A large body of research exists concerning teaching students of Mexican background whose primary language is not English, who I call Potentially Biliterate Students (PBLs) in this study. The focus of the research around these students often addresses bilingual education, academic achievement, the impact of language policy, and segregation, among other areas. Yet inequalities still prevail when educating this group of students. Language policies such as Proposition 203 and House Bill 2064 in Arizona, which are not research-based, target this particular population -perpetuating inequalities that have been visible since the Mexican-American War of 1848. This dissertation is informed by sociocultural (Vygotsky, 1978) and sociocultural-historical (Rogoff, 2003) perspectives. Theories of second language (Krashen, 1982; Cummins, 1991; Collier, 1995) and the interplay with mathematics education (Moschkovich, 2002, Khisty, 1995) are also important components that frame my study. This study took place in two different third-grade classrooms, a mainstream and an English Language Development/Structured English Immersion (ELD/SEI), in an English-only environment. The school is part of a school district in southern Arizona where most students are of Mexican background. I employed ethnographic tools to address my research questions. The data sources of this study come from field notes from participant observations, video-recorded sessions, interviews (video- and/or audio recorded) with both teachers and students, and teachers autobiographies regarding their language and mathematics learning experiences, offering a rich source for analysis of the resources and classroom practices in the teaching-learning environment. This data allowed me to develop in-depth case studies for both teachers based on the nature of their classrooms. Thought the two case studies presented, I document how the sociopolitical-historical context and the teachers' training and professional development shape their classroom practices, language ideology, attitudes towards the subjects they teach, as well as their perceptions about their students and families; in particular around students of Mexican background. Additional research is needed to connect results similar to this study with the impact on students' outcomes and behavior, as also the impact on participation of the different school members -parents and other community members. Advisors/Committee Members: Reyes, Iliana (advisor), Civil, Marta (committeemember), Combs, Mary C. (committeemember), Reyes, Iliana (committeemember).

Subjects/Keywords: Language Ideology; Language Policy; Mathematics; Sociopolitical; historical context; Language, Reading & Culture; Attitudes; English Language Learners

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APA (6^th Edition):

Acosta Iriqui, J. M. (2012). Understanding the Sociopolitical-Historical Context and its Impact on Teachers of Students of Mexican Background: A Closer Look in a Mainstream and in an English Language Development (ELD) Classroom . (Doctoral Dissertation). University of Arizona. Retrieved from http://hdl.handle.net/10150/228513

Chicago Manual of Style (16^th Edition):

Acosta Iriqui, Jesús Martín. “Understanding the Sociopolitical-Historical Context and its Impact on Teachers of Students of Mexican Background: A Closer Look in a Mainstream and in an English Language Development (ELD) Classroom .” 2012. Doctoral Dissertation, University of Arizona. Accessed April 15, 2021. http://hdl.handle.net/10150/228513.

MLA Handbook (7^th Edition):

Acosta Iriqui, Jesús Martín. “Understanding the Sociopolitical-Historical Context and its Impact on Teachers of Students of Mexican Background: A Closer Look in a Mainstream and in an English Language Development (ELD) Classroom .” 2012. Web. 15 Apr 2021.

Vancouver:

Acosta Iriqui JM. Understanding the Sociopolitical-Historical Context and its Impact on Teachers of Students of Mexican Background: A Closer Look in a Mainstream and in an English Language Development (ELD) Classroom . [Internet] [Doctoral dissertation]. University of Arizona; 2012. [cited 2021 Apr 15]. Available from: http://hdl.handle.net/10150/228513.

Council of Science Editors:

Acosta Iriqui JM. Understanding the Sociopolitical-Historical Context and its Impact on Teachers of Students of Mexican Background: A Closer Look in a Mainstream and in an English Language Development (ELD) Classroom . [Doctoral Dissertation]. University of Arizona; 2012. Available from: http://hdl.handle.net/10150/228513

UCLA

14. Hauck, Jan David. Making Language: The Ideological and Interactional Constitution of Language in an Indigenous Aché Community in Eastern Paraguay.

Degree: Anthropology, 2016, UCLA

URL: http://www.escholarship.org/uc/item/7931r6fh

► This dissertation develops a theoretical and empirical framework for the analysis of the ideological and interactional constitution of language. It discusses the process of "making… (more)

▼ This dissertation develops a theoretical and empirical framework for the analysis of the ideological and interactional constitution of language. It discusses the process of "making language," namely, how language emerges as an object of speakers' attention, the historical processes leading to this type of language consciousness, and the interactional means through which it is achieved and becomes recognizable and analyzable. Integrating work on language ideologies, phenomenology, language socialization, practice theory, conversation analysis, and the ethnographic description of ontologies, this work offers insights into the underlying mechanism of how language becomes a meaningful entity in the lifeworld of its speakers. Focusing on the constitution of language opens up new avenues for the investigation into its ontological status. Language is here understood as an equivocation that might index potential referential alterity. Individual languages need not always be tokens of the same type and thus arbitrary and translatable. Language and languages are specific objects that result from the socialization of speakers into conceiving of and attending to particular communicative practices as languages. To analyze the constitution of language, the dissertation introduces the concept of metalinguistic repair, understood as the deliberate replacement of a term from one code with a semantically equivalent term from another in ongoing interaction. Together with other metalinguistic strategies in language play and language teaching, metalinguistic repairs are theorized as phenomenological modifications by which the code is highlighted and language is constituted as an object that is distinct from the speaker, the meaning, and the context of the utterance. The consequence of these modifications is what is called here enlanguagement, a term from studies of pidgin and creole genesis that is redefined to designate the process through which speakers are oriented to notice particular pragmatically salient linguistic features as belonging to different languages, thereby constituting these as distinct entities. This work is based on ethnographic research in an indigenous Aché community in Eastern Paraguay. It draws on five years (2008-2013) of language documentation work with the Aché, as well as one year (2013-2014) of in-depth language socialization research in one Aché community through video-recordings of children's everyday interactions, interviews, and participant observation. The Aché are a recently settled hunter-gatherer collective, currently experiencing language shift from their heritage language, Aché, to a Paraguayan national language, Guaraní. The presently dominant medium of communication in the communities is a mixed code, using elements from Aché and Guaraní. The context in which the Aché children grow up is unique and ideal for this study, because despite the fact that language differences are not relevant in everyday interaction since language mixing is the default mode of communication, the children do attend to…

Subjects/Keywords: Language; children; language ideology; metalinguistic awareness; ontology; phenomenology; socialization

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Hauck, J. D. (2016). Making Language: The Ideological and Interactional Constitution of Language in an Indigenous Aché Community in Eastern Paraguay. (Thesis). UCLA. Retrieved from http://www.escholarship.org/uc/item/7931r6fh

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Hauck, Jan David. “Making Language: The Ideological and Interactional Constitution of Language in an Indigenous Aché Community in Eastern Paraguay.” 2016. Thesis, UCLA. Accessed April 15, 2021. http://www.escholarship.org/uc/item/7931r6fh.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Hauck, Jan David. “Making Language: The Ideological and Interactional Constitution of Language in an Indigenous Aché Community in Eastern Paraguay.” 2016. Web. 15 Apr 2021.

Vancouver:

Hauck JD. Making Language: The Ideological and Interactional Constitution of Language in an Indigenous Aché Community in Eastern Paraguay. [Internet] [Thesis]. UCLA; 2016. [cited 2021 Apr 15]. Available from: http://www.escholarship.org/uc/item/7931r6fh.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Hauck JD. Making Language: The Ideological and Interactional Constitution of Language in an Indigenous Aché Community in Eastern Paraguay. [Thesis]. UCLA; 2016. Available from: http://www.escholarship.org/uc/item/7931r6fh

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

15. Minets, Yuliya. The Slow Fall of Babel: Conceptualization of Languages, Linguistic Diversity and History in Late Ancient Christianity.

Degree: 2017, The Catholic University of America

URL: http://hdl.handle.net/1961/cuislandora:64689

►

This dissertation explores ideas attested in late ancient Christianity on language as such, on the history of language, and on linguistic diversity. It traces how… (more)

▼

This dissertation explores ideas attested in late ancient Christianity on language as such, on the history of language, and on linguistic diversity. It traces how the role of language as a factor of group identity changed in the late ancient Mediterranean under the growing influence of Christianity, examines to what extent the Christian elite groups objectified the language as a part of their distinctly Christian identity, and how different those processes were in the Greek, Latin, and Syriac milieus. The dissertation examines the changes in linguistic awareness among Christian intellectuals through an analysis of metalinguistic comments in their narratives. The Christian ideas on languages developed in interaction with those attested in the Classical and Hellenistic philosophical traditions and in early Judaism. The biblical passages that mention linguistic phenomena (the Tower of Babel and the Pentecostal gift of tongues) and their interpretations by patristic authors had an important impact on how real and imagined situations in which people communicated in different languages were constructed in Christian narratives. Christianity in Late Antiquity faced the need to initiate and maintain the dialogue with the alloglottic Other in a way and to a degree unprecedented in European history. The Christian projects started with the universalist claims and the attempts to embrace speakers of all the languages, but had to accommodate and rationalize the growing fragmentation of Christianity in the time of Trinitarian and Christological controversies. The language differences played a crucial and long-lasting role in this fragmentation. Yet, the links between languages and religious affiliations were not deemed to be absolute. Writers mentioned language differences when the polemical purposes of their narratives required it, but usually did not imply that language was a formative factor of one’s confessional identity. Overall, Christians became increasingly aware of the linguistic diversity of the world. They went through a gradual process of discovering and internalizing the fact of other languages and their speakers. The interaction with speakers of other tongues from the distinctly Christian standpoint expanded the previous monolingual or bilingual worldviews typical of the representatives of the traditional Greek and Roman cultures.

Religious history

Language

History

Early Christianity, Language identity, Language ideology, Late Antiquity, Religious identity, Sociolinguistic

Early Christian Studies

Degree Awarded: Ph.D. Early Christian Studies. The Catholic University of America

Advisors/Committee Members: The Catholic University of America (Degree granting institution), Rousseau, Philip (Thesis advisor), Johnson, Glen (Thesis advisor), McCarthy, William (Committee member), Johnson, Scott (Committee member), Kopar, Lilla (Committee member).

Subjects/Keywords: Early Christianity; Language identity; Language ideology; Late Antiquity; Religious identity; Sociolinguistic

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Minets, Y. (2017). The Slow Fall of Babel: Conceptualization of Languages, Linguistic Diversity and History in Late Ancient Christianity. (Thesis). The Catholic University of America. Retrieved from http://hdl.handle.net/1961/cuislandora:64689

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Minets, Yuliya. “The Slow Fall of Babel: Conceptualization of Languages, Linguistic Diversity and History in Late Ancient Christianity.” 2017. Thesis, The Catholic University of America. Accessed April 15, 2021. http://hdl.handle.net/1961/cuislandora:64689.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Minets, Yuliya. “The Slow Fall of Babel: Conceptualization of Languages, Linguistic Diversity and History in Late Ancient Christianity.” 2017. Web. 15 Apr 2021.

Vancouver:

Minets Y. The Slow Fall of Babel: Conceptualization of Languages, Linguistic Diversity and History in Late Ancient Christianity. [Internet] [Thesis]. The Catholic University of America; 2017. [cited 2021 Apr 15]. Available from: http://hdl.handle.net/1961/cuislandora:64689.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Minets Y. The Slow Fall of Babel: Conceptualization of Languages, Linguistic Diversity and History in Late Ancient Christianity. [Thesis]. The Catholic University of America; 2017. Available from: http://hdl.handle.net/1961/cuislandora:64689

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of Melbourne

16. Khan, Kamran. Becoming British: a migrant's journey.

Degree: 2013, University of Melbourne

URL: http://hdl.handle.net/11343/38452

► In 2002, the Nationality, Immigration and Asylum Act was passed which required migrants to demonstrate a ‘sufficient knowledge’ of English and ‘sufficient knowledge about life… (more)

Subjects/Keywords: citizenship; language testing; multilingualism; language ideology; integration; citizenship ceremony

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APA (6^th Edition):

Khan, K. (2013). Becoming British: a migrant's journey. (Doctoral Dissertation). University of Melbourne. Retrieved from http://hdl.handle.net/11343/38452

Chicago Manual of Style (16^th Edition):

Khan, Kamran. “Becoming British: a migrant's journey.” 2013. Doctoral Dissertation, University of Melbourne. Accessed April 15, 2021. http://hdl.handle.net/11343/38452.

MLA Handbook (7^th Edition):

Khan, Kamran. “Becoming British: a migrant's journey.” 2013. Web. 15 Apr 2021.

Vancouver:

Khan K. Becoming British: a migrant's journey. [Internet] [Doctoral dissertation]. University of Melbourne; 2013. [cited 2021 Apr 15]. Available from: http://hdl.handle.net/11343/38452.

Council of Science Editors:

Khan K. Becoming British: a migrant's journey. [Doctoral Dissertation]. University of Melbourne; 2013. Available from: http://hdl.handle.net/11343/38452

17. Phyak, Prem. For Our Cho:Tlung: Decolonizing Language Ideologies and (Re)Imagining Multilingual Education Policies and Practices Nepal.

Degree: 2017, University of Hawaii – Manoa

URL: http://hdl.handle.net/10125/51616

►

Ph.D. University of Hawaii at Manoa 2016.

Recent studies on ‘the multilingual turn’ (Conteh & Meier, 2014; May, 2014) reveal both the theoretical and pedagogical… (more)

▼

Ph.D. University of Hawaii at Manoa 2016.

