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A Linguistic Ethnography of Laissez Faire Translanguaging in Two High School English Classes
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| 3 |
Making Chó bò*: Troubling Việt speak : Collaborating, translating, and archiving with family in Australian contemporary art.
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| 4 |
Living Language Policy Through Stratified Space: A Linguistic Ethnography in the United Arab Emirates
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| 5 |
Codes in Transition: A Folk Linguistic Exploration of the Irish Traveller Cant
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| 7 |
Multilingual and intercultural communication in and beyond the UK asylum process: a linguistic ethnographic case study of legal advice-giving across cultural and linguistic borders
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| 8 |
The Language Youth: A sociolinguistic and ethnographic study of contemporary Norwegian Nynorsk language activism (2015-16, 2018) ; The Language Youth
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| 9 |
Vietnamese Students' Translanguaging in a Bilingual Context: Communications within a Student Organization at a US University
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Abstract:
Today linguistic hybridity is often conceptualized as translanguaging. The present study of translanguaging was a linguistic ethnography, which meant investigating cultural issues as well as linguistic practices. The focus was on bilingual speakers of Vietnamese and English, two "named" languages that differ considerably in morphology, syntax, and orthography. This study, conducted over four and a half months, was situated in the Vietnamese Student Organization of a U.S. university, and it included 37 participants. The research was intended to answer two questions: what forms of translanguaging did these bilinguals use? and what reasons did they provide for instances of translanguaging? In capturing the language use of this community, my role was participant-observer, which entailed observing and audio-recording conversations in three kinds of settings: group meetings, social gatherings, and Facebook communications. Additional insights came from discourse-based interviews, focused on instances of translanguaging by 10 individuals. In the group meetings and Facebook conversations, it was conventional for the major language to be English, whereas in the social gatherings it was Vietnamese. My attention in analyzing these interactions was on patterns of translanguaging that occurred within sentences and those occurring outside sentence boundaries. Overall, most translanguaging occurred intra-sententially, as single words from one language were segmented within a sentence being spoken or written in the other. As to extra-sentential forms, this translanguaging in the group meetings mainly took the form of Vietnamese honorifics, and Facebook conversations included some extra-sentential double postings. Participants provided reasons for translanguaging that included community factors, discourse-related factors, and individual-related factors. This inquiry provides further insights into the multi-competences of bilingual individuals. The Vietnamese-English bilinguals drew flexibly from their linguistic repertoires, merging two languages that are quite different. Use of hybridized language was conventional for them and was central to their practices. This linguistic hybridity was a mutuality—one of the ways in which these students were, in fact, a community.
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Keyword:
community of practice; Language; linguistic ethnography; linguistic repertoire; Linguistics; multi-competence; Translanguaging; Translanguaging (Linguistics); Vietnamese students -- Language; Vietnamese students -- United States
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URL: https://digital.library.unt.edu/ark:/67531/metadc1248528/
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| 10 |
A Linguistic Ethnography of Learning to Teach English at Japanese Junior High Schools
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| 11 |
Ethnographie des politique linguistiques éducationnelles en Géorgie : le programme de géorgien langue seconde en contextes arméniens et azéris
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| 12 |
«Moi j’suis pas francophone!» : discours, pratiques langagières et représentations identitaires d’élèves de francisation à Vancouver
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| 13 |
These Walls Can Talk: An Ethnographic Study of the Interior Schoolscape of Three High Schools
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| 15 |
Discourses of Connectedness: Globalization, Digital Media, and the Language of Community
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In: Newon, Lisa Ann. (2014). Discourses of Connectedness: Globalization, Digital Media, and the Language of Community. UCLA: Anthropology 0063. Retrieved from: http://www.escholarship.org/uc/item/9395364s (2014)
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| 16 |
Nepantla in Georgia and Oaxaca ; using critical discourse analysis and linguistic ethnography to understand multilingual and multiliterate pedagogies in elementary classrooms
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| 18 |
Drama Pedagogies, Multiliteracies and Embodied Learning: Urban Teachers and Linguistically Diverse Students Make Meaning
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| 19 |
Expanding Linguistic Repertoires: An Ethnography of Black and Latina/o Youth Transcultural Communication In Urban English Language Arts Classrooms
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In: Martinez, Danny Cortez. (2012). Expanding Linguistic Repertoires: An Ethnography of Black and Latina/o Youth Transcultural Communication In Urban English Language Arts Classrooms. UCLA: Education 0249. Retrieved from: http://www.escholarship.org/uc/item/1cr370ps (2012)
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| 20 |
Sociolinguistic (Re)constructions of Diaspora portugueseness: Portuguese-Canadian Youth in Toronto
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