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Conceptualising Academic and Folk Understandings of Culture: An Auckland-Based Survey
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| 2 |
Sociolinguists and their publics: epistemological tension and disciplinary contestation over language in Catalonia
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In: Erdocia, Iker orcid:0000-0003-2459-1346 and Soler, Josep orcid:0000-0002-2813-0101 (2021) Sociolinguists and their publics: epistemological tension and disciplinary contestation over language in Catalonia. Journal Of Sociolinguistics . ISSN 1360-6441 (2021)
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Waiting at the Border: Language, Labor, and Infrastructure in the Strait of Gibraltar
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Définition du système discursif de discrimination de genre : à partir des systèmes genrés d’adresse et de la loi du mariage pour tous et des observations qu’elle permet
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In: ISSN: 0071-190X ; EISSN: 1965-0477 ; Études de linguistique appliquée : revue de didactologie des langues-cultures ; https://halshs.archives-ouvertes.fr/halshs-03088147 ; Études de linguistique appliquée : revue de didactologie des langues-cultures, Klincksieck (Didier Erudition jusqu'en 2003), A paraître (2021)
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Buzz or Change: How the Social Network Structure Conditions the Fate of Lexical Innovations on Twitter
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In: 8th Conference on CMC and Social Media Corpora for the Humanities (CMC-Corpora 2021) ; https://hal.archives-ouvertes.fr/hal-03426028 ; 8th Conference on CMC and Social Media Corpora for the Humanities (CMC-Corpora 2021), Oct 2021, Nijmegen, Radboud University, Netherlands (2021)
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La production en aljamiado comme frontière discursive (XVe-XVIIe siècles)
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In: ISSN: 2270-0765 ; HispanismeS ; https://halshs.archives-ouvertes.fr/halshs-03241898 ; HispanismeS, Société des hispanistes français de l'enseignement supérieur, A paraître, 13-14 (2021)
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Language practices and bi/plurilingual usages of Kurdish speakers in Istanbul ; Les pratiques langagières et les usages bi/plurilingues des kurdophones à Istanbul
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In: https://tel.archives-ouvertes.fr/tel-03611955 ; Linguistique. Normandie Université, 2021. Français. ⟨NNT : 2021NORMR104⟩ (2021)
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Variedades del español en contacto con otras lenguas
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In: https://hal.archives-ouvertes.fr/hal-03118988 ; Peter Lang, 2021, ⟨10.3726/b17748⟩ (2021)
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Mauritania: French in Mauritania ; Mauritanie : Le français en Mauritanie
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In: Romance Languages in Africa ; https://hal.archives-ouvertes.fr/hal-03502167 ; Ursula Reutner. Romance Languages in Africa, de Gruyter, In press, Serie Manual of Romance Linguistics (2021)
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Language Community ; Communauté linguistique
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In: ISSN: 0181-4095 ; EISSN: 2101-0382 ; Langage et Société ; https://hal.archives-ouvertes.fr/hal-03598313 ; Langage et Société, Maison des Sciences de L'homme Paris, 2021, Dictionnaire de la Sociolinguistique, pp.51-55 ; https://www.cairn.info/revue-langage-et-societe-2021-HS1-page-51.htm (2021)
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| 11 |
Linguistic Landscape geht digital: „Virtuelle sprachliche Landschaften“ auf Instagram am Beispiel der Weinstraßen in zwei mehrsprachigen Regionen (Elsass, Südtirol)
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In: Romanistentag 2022 ; https://hal.archives-ouvertes.fr/hal-03364646 ; Romanistentag 2022, Universität Augsburg, Oct 2021, Augsburg, Germany (2021)
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Von Fachsprachen zu Fachkulturen über Fachdiskurse: zum neuen Stellenwert sozio-und kulturlinguistischer Ansätze in der Fachsprachenforschung
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In: Linguistische Treffen in Wroclaw ; https://hal.archives-ouvertes.fr/hal-03347479 ; Linguistische Treffen in Wroclaw, Université de Wrocalw, Sep 2021, Wroclaw, Poland (2021)
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A typology of small-scale multilingualism
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In: ISSN: 1367-0069 ; International Journal of Bilingualism ; https://hal.univ-lyon2.fr/hal-03483495 ; International Journal of Bilingualism, SAGE Publications, 2021, 25 (4), pp.835-859. ⟨10.1177/13670069211023137⟩ (2021)
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Spanish heritage speaker comprehension and production of the obligatory subjunctive
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Semiotic Labors of Personalization: Enacting the modern subject in an American yoga school
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| 16 |
I love you: Normativity, power, and romance in metalinguistic commentary
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Keshav, Aris. - : eScholarship, University of California, 2021
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Hipsters and Drunks, Tourists and Locals: Calle Lo�za as a Site of Ideological Contestation
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Parachuting into Private Christian Schools: The Educational Experiences of International High School Students at US Parochial Schools
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Abstract:
In this qualitative comparative case study, I investigated the educational experiences of international students at two private Christian schools in Southern California, focusing on their positioning, curricular experiences, and systemic supports. I found that school personnel positioned international students into three categories: exceptional, normative, and at-risk based primarily on international students’ perceived linguistic and intercultural capital. School personnel positioned those international students who used their linguistic and intercultural capital to integrate into the dominant American culture of the school as exceptional, those who did not integrate but received passing grades and socialized with other international students as normative, and those who demonstrated little interest in academics or socializing as at-risk. Domestic students positioned international students who used their linguistic and intercultural capital to integrate into the dominant American culture of the school as social insiders—befriending them and interacting with them in and out of class, while those who did not integrate, they positioned as outsiders—ignoring them, criticizing their allegedly poor English proficiency, or only minimally interacting with them in assigned group work. I observed de facto segregation between international and domestic students at both sites, evidenced by their seating arrangements and socialization in class, chapel, lunch, and other settings.International students demonstrated engagement in classes where teachers articulated clear learning and language objectives for each lesson, involved students in active learning, and employed dialogic instruction. International students demonstrated disengagement in classes where teachers did not articulate clear learning and language objectives and positioned students as passive learners through an over-reliance on lecture, video watching, and IRE-style discussion.Although international students at both sites expressed respect and appreciation for their teachers and classmates, those at Elmshaven benefitted from a mutually supportive system that school personnel and students co-constructed, which lent positive synergy to their efforts and promoted authentic caring between them. Meanwhile, Fremont’s culture prized individual effort, not mutual support. It functioned only inconsistently as a mutually supportive system, as its personnel worked in parallel, not cooperation, resulting in much negative synergy, overwork, personnel turnover, and a culture that tended to promote aesthetic caring.
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Keyword:
Capital; Education; Educational Experiences; Educational sociology; International Secondary Students; Parachute Kids; Positioning; Private Christian Schools; Sociolinguistics
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URL: https://escholarship.org/uc/item/2z02w9tv
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| 20 |
I love you: Normativity, power, and romance in metalinguistic commentary
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Keshav, Aris. - : eScholarship, University of California, 2021
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