Recent studies on ‘the multilingual turn’ (Conteh & Meier, 2014; May, 2014) reveal both the theoretical and pedagogical inadequacy of monolingual ideologies and instructional practices in language education. Yet, dominant language policies and pedagogical practices, including multilingual ones, are deeply influenced by monolingual habitus and biases (Benson, 2013; Gogolin, 1997; May, 2014) and monoglossic ideologies (García & Kleyn, 2016) which both solidify ‘inequalities of multilingualism’ (Tupas, 2015) and delegitimize the use of minoritized languages and language practices in education. By putting ‘language ideology’ (Kroskrity, 2009; Makihara & Schieffelin, 2007; Pennycook, 2013; Woolard, 1998) at the center, this engaged ethnographic study analyzes decolonizing efforts (Maldonado-Torres, 2010; Quijano, 2007; Smith, 2012) with a group of indigenous people, Limbu, towards denaturalizing and transforming hegemonic language ideologies in Nepal’s language education policies and practices. More specifically, this study emphasizes ideological analyses with indigenous villagers, teachers, and youth towards building critical ideological awareness, advocacy, and activism in reimagining equitable multilingual policies and pedagogical practices in Nepal. Building on engaged language policy (Davis, 2014; Davis & Phyak, forthcoming; Shohamy, 2015), this study adopts a multisited and multimethod approach (McCarty, 2011) to engage Limbu bi/multilingual villagers, teachers, and youth in ethnographically grounded dialogue on language ideological issues. Informed by ‘indigenous critical praxis’ and ‘indigenous epistemology’ (Gegeo & Watson-Gegeo, 2002, 2013), dialogic engagement (Bakhtin, 1981; Freire, 1970) with the participants is grounded on collaborative ethnography, counter-narratives, critical language awareness workshops, and focus-group discussions. This study reveals that ethnographically grounded dialogue builds the participants’ critical consciousness (Freire, 1970) of multiple language ideologies and further engages them in reclaiming their identities as a knower and transformative agent for creating multilingual schoolspace. In particular, dialogic engagement contributes to ‘ideological becoming’ (Bakhtin, 1981; Ball & Freedman, 2004) which represents the participants’ critical awareness about the hegemony of dominant nation-state and neoliberal ideologies and identities as social critics, advocates, and activists. This process further involves participants’ ‘ideological clarification’ (Fishman, 2001; Kroskrity, 2009) about the coloniality of the nation-state and neoliberal ideologies in both dominant and resistance language policy discourses. This study shows that dialogic engagement is necessary to challenge the invention of language as a fixed, bounded, and monoglossic entity and to empower language minoritized people towards taking an activist position in transforming monolingual ideologies and practices. While the indigenous villagers denaturalize the monolingual…

Subjects/Keywords: Engaged language policy; language ideology; decolonization; multilingual education

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APA (6^th Edition):

Phyak, P. (2017). For Our Cho:Tlung: Decolonizing Language Ideologies and (Re)Imagining Multilingual Education Policies and Practices Nepal. (Thesis). University of Hawaii – Manoa. Retrieved from http://hdl.handle.net/10125/51616

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Phyak, Prem. “For Our Cho:Tlung: Decolonizing Language Ideologies and (Re)Imagining Multilingual Education Policies and Practices Nepal.” 2017. Thesis, University of Hawaii – Manoa. Accessed April 15, 2021. http://hdl.handle.net/10125/51616.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Phyak, Prem. “For Our Cho:Tlung: Decolonizing Language Ideologies and (Re)Imagining Multilingual Education Policies and Practices Nepal.” 2017. Web. 15 Apr 2021.

Vancouver:

Phyak P. For Our Cho:Tlung: Decolonizing Language Ideologies and (Re)Imagining Multilingual Education Policies and Practices Nepal. [Internet] [Thesis]. University of Hawaii – Manoa; 2017. [cited 2021 Apr 15]. Available from: http://hdl.handle.net/10125/51616.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Phyak P. For Our Cho:Tlung: Decolonizing Language Ideologies and (Re)Imagining Multilingual Education Policies and Practices Nepal. [Thesis]. University of Hawaii – Manoa; 2017. Available from: http://hdl.handle.net/10125/51616

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Louisiana State University

18. Camp, Albert. L'essentiel ou Lagniappe: The Ideology of French Revitalization in Louisiana.

Degree: PhD, French and Francophone Language and Literature, 2015, Louisiana State University

URL: etd-07062015-212900 ; https://digitalcommons.lsu.edu/gradschool_dissertations/3692

► Louisiana’s French revitalization movement has received millions of dollars in taxpayer funding through its various initiatives such as music and cultural festivals, public school French… (more)

Subjects/Keywords: Louisiana French; Language Shift; Language Revitalization; French Immersion; Linguistic Ideology

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APA (6^th Edition):

Camp, A. (2015). L'essentiel ou Lagniappe: The Ideology of French Revitalization in Louisiana. (Doctoral Dissertation). Louisiana State University. Retrieved from etd-07062015-212900 ; https://digitalcommons.lsu.edu/gradschool_dissertations/3692

Chicago Manual of Style (16^th Edition):

Camp, Albert. “L'essentiel ou Lagniappe: The Ideology of French Revitalization in Louisiana.” 2015. Doctoral Dissertation, Louisiana State University. Accessed April 15, 2021. etd-07062015-212900 ; https://digitalcommons.lsu.edu/gradschool_dissertations/3692.

MLA Handbook (7^th Edition):

Camp, Albert. “L'essentiel ou Lagniappe: The Ideology of French Revitalization in Louisiana.” 2015. Web. 15 Apr 2021.

Vancouver:

Camp A. L'essentiel ou Lagniappe: The Ideology of French Revitalization in Louisiana. [Internet] [Doctoral dissertation]. Louisiana State University; 2015. [cited 2021 Apr 15]. Available from: etd-07062015-212900 ; https://digitalcommons.lsu.edu/gradschool_dissertations/3692.

Council of Science Editors:

Camp A. L'essentiel ou Lagniappe: The Ideology of French Revitalization in Louisiana. [Doctoral Dissertation]. Louisiana State University; 2015. Available from: etd-07062015-212900 ; https://digitalcommons.lsu.edu/gradschool_dissertations/3692

Louisiana State University

19. Perkins, Marguerite L. Francolouisianais in the 21st Century: Redrawing Identity Lines in a Community Experiencing Language Shift.

Degree: PhD, French Linguistics, 2017, Louisiana State University

URL: https://digitalcommons.lsu.edu/gradschool_dissertations/4171

► The francophonie of south Louisiana today is characterized by a great deal of diversity - in terms of ethnicity, language practices, cultural practices, geography,… (more)

Subjects/Keywords: Louisiana; minority language; language shift; linguistic ideology; Cajun

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APA (6^th Edition):

Perkins, M. L. (2017). Francolouisianais in the 21st Century: Redrawing Identity Lines in a Community Experiencing Language Shift. (Doctoral Dissertation). Louisiana State University. Retrieved from https://digitalcommons.lsu.edu/gradschool_dissertations/4171

Chicago Manual of Style (16^th Edition):

Perkins, Marguerite L. “Francolouisianais in the 21st Century: Redrawing Identity Lines in a Community Experiencing Language Shift.” 2017. Doctoral Dissertation, Louisiana State University. Accessed April 15, 2021. https://digitalcommons.lsu.edu/gradschool_dissertations/4171.

