Literaturnachweis - Detailanzeige
Autor/inn/en | Rhodes, Catherine R.; Clonan-Roy, Katherine; Wortham, Stanton E. F. |
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Titel | Making Language 'Academic': Language Ideologies, Enregisterment, and Ontogenesis |
Quelle | In: Language and Education, 35 (2021) 6, S.522-538 (17 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Zusatzinformation | ORCID (Rhodes, Catherine R.) ORCID (Clonan-Roy, Katherine) ORCID (Wortham, Stanton E. F.) |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0950-0782 |
DOI | 10.1080/09500782.2020.1797771 |
Schlagwörter | Academic Language; Language Attitudes; Racial Bias; Intervention; Ethnography; Hispanic American Students; Females; Middle School Students; Language Usage; Elementary School Students; High School Students; Comparative Analysis; Gender Differences; Language Variation; Spanish; English (Second Language); Second Language Learning; Code Switching (Language); Developmental Stages; Pragmatics; Standard Spoken Usage; Student Attitudes; Teacher Student Relationship Academic; Language; Languages; Akademiker; Sprache; Wissenschaftssprache; Sprachverhalten; Racial discrimination; Rassismus; Ethnografie; Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; Weibliches Geschlecht; Middle school; Middle schools; Mittelschule; Mittelstufenschule; Sprachgebrauch; High school; High schools; Oberschule; Geschlechterkonflikt; Sprachenvielfalt; Spanisch; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Pragmalinguistik; Gesprochene Sprache; Umgangssprache; Schülerverhalten; Teacher student relationships; Lehrer-Schüler-Beziehung |
Abstract | We argue that 'academic language' should not be understood as technical components associated with a 'register', and that instead we must attend to its enregisterment. Enregisterment relies upon language ideologies and models of personhood, requiring attention to social components of 'academic language' beyond lexico-grammar. We draw on ethnographic data from Latina girls in a US middle school to show how adolescence presents a unique ontogenetic stage that influences how language use becomes enregistered. We show how language is enregistered in middle school differently than in elementary and high schools. Focusing on how language use becomes recognizable and indexically linked to social types, we show how 'academic language' is one way through which race, gender, and other socially identifiable positionalities are achieved. Adolescence may present a unique opportunity for intervention as students' experiences with language and racialization become increasingly generalized. (As Provided). |
Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |