Saint-Georges / Weber Multilingualism and Multimodality

Current Challenges for Educational Studies
2013
ISBN: 978-94-6209-266-2
Verlag: SensePublishers
Format: PDF
Kopierschutz: 1 - PDF Watermark

E-Book, Englisch, 207 Seiten

Reihe: The Future of Education Research

In the social sciences and humanities, researchers often qualify the period in which we are living as 'late-modern', 'post-modern' or 'superdiverse'. These terms seek to capture changing conditions and priorities brought about by a new social order. This social order is characterized, among other traits, by an increased visibility of social, cultural and linguistic diversity, arising out of unprecedented migration and mobility patterns. It is also associated with the development of information and communication technologies, which in the digital era transform communication patterns, identities, relationships and possibilities for action. For education, these late-modern conditions create numerous interesting challenges, given that they are of course reflected in the classroom and other sites of learning. Conditions of 'superdiversity' mean that, in educational institutions, varied practices, linguistic repertoires, and symbolic resources come into contact, posing questions about how institutions and actors choose to deal with this diversity. Likewise, digital technologies with their possibilities for assembling and using multimodal texts in new ways transform the learning experience, redefining what counts as teaching, learning, knowledge, or assessment. By providing careful analyses of policies and interactions in superdiverse, technologically complex, educational contexts, the authors of this volume contribute something important: they give a shape - a semiotic form - to some of the issues raised by transnational migration, sociocultural diversity, and digital complexity. They construct a framework for reflecting about the new social order and its impact on education. They also reveal the kinds of new questions and new terrains that can and must be explored by linguistic research if it wants to stay relevant for education in these times of change.

Autoren/Hrsg.

Weber, Jean-Jacques

Saint-Georges, Ingrid de

Inhaltsverzeichnis

1;Multilingualism and Multimodality: Current Challenges for Educational Studies;3
1.1;TABLE OF CONTENTS;5
1.2;THE FUTURE OF EDUCATION RESEARCH: Introduction to the series of three volumes;7
1.3;PREFACE;9
1.4;MULTILINGUALISM, MULTIMODALITY AND THEFUTURE OF EDUCATION RESEARCH;11
1.4.1;EDUCATION IN TIMES OF CHANGE;11
1.4.2;MULTILINGUALISM AND MULTIMODALITY: DIVERSE READINGS;12
1.4.2.1;Overview of the Chapters;12
1.4.2.2;Key Themes;14
1.4.3;THE FUTURE OF EDUCATION RESEARCH;17
1.4.4;NOTE;18
1.4.5;REFERENCES;18
1.5;I. MULTILINGUALISM:CONCEPTS, PRACTICES AND POLICIES;19
1.5.1;SUPERDIVERSE REPERTOIRES ANDTHE INDIVIDUAL;20
1.5.1.1;INTRODUCTION;20
1.5.1.2;SUPERDIVERSITY;22
1.5.1.3;LANGUAGE LEARNING TRAJECTORIES;23
1.5.1.3.1;The Biographic Dimension of Repertoires;24
1.5.1.3.2;Learning by Degree;25
1.5.1.4;KNOWLEDGE OF LANGUAGE(S);30
1.5.1.4.1;Thirty-Eight Languages;31
1.5.1.4.2;Competence Detailed;32
1.5.1.4.3;Repertoires as Indexical Biographies;35
1.5.1.5;LATE-MODERN REPERTOIRES AND SUBJECTS;37
1.5.1.6;NOTES;40
1.5.1.7;REFERENCES;40
1.5.2;FROM MULTILINGUAL PRACTICES TO SOCIALPROCESSES: The Understanding of Linguistic ‘Respect’ in Contact Zones;42
1.5.2.1;A SOCIOLINGUISTIC ETHNOGRAPHY IN A MADRID SECONDARY SCHOOL;44
1.5.2.2;RESEARCH QUESTIONS;46
1.5.2.2.1;Excerpt 1;49
1.5.2.2.2;Excerpt 2;50
1.5.2.3;NEGOTIATION: THE MONOLINGUAL NORM AND MUTUAL ‘RESPECT’;52
1.5.2.3.1;Excerpt 3;53
1.5.2.4;CONCLUSIONS;61
1.5.2.5;NOTES;63
1.5.2.6;REFERENCES;65
1.5.3;LANGUAGE, SUPERDIVERSITY AND EDUCATION;68
1.5.3.1;SUPERDIVERSITY;68
1.5.3.2;MULTILINGUALISM;69
1.5.3.3;HETEROGLOSSIA;71
1.5.3.4;METHODS;73
1.5.3.5;HETEROGLOSSIA IN THE LANGUAGE CLASSROOM;74
1.5.3.6;DISCUSSION;84
1.5.3.7;NOTES;87
1.5.3.8;REFERENCES;87
1.5.4;MULTILINGUALISM IN EU INSTITUTIONS: Between Policy Making and Implementation;90
1.5.4.1;INTEGRATING CRITICAL SOCIOLINGUISTICS AND CRITICALDISCOURSE STUDIES;90
1.5.4.1.1;Defining Critique and Critical;90
1.5.4.1.2;Multilingualism and the EU’s Lisbon Strategy;91
1.5.4.2;ANALYTICAL FRAMEWORK: CSL AND DHA;92
1.5.4.2.1;Theoretical Background and Key Concepts;92
1.5.4.2.2;Research Methodology and Research Foci;94
1.5.4.3;LANGUAGE IDEOLOGIES AND EVERYDAY PRACTICES;95
1.5.4.3.1;Ethnography of the EU Institutions;95
1.5.4.3.2;‘Performing Multilingualism’;97
1.5.4.3.3;Ideas/Ideologies about Multilingualism;99
1.5.4.4;SOME FUTURE PERSPECTIVES;103
1.5.4.5;NOTES;105
1.5.4.6;REFERENCES;105
1.5.5;MULTILINGUAL UNIVERSITIES ANDTHE MONOLINGUAL MINDSET;109
1.5.5.1;INTRODUCTION;109
1.5.5.2;MONOLINGUAL VERSUS MULTILINGUAL MINDSET;110
1.5.5.2.1;What is a Language?;110
1.5.5.2.2;What is Multilingualism?;111
1.5.5.3;THE MONOLINGUAL MINDSET AND NATIONAL NARRATIVES OF SURVIVAL;114
1.5.5.4;CASE STUDY OF TWO MULTILINGUAL UNIVERSITIES;116
1.5.5.4.1;How the Universities of Helsinki and Luxembourg Fit intothe Discourses of Survival;116
1.5.5.4.2;How Both Universities are Caught Up in Language Ideological Debates;117
1.5.5.5;CONCLUSION: THE MONOLINGUAL HABITUS OF MULTILINGUAL UNIVERSITIES;121
1.5.5.6;NOTES;122
1.5.5.7;REFERENCES;123
1.6;II. MULTIMODALITY:CONCEPTS, PRACTICES AND CONSEQUENCES;125
1.6.1;RECOGNIZING LEARNING: A Perspective from a Social Semiotic Theory of Multimodality;126
1.6.1.1;EDUCATION IN A PERIOD OF SOCIAL TRANSITION: FROM ‘STATE’TO THE NEO-LIBERAL MARKET;126
1.6.1.2;‘SIGNS OF LEARNING’: AGENCY, PRINCIPLES, RESOURCES;132
1.6.1.3;RECOGNITION: AGENCY AND MULTIMODALITY;137
1.6.1.4;RECOGNITION THROUGH A SOCIAL SEMIOTIC THEORY OF MULTIMODALITY;139
1.6.1.5;EMBODIED KNOWING: THE NOTIONS OF IMPLICITNESS AND EXPLICITNESS;142
1.6.1.6;EDUCATION AS A FULLY MARKETIZED COMMODITY;146
1.6.1.7;NOTE;147
1.6.1.8;REFERENCES;147
1.6.2;MULTIMODALITY AND DIGITAL TECHNOLOGIES INTHE CLASSROOM;148
1.6.2.1;INTRODUCTION;148
1.6.2.2;A MULTIMODAL PERSPECTIVE;148
1.6.2.3;TECHNOLOGY IN THE ENGLISH CLASSROOM;150
1.6.2.4;RECONFIGURING PEDAGOGIC SPACE;151
1.6.2.5;CHANGING RESOURCES AND STARTING POINTS;154
1.6.2.6;CLASSR OOM INTERACTION AND PRACTICES;156
1.6.2.7;CONCLUSIONS;157
1.6.2.8;REFERENCES;158
1.6.3;POWER, MISCOMMUNICATION AND CULTURAL DIVERSITY: Applying a Discourse Analytic Lens to Vocational Education Practices;160
1.6.3.1;POSITIONING LANGUAGE AND DISCOURSE IN VOCATIONALEDUCATION STUDIES;160
1.6.3.2;RESEARCHING VOCATIONAL EDUCATION PRACTICES FROM ANINTERACTIONAL AND MULTIMODAL PERSPECTIVE;161
1.6.3.3;GAINING SOCIAL RECOGNITION AND CONTEXTUAL LEGITIMACY INVOCATIONAL TRAINING INTERACTIONS;166
1.6.3.3.1;Gaining Visibility and Centrality in Collective Instruction Practices;168
1.6.3.3.2;Becoming an Undesired Focus of Attention in an Individual Exercise;172
1.6.3.3.3;Becoming a Peripheral Learning Worker;177
1.6.3.4;ADDRESSING THE CHALLENGES OF DISCOURSE ANALYSIS AS RESEARCHMETHOD AND INTERVENTION TOOL;182
1.6.3.5;NOTES;185
1.6.3.6;REFERENCES;185
1.6.4;GEOGRAPHIES OF DISCOURSE: Action Across Layered Spaces;189
1.6.4.1;LANGUAGE AND ACTION: AN ATHABASKAN-STYLE LINGUISTICS;189
1.6.4.2;GEOGRAPHIES OF DISCOURSE: LAYERED PLACES;192
1.6.4.3;ACTION WITHIN GEOGRAPHIES OF DISCOURSE;196
1.6.4.4;ACTION ACROSS LAYERED SPACES;201
1.6.4.5;CONCLUDING COMMENTS;203
1.6.4.6;NOTES;204
1.6.4.7;REFERENCES;204
1.7;INDEX;205