MLA Handbook (7^th Edition):

Perkins, Marguerite L. “Francolouisianais in the 21st Century: Redrawing Identity Lines in a Community Experiencing Language Shift.” 2017. Web. 15 Apr 2021.

Vancouver:

Perkins ML. Francolouisianais in the 21st Century: Redrawing Identity Lines in a Community Experiencing Language Shift. [Internet] [Doctoral dissertation]. Louisiana State University; 2017. [cited 2021 Apr 15]. Available from: https://digitalcommons.lsu.edu/gradschool_dissertations/4171.

Council of Science Editors:

Perkins ML. Francolouisianais in the 21st Century: Redrawing Identity Lines in a Community Experiencing Language Shift. [Doctoral Dissertation]. Louisiana State University; 2017. Available from: https://digitalcommons.lsu.edu/gradschool_dissertations/4171

University of Sydney

20. Bakshi, Prerna. Language Policy, Politics and Ideology in Mewat: Comparative Case Studies of Mewati in Two School Types .

Degree: 2013, University of Sydney

URL: http://hdl.handle.net/2123/10121

► Recent years have witnessed a growing interest in multilingualism, language maintenance and managing language diversity both inside and outside the educational context. However, much of… (more)

▼ Recent years have witnessed a growing interest in multilingualism, language maintenance and managing language diversity both inside and outside the educational context. However, much of this work, especially in the educational context, has focused on (minority) languages and relatively little attention has been paid to ‘dialects’. This study explores the status and role of Mewati, a dialect generally subsumed under Hindi (Government of India, 2001) in schools. While Mewati is spoken by most Meos as their first language (Srivastava, 2011, p. 250), there are currently no studies that examine the use and role of Mewati in education in Mewat. This thesis addresses an important gap in understanding what roles are assigned (or not) to local dialects in education. This project was guided by two research questions: What language-in-education policies (LiEPs) were in place in the two types of schools (rural and urban) chosen for this study; and what role did Mewati play in the overall language policy framework in these schools. The goal of this project was to develop an understanding about how teachers comprehended, negotiated and implemented LiEPs within classrooms. It also aimed at uncovering and critically analysing the underlying ideologies, policies and political processes that informed and influenced these LiEPs in the two schools studied and how these policies, affected the position of Mewati in these schools. The schools studied differed across multiple dimensions including medium of instruction, board of affiliation, textbooks and curricula, location, infrastructure and the socio-economic background of the students. However, they were similar in that most students in both schools spoke Mewati as their home language. The case study was based on data collected in interviews, informal conversations, artifacts, documents and field notes. The data was gathered from both Meo and non-Meo teachers, who differed across linguistic, ethnic and religious lines, in order to obtain a richer and holistic perspective on teachers’ views and practices. This project took an interdisciplinary approach and drew insights from sociolinguistics, applied linguistics, education and sociology. The study draws significantly on Spolsky’s (2004) model of language policy which was used both as an analytical framework as well as a tool for organizing data. The study revealed that the LiEP of the rural schools was largely Hindi monolingual and the urban school mostly Hindi-English bilingual. Both types of schools failed to make space for Mewati, the mother tongue of the majority of students. In both school types, Hindi was taught as the first language. The majority of teachers also held negative attitudes towards Mewati. The teachers perceived Mewati as a hindrance for the learning and overall development of students. There was a significant communication gap between teachers and students particularly in the early years of education. There was also a severe shortage of local Meo teachers. Most teachers in both schools were non-Meos who could not…

Subjects/Keywords: language policy; education; mother tongue; dialect; ideology; language maintenance

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APA (6^th Edition):

Bakshi, P. (2013). Language Policy, Politics and Ideology in Mewat: Comparative Case Studies of Mewati in Two School Types . (Thesis). University of Sydney. Retrieved from http://hdl.handle.net/2123/10121

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Bakshi, Prerna. “Language Policy, Politics and Ideology in Mewat: Comparative Case Studies of Mewati in Two School Types .” 2013. Thesis, University of Sydney. Accessed April 15, 2021. http://hdl.handle.net/2123/10121.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Bakshi, Prerna. “Language Policy, Politics and Ideology in Mewat: Comparative Case Studies of Mewati in Two School Types .” 2013. Web. 15 Apr 2021.

Vancouver:

Bakshi P. Language Policy, Politics and Ideology in Mewat: Comparative Case Studies of Mewati in Two School Types . [Internet] [Thesis]. University of Sydney; 2013. [cited 2021 Apr 15]. Available from: http://hdl.handle.net/2123/10121.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Bakshi P. Language Policy, Politics and Ideology in Mewat: Comparative Case Studies of Mewati in Two School Types . [Thesis]. University of Sydney; 2013. Available from: http://hdl.handle.net/2123/10121

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of Texas – Austin

21. Zúñiga, Christian Ellen. Defining bilingualism : the language ideologies and linguistic practices of bilingual teachers from the U.S.-Mexico border.

Degree: PhD, Curriculum and Instruction, 2015, University of Texas – Austin

URL: http://hdl.handle.net/2152/31386

► This study examines how three heritage bilingual teachers from the Texas U.S.-Mexico border articulate their understanding of bilingualism and how they embody those understandings in… (more)

Subjects/Keywords: Language ideology; Language policy; Teacher as policymaker; Bilingual education

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APA (6^th Edition):

Zúñiga, C. E. (2015). Defining bilingualism : the language ideologies and linguistic practices of bilingual teachers from the U.S.-Mexico border. (Doctoral Dissertation). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/31386

Chicago Manual of Style (16^th Edition):

Zúñiga, Christian Ellen. “Defining bilingualism : the language ideologies and linguistic practices of bilingual teachers from the U.S.-Mexico border.” 2015. Doctoral Dissertation, University of Texas – Austin. Accessed April 15, 2021. http://hdl.handle.net/2152/31386.

MLA Handbook (7^th Edition):

Zúñiga, Christian Ellen. “Defining bilingualism : the language ideologies and linguistic practices of bilingual teachers from the U.S.-Mexico border.” 2015. Web. 15 Apr 2021.

Vancouver:

Zúñiga CE. Defining bilingualism : the language ideologies and linguistic practices of bilingual teachers from the U.S.-Mexico border. [Internet] [Doctoral dissertation]. University of Texas – Austin; 2015. [cited 2021 Apr 15]. Available from: http://hdl.handle.net/2152/31386.

Council of Science Editors:

Zúñiga CE. Defining bilingualism : the language ideologies and linguistic practices of bilingual teachers from the U.S.-Mexico border. [Doctoral Dissertation]. University of Texas – Austin; 2015. Available from: http://hdl.handle.net/2152/31386

Purdue University

22. Gilmetdinova, Alsu M. Elementary school teachers' attitudes towards multilingualism and language policy: Kazan, Russia.

Degree: PhD, Curriculum & Instruction, 2015, Purdue University

URL: https://docs.lib.purdue.edu/open_access_dissertations/1455

► The dissertation adopts a transdisciplinary approach to study schools as sites of language policy implementation. Contributions of language policy, TESOL and multilingual education, and linguistic… (more)

Subjects/Keywords: ideology; language education; language policy; multilingualism; Russia; teacher attitudes

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APA (6^th Edition):

Gilmetdinova, A. M. (2015). Elementary school teachers' attitudes towards multilingualism and language policy: Kazan, Russia. (Doctoral Dissertation). Purdue University. Retrieved from https://docs.lib.purdue.edu/open_access_dissertations/1455

Chicago Manual of Style (16^th Edition):

Gilmetdinova, Alsu M. “Elementary school teachers' attitudes towards multilingualism and language policy: Kazan, Russia.” 2015. Doctoral Dissertation, Purdue University. Accessed April 15, 2021. https://docs.lib.purdue.edu/open_access_dissertations/1455.

MLA Handbook (7^th Edition):

Gilmetdinova, Alsu M. “Elementary school teachers' attitudes towards multilingualism and language policy: Kazan, Russia.” 2015. Web. 15 Apr 2021.

Vancouver:

Gilmetdinova AM. Elementary school teachers' attitudes towards multilingualism and language policy: Kazan, Russia. [Internet] [Doctoral dissertation]. Purdue University; 2015. [cited 2021 Apr 15]. Available from: https://docs.lib.purdue.edu/open_access_dissertations/1455.

Council of Science Editors:

Gilmetdinova AM. Elementary school teachers' attitudes towards multilingualism and language policy: Kazan, Russia. [Doctoral Dissertation]. Purdue University; 2015. Available from: https://docs.lib.purdue.edu/open_access_dissertations/1455

Penn State University

23. Kim, Miso. South Korean entry-level jobseekers' English-language learning in the neoliberal job market.

Degree: 2020, Penn State University

URL: https://submit-etda.libraries.psu.edu/catalog/17629mxk532

► The dissertation examines South Korean entry-level white-collar jobseekers’ negotiation of neoliberal employment requirements, reasons for studying English, and use of tools and resources for English… (more)

▼ The dissertation examines South Korean entry-level white-collar jobseekers’ negotiation of neoliberal employment requirements, reasons for studying English, and use of tools and resources for English learning. Although previous studies have problematized neoliberalism and English in South Korea (J. S.-Y. Park, 2009, 2010, 2011, 2018; J. S.-Y. Park & Wee, 2015; Piller & J. Cho, 2013), relatively few studies have considered how Korean jobseekers who have to develop English skills to enhance their competitiveness in the job market negotiate the demands of neoliberalism. There is even less research on how to provide appropriate educational support for them. To this end, I designed and implemented an eight-week exploratory program that aimed at developing jobseekers’ English skills using their own tools and resources based on an ecological perspective (van Lier, 2000, 2004). The study addressed the following research questions: 1. How do the Korean jobseekers interpret and negotiate the neoliberal norms of employability in the job market? 2. For what reasons do the Korean jobseekers study for the standardized English tests and develop oral English proficiency? 3. If opportunities can be provided to study English in a flexible setting, how do the Korean jobseekers, who have had little experience speaking English, create their own ways of developing their English speaking skills to achieve their goals? Employing thematic analysis (Braun & Clarke, 2006), the study analyzed six participants’ data collected during the program, which included interviews, narratives, self-assessments, participant-provided tools and resources, worksheet responses, and video recordings of classroom interactions. The analysis showed that the influence of neoliberalism differed based on gender and age. The male participants coped with the pressure of neoliberalism by adapting themselves to meet the demands of corporations, whereas the female participants chose to leave Korea to pursue less competitive lives. The male participants developed their English skills to outperform others and demonstrate their effort, seeing English as an instrument for job-seeking. In contrast, the female participants did so to talk about topics of their own interest and move abroad, viewing English a tool for freedom. All of the participants, when given the opportunity, were able to mobilize a number of tools and resources to create their own ways of learning English. Based on these findings, I argue for the continued intersectional analysis of neoliberalism and representation of diverse learners’ negotiations of neoliberalism and English learning. I also provide pedagogical implications for expanding the boundaries of language-learning materials and creating meaningful affordances for learning. Advisors/Committee Members: Suresh Canagarajah, Dissertation Advisor/Co-Advisor, Suresh Canagarajah, Committee Chair/Co-Chair, Celeste S Kinginger, Committee Member, Matthew Edward Poehner, Committee Member, Mari Haneda, Outside Member, Robert William Schrauf, Program Head/Chair.

Subjects/Keywords: neoliberalism; South Korea; jobseekers; English-language learning; language ideology; job market; second language learning; affordances

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APA (6^th Edition):

Kim, M. (2020). South Korean entry-level jobseekers' English-language learning in the neoliberal job market. (Thesis). Penn State University. Retrieved from https://submit-etda.libraries.psu.edu/catalog/17629mxk532

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Kim, Miso. “South Korean entry-level jobseekers' English-language learning in the neoliberal job market.” 2020. Thesis, Penn State University. Accessed April 15, 2021. https://submit-etda.libraries.psu.edu/catalog/17629mxk532.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Kim, Miso. “South Korean entry-level jobseekers' English-language learning in the neoliberal job market.” 2020. Web. 15 Apr 2021.

Vancouver:

Kim M. South Korean entry-level jobseekers' English-language learning in the neoliberal job market. [Internet] [Thesis]. Penn State University; 2020. [cited 2021 Apr 15]. Available from: https://submit-etda.libraries.psu.edu/catalog/17629mxk532.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Kim M. South Korean entry-level jobseekers' English-language learning in the neoliberal job market. [Thesis]. Penn State University; 2020. Available from: https://submit-etda.libraries.psu.edu/catalog/17629mxk532

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of Pennsylvania

24. Lee, Kathleen. The Politics of Teaching English in South Korean Schools: Language Ideologies and Language Policy.

Degree: 2014, University of Pennsylvania

URL: https://repository.upenn.edu/edissertations/1339

► Around the world, English proficiency is perceived to bring about class mobility and better employment prospects. South Korea is no exception to this belief where… (more)

▼ Around the world, English proficiency is perceived to bring about class mobility and better employment prospects. South Korea is no exception to this belief where English test scores and speaking ability often serve as gate-keeping criteria for university admission, white-collar employment, and promotion. Within the past 30 years, the proliferation of private English-language institutes, the record numbers of Koreans studying in English-speaking countries, and language policies regarding English-language study enacted by the Ministry of Education (MOE) collectively point to the increasing hegemony of English in the lives of Koreans. In this dissertation, I examine an aggressive effort launched by the Ministry of Education (MOE) to improve English instruction called the "Teaching English in English" (TEE) policy. In 2001, the MOE enacted the TEE policy to improve the English proficiency of Korean students mainly through English instruction, with the implicit acknowledgement that over 40 years of teaching English through Korean had not produced competent English users. To make sense of this policy's overt and covert agendas, I spent five months conducting ethnographic participant observations and interviews at a government-sponsored, residential training center where a cohort of 40 teachers participated in an intensive English course designed to improve language instruction. After the completion of the course, I continued observing and interviewing three focal English teachers at elementary schools in Seoul to understand how they interpreted and implemented the TEE policy on a daily basis. Approaching this research from a language ideological framework, I pay particular attention to how language ideologies interact with the current policy to account for the motivations behind the policy and the language choices and pedagogical practices by practitioners. Moreover, I focus on metalinguistic and written policy discourse to uncover how these ideologies contribute to the prominent role that English plays in Korean education. Analysis of the findings reveals that even though teachers supported the policy, their practices did not always lead to English-medium instruction due to contextual factors and teachers' beliefs. Moreover, teachers reproduced dominant language ideologies that prevented viewing themselves as legitimate English teachers. The findings of this dissertation illustrate the importance of paying attention to the social and language practices of the local community when designing a well-informed language policy that can effectively transform language education.

Subjects/Keywords: English language education; Language ideology; Language policy; South Korea; Asian Studies; Education; Linguistics

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APA (6^th Edition):

Lee, K. (2014). The Politics of Teaching English in South Korean Schools: Language Ideologies and Language Policy. (Thesis). University of Pennsylvania. Retrieved from https://repository.upenn.edu/edissertations/1339

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Lee, Kathleen. “The Politics of Teaching English in South Korean Schools: Language Ideologies and Language Policy.” 2014. Thesis, University of Pennsylvania. Accessed April 15, 2021. https://repository.upenn.edu/edissertations/1339.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Lee, Kathleen. “The Politics of Teaching English in South Korean Schools: Language Ideologies and Language Policy.” 2014. Web. 15 Apr 2021.

Vancouver:

Lee K. The Politics of Teaching English in South Korean Schools: Language Ideologies and Language Policy. [Internet] [Thesis]. University of Pennsylvania; 2014. [cited 2021 Apr 15]. Available from: https://repository.upenn.edu/edissertations/1339.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Lee K. The Politics of Teaching English in South Korean Schools: Language Ideologies and Language Policy. [Thesis]. University of Pennsylvania; 2014. Available from: https://repository.upenn.edu/edissertations/1339

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

UCLA

25. Karapetian, Shushan. "How Do I Teach My Kids My Broken Armenian?": A Study of Eastern Armenian Heritage Language Speakers in Los Angeles.

Degree: Near Eastern Languages & Cultures, 2014, UCLA

URL: http://www.escholarship.org/uc/item/7jq085nr

► This dissertation introduces Armenian, specifically Eastern Armenian in the Los Angeles context, into the landscape of heritage languages in the United States. Given the lack… (more)

Subjects/Keywords: Near Eastern studies; Armenian; Heritage Language; Heritage Language Learners; Heritage Language Speakers; Language Ideology; Language Use

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APA (6^th Edition):

Karapetian, S. (2014). "How Do I Teach My Kids My Broken Armenian?": A Study of Eastern Armenian Heritage Language Speakers in Los Angeles. (Thesis). UCLA. Retrieved from http://www.escholarship.org/uc/item/7jq085nr

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Karapetian, Shushan. “"How Do I Teach My Kids My Broken Armenian?": A Study of Eastern Armenian Heritage Language Speakers in Los Angeles.” 2014. Thesis, UCLA. Accessed April 15, 2021. http://www.escholarship.org/uc/item/7jq085nr.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Karapetian, Shushan. “"How Do I Teach My Kids My Broken Armenian?": A Study of Eastern Armenian Heritage Language Speakers in Los Angeles.” 2014. Web. 15 Apr 2021.

Vancouver:

Karapetian S. "How Do I Teach My Kids My Broken Armenian?": A Study of Eastern Armenian Heritage Language Speakers in Los Angeles. [Internet] [Thesis]. UCLA; 2014. [cited 2021 Apr 15]. Available from: http://www.escholarship.org/uc/item/7jq085nr.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Karapetian S. "How Do I Teach My Kids My Broken Armenian?": A Study of Eastern Armenian Heritage Language Speakers in Los Angeles. [Thesis]. UCLA; 2014. Available from: http://www.escholarship.org/uc/item/7jq085nr

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Univerzitet u Beogradu

26. Pons, Neda M., 1984- 33428327. Етнојезички идентитет сефардске заједнице на интернету.

Degree: Filološki fakultet, 2020, Univerzitet u Beogradu

URL: https://fedorabg.bg.ac.rs/fedora/get/o:20900/bdef:Content/get

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Социолингвистика, хиспанска лингвистика - Критичка социолингвистика, сефардске студије / Sociolinguistics, Hispanic linguistics - Critical sociolinguistics, Sephardic studies

У овом раду испитана су значења која савремени… (more)

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Социолингвистика, хиспанска лингвистика - Критичка социолингвистика, сефардске студије / Sociolinguistics, Hispanic linguistics - Critical sociolinguistics, Sephardic studies

У овом раду испитана су значења која савремени Сефарди у виртуелној заједници Ladinokomunita приписују јеврејско-шпанском језику као елементу свог етничког идентитета. Ladinokomunita представља прву виртуелну групу за дискусију на јеврејско-шпанском језику, која је основана 2000. године у циљу промоције сефардске културе и угроженог етничког језика сефардских Јевреја. У истраживању сам пошла од претпоставке да се етнојезички идентитет (као и идентитет уопште) гради и мења унутар друштвене интеракције путем сучељавања ставова и идеологија различитих појединаца и група, те да у његовом конструисању значајну улогу игра шири друштвени контекст у коме се одвија дата интеракција. Овакво схватање идентитета засновано је на теоријским постулатима различитих друштвено-хуманистичких дисциплина које се баве изучавањем феномена идентитета: критичке социолингвистике, когнитивне лингвистике, когнитивне и социјалне антропологије, социологије и социјалне психологије језика. Иако у тумачењу односа језика и идентитета преузимам теоријске концепте наведених научних дисциплина, потребно је нагласити да главну дисциплину представља критичка социолингвистика, чији је теоријско- методолошки апарат послужио за формулацију научног проблема, спровођење истраживања и тумачење добијених резултата...

Advisors/Committee Members: Vučina Simović, Ivana, 1977- 13514599.

Subjects/Keywords: Ladinokomunita; Judeo-Spanish; Sephardic Jews; ethnolinguistic identity; ethnic group; ethnic language; endangered language; language ideology; language attitudes; language revitalization

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Pons, Neda M., 1. 3. (2020). Етнојезички идентитет сефардске заједнице на интернету. (Thesis). Univerzitet u Beogradu. Retrieved from https://fedorabg.bg.ac.rs/fedora/get/o:20900/bdef:Content/get

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Pons, Neda M., 1984- 33428327. “Етнојезички идентитет сефардске заједнице на интернету.” 2020. Thesis, Univerzitet u Beogradu. Accessed April 15, 2021. https://fedorabg.bg.ac.rs/fedora/get/o:20900/bdef:Content/get.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Pons, Neda M., 1984- 33428327. “Етнојезички идентитет сефардске заједнице на интернету.” 2020. Web. 15 Apr 2021.

Vancouver:

Pons, Neda M. 13. Етнојезички идентитет сефардске заједнице на интернету. [Internet] [Thesis]. Univerzitet u Beogradu; 2020. [cited 2021 Apr 15]. Available from: https://fedorabg.bg.ac.rs/fedora/get/o:20900/bdef:Content/get.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Pons, Neda M. 13. Етнојезички идентитет сефардске заједнице на интернету. [Thesis]. Univerzitet u Beogradu; 2020. Available from: https://fedorabg.bg.ac.rs/fedora/get/o:20900/bdef:Content/get

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

York University

27. Cupial, Violetta Justyna. Self in Motion: Translingual Identity, Language Ideology, and Teachers' Pedagogical Practice in the Language Classroom.

Degree: MEd - Master of Education, Education, 2016, York University

URL: http://hdl.handle.net/10315/32317

► Drawing on such concepts as globalization, transcultural and translingual mobility, (Blommaert, 2005), multilingualism, superdiversity (Vertovec, 2007) and individual hybridity (Appadurai, 1996), this research contributes to… (more)

Subjects/Keywords: Language; Transnational migration; Language teacher identity; Language ideology; Second-language acquisition; Narrative; Second-language pedagogy; Multilingual teacher

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Cupial, V. J. (2016). Self in Motion: Translingual Identity, Language Ideology, and Teachers' Pedagogical Practice in the Language Classroom. (Masters Thesis). York University. Retrieved from http://hdl.handle.net/10315/32317

Chicago Manual of Style (16^th Edition):

Cupial, Violetta Justyna. “Self in Motion: Translingual Identity, Language Ideology, and Teachers' Pedagogical Practice in the Language Classroom.” 2016. Masters Thesis, York University. Accessed April 15, 2021. http://hdl.handle.net/10315/32317.

MLA Handbook (7^th Edition):

Cupial, Violetta Justyna. “Self in Motion: Translingual Identity, Language Ideology, and Teachers' Pedagogical Practice in the Language Classroom.” 2016. Web. 15 Apr 2021.

Vancouver:

Cupial VJ. Self in Motion: Translingual Identity, Language Ideology, and Teachers' Pedagogical Practice in the Language Classroom. [Internet] [Masters thesis]. York University; 2016. [cited 2021 Apr 15]. Available from: http://hdl.handle.net/10315/32317.

Council of Science Editors:

Cupial VJ. Self in Motion: Translingual Identity, Language Ideology, and Teachers' Pedagogical Practice in the Language Classroom. [Masters Thesis]. York University; 2016. Available from: http://hdl.handle.net/10315/32317

28. Janderle Rabaiolli. Merchandising editorial: realidade e ficÃÃo na sobreposiÃÃo do discurso.

Degree: 2008, Universidade Estadual do Oeste do Parana

URL: http://tede.unioeste.br/tede//tde_busca/arquivo.php?codArquivo=592

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Esta dissertaÃÃo busca, por meio da anÃlise da novela MalhaÃÃo, exibida pela Rede Globo de TelevisÃo, analisar e caracterizar a linguagem do merchandising editorial, uma… (more)

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Esta dissertaÃÃo busca, por meio da anÃlise da novela MalhaÃÃo, exibida pela Rede Globo de TelevisÃo, analisar e caracterizar a linguagem do merchandising editorial, uma prÃtica constante dentro do programa. A pesquisa Ã desenvolvida em trÃs capÃtulos. O primeiro refere-se Ã ideologia e Ã linguagem, com abordagem dos conceitos de discurso, enunciado, polifonia e gÃneros do discurso. O segundo capÃtulo traz os conceitos do campo da comunicaÃÃo social, tais como a comunicaÃÃo de massa, a comunicaÃÃo mercadolÃgica e o merchandising. SÃo abordados, ainda, os conceitos e caracterÃsticas dos formatos de comunicaÃÃo mercadolÃgica, com Ãnfase no merchandising editorial. O Ãltimo capÃtulo analisa a linguagem do merchandising editorial por meio da decupagem de cenas do programa em anÃlise, na busca por sua caracterizaÃÃo e aspectos que demonstrem sua ligaÃÃo com os preceitos da sociedade de consumo, em uma relaÃÃo com a condiÃÃo vivida pela sociedade contemporÃnea brasileira e sua condiÃÃo estÃtica, determinante para que o formato televisual do merchandising editorial tenha sucesso.

Such dissertation focus on the MalhaÃÃo soap opera analyse, which is broadcast by Globo TV net, it also will analyse and characterize the tie-in language, a constant practise in such tv programme.The research is developed in three chapters, the first one refers to the language and the ideology, with the approaching of the discourse concepts,expressed, polyphony and speech genders.The second chapter brings the concept of the social communication field, like mass communication, market communication and the tie-in. It is also mentioned the concepts and the characteristics from the market communication formats, with emphasis on tie-in. The last one analyses the tie-in language through the decupage scenes from the programme under analyse, and also on its characterization and features which demonstrate their connection with the consumption society preconcepts related to the condition lived by the brazilian contemporary society and its aesthetics condition, which it is determinated in order to the televisual format of the tie-in succeeds.

Advisors/Committee Members: Wander Amaral Camargo.

Subjects/Keywords: Linguagem; Merchandising; Ideologia; Tie-in; Language; Ideology; LETRAS

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Rabaiolli, J. (2008). Merchandising editorial: realidade e ficÃÃo na sobreposiÃÃo do discurso. (Thesis). Universidade Estadual do Oeste do Parana. Retrieved from http://tede.unioeste.br/tede//tde_busca/arquivo.php?codArquivo=592

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Rabaiolli, Janderle. “Merchandising editorial: realidade e ficÃÃo na sobreposiÃÃo do discurso.” 2008. Thesis, Universidade Estadual do Oeste do Parana. Accessed April 15, 2021. http://tede.unioeste.br/tede//tde_busca/arquivo.php?codArquivo=592.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Rabaiolli, Janderle. “Merchandising editorial: realidade e ficÃÃo na sobreposiÃÃo do discurso.” 2008. Web. 15 Apr 2021.

Vancouver:

Rabaiolli J. Merchandising editorial: realidade e ficÃÃo na sobreposiÃÃo do discurso. [Internet] [Thesis]. Universidade Estadual do Oeste do Parana; 2008. [cited 2021 Apr 15]. Available from: http://tede.unioeste.br/tede//tde_busca/arquivo.php?codArquivo=592.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Rabaiolli J. Merchandising editorial: realidade e ficÃÃo na sobreposiÃÃo do discurso. [Thesis]. Universidade Estadual do Oeste do Parana; 2008. Available from: http://tede.unioeste.br/tede//tde_busca/arquivo.php?codArquivo=592

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of Alberta

29. Becker, Ava. Political Ideology and Heritage Language Development in a Chilean Exile Community: A Multiple Case Study.

Degree: MA, Department of Modern Languages and Cultural Studies, 2013, University of Alberta

URL: https://era.library.ualberta.ca/files/k3569454t

► Our current understanding of Spanish heritage language development (HLD) in the English-speaking world is largely restricted to non-refugee Hispanic groups in the United States (Potowski… (more)

Subjects/Keywords: Canada; Refugee; Activism; Spanish; Heritage Language Development; Political Ideology

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Becker, A. (2013). Political Ideology and Heritage Language Development in a Chilean Exile Community: A Multiple Case Study. (Masters Thesis). University of Alberta. Retrieved from https://era.library.ualberta.ca/files/k3569454t

Chicago Manual of Style (16^th Edition):

Becker, Ava. “Political Ideology and Heritage Language Development in a Chilean Exile Community: A Multiple Case Study.” 2013. Masters Thesis, University of Alberta. Accessed April 15, 2021. https://era.library.ualberta.ca/files/k3569454t.

MLA Handbook (7^th Edition):

Becker, Ava. “Political Ideology and Heritage Language Development in a Chilean Exile Community: A Multiple Case Study.” 2013. Web. 15 Apr 2021.

Vancouver:

Becker A. Political Ideology and Heritage Language Development in a Chilean Exile Community: A Multiple Case Study. [Internet] [Masters thesis]. University of Alberta; 2013. [cited 2021 Apr 15]. Available from: https://era.library.ualberta.ca/files/k3569454t.

Council of Science Editors:

Becker A. Political Ideology and Heritage Language Development in a Chilean Exile Community: A Multiple Case Study. [Masters Thesis]. University of Alberta; 2013. Available from: https://era.library.ualberta.ca/files/k3569454t

Universidade Federal do Maranhão

30. CLEUMA MARIA CHAVES DE ALMEIDA. RACISM IN SCHOOL: a study of racist language and its implications in the school context of UEB. Gonçalves Dias of Açailândia - MA.

Degree: 2013, Universidade Federal do Maranhão

URL: http://www.tedebc.ufma.br//tde_busca/arquivo.php?codArquivo=875

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In a society marked by illiteracy, the negative idea associated to certain signs like the Black is built by the racist culture and reproduced by… (more)

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In a society marked by illiteracy, the negative idea associated to certain signs like the Black is built by the racist culture and reproduced by everyday oral language. It confuses culturally made concepts with universal and natural ones. Thus, this piece of research addresses the language of racism, especially in its oral aspect, having the municipal elementary school Unidade Escolar de Educação Básica Gonçalves Dias in Açailândia MA as a locus. It aims to analyze what is being "black" in children‟s minds and to characterize the discrimination in the school environment, having the language as the tool for the construction (or destruction) of racism. The study was developed using the qualitative theoretical and methodological approach, focusing on search-action, and having as theoretical sources the works of Bourdieu (2010), Bakhtin (2009), Echeverria (2007), Munanga (1998), Moore (2007) and Sales (2008). In this context, it is possible to conclude that the oral language is a way to efficiently spread the pejorative meanings attributed to the black and a tool to consolidate cordial relationships of power. The study also identifies a witty talk capable of anesthetizing its victims precisely due to the friendship and to the lack of formality among the members of the group. This is efficient in reproducing stigmas that label the bodies and the social representation of the black people. It is noticed that in the considered school in theory an institution responsible for disseminating culture and knowledge and for the social interaction among individuals the spreading of an oral language filled with racist intents and meanings. Therefore it is through a discriminatory oral language that children assimilate racist values. Hence, the acknowledgment of the social and ethical effects of racism in schools, as well as its mean of dissemination, is necessary.

Em uma sociedade marcada pelo analfabetismo da população, a idéia negativa dada a determinados signos - entre eles o Negro - é construída pela cultura racista e reproduzida pela linguagem oral cotidiana. Esta confunde conceitos culturalmente produzidos com conceitos universais e natos. Dessa maneira, discutimos neste trabalho a linguagem do racismo, sobretudo a oral, tendo como lócus a escola municipal Unidade Escolar de Educação Básica Gonçalves Dias, de Açailândia-MA. Buscou-se analisar a posição ocupada pelo ser negro no imaginário infantil e caracterizou-se as manifestações de discriminação nesse ambiente escolar, refletindo-se sobre a linguagem como meio de (des)construção do racismo. A pesquisa desenvolveu-se a partir da abordagem teórico-metodológica qualitativa, tendo como enfoque a pesquisa-ação e como principais fontes teóricas os estudos de Bourdieu (2010), Bakhtin (2009), Echeverria, (2007), Munanga (1998), Moore (2007) e Sales (2008). Assim, verificamos que significados pejorativos atribuídos ao signo negro são divulgados de forma eficiente pela oralidade - instrumento eficaz para disseminar e consolidar as relações cordiais de poder. Identificamos que…

Advisors/Committee Members: Ilma Vieira do Nascimento, Antonio Paulino de Sousa.

Subjects/Keywords: Escola; EDUCACAO; Racist ideology; Linguagem racista; School; Racist language; Ideologia racista

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

ALMEIDA, C. M. C. D. (2013). RACISM IN SCHOOL: a study of racist language and its implications in the school context of UEB. Gonçalves Dias of Açailândia - MA. (Thesis). Universidade Federal do Maranhão. Retrieved from http://www.tedebc.ufma.br//tde_busca/arquivo.php?codArquivo=875

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

ALMEIDA, CLEUMA MARIA CHAVES DE. “RACISM IN SCHOOL: a study of racist language and its implications in the school context of UEB. Gonçalves Dias of Açailândia - MA.” 2013. Thesis, Universidade Federal do Maranhão. Accessed April 15, 2021. http://www.tedebc.ufma.br//tde_busca/arquivo.php?codArquivo=875.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

ALMEIDA, CLEUMA MARIA CHAVES DE. “RACISM IN SCHOOL: a study of racist language and its implications in the school context of UEB. Gonçalves Dias of Açailândia - MA.” 2013. Web. 15 Apr 2021.

Vancouver:

ALMEIDA CMCD. RACISM IN SCHOOL: a study of racist language and its implications in the school context of UEB. Gonçalves Dias of Açailândia - MA. [Internet] [Thesis]. Universidade Federal do Maranhão; 2013. [cited 2021 Apr 15]. Available from: http://www.tedebc.ufma.br//tde_busca/arquivo.php?codArquivo=875.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

ALMEIDA CMCD. RACISM IN SCHOOL: a study of racist language and its implications in the school context of UEB. Gonçalves Dias of Açailândia - MA. [Thesis]. Universidade Federal do Maranhão; 2013. Available from: http://www.tedebc.ufma.br//tde_busca/arquivo.php?codArquivo=875

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

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Open Access Theses and Dissertations