Stancetaking and Language Ideologies in Heritage Language Learner Classroom Discourse

Autor/in	Showstack, Rachel E.
Titel	Stancetaking and Language Ideologies in Heritage Language Learner Classroom Discourse
Quelle	In: Journal of Language, Identity, and Education, 16 (2017) 5, S.271-284 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1534-8458
DOI	10.1080/15348458.2016.1248558
Schlagwörter	Language Attitudes; Classroom Communication; Teaching Methods; Heritage Education; Sociolinguistics; Spanish; Interviews; Video Technology; Student Attitudes; Social Status; Audio Equipment; Novices; Specialists; Role; Second Language Learning; Native Speakers; Native Language Instruction; Discourse Analysis; Self Concept; Undergraduate Students; Mexican Americans; English (Second Language); Second Language Instruction; Language Variation; Observation; Participant Observation; Texas + Suchen Sie Ihr Suchwort? Sprachverhalten; Klassengespräch; Teaching method; Lehrmethode; Unterrichtsmethode; Soziolinguistik; Spanisch; Interviewing; Interviewtechnik; Schülerverhalten; Sozialer Status; Audio-CD; Rollen; Zweitsprachenerwerb; Muttersprachler; Native language education; Muttersprachlicher Unterricht; Diskursanalyse; Selbstkonzept; Hispanoamerikaner; English as second language; English; Second Language; Englisch als Zweitsprache; Fremdsprachenunterricht; Sprachenvielfalt; Beobachtung; Teilnehmende Beobachtung
Abstract	Drawing on linguistic anthropological notions of language ideologies and sociolinguistic approaches to stance, this study examines the meaning-making resources through which Spanish heritage language (HL) learners orient toward ideological perspectives on language value and linguistic expertise in classroom interaction. Part of a larger ethnographic study, data in the present study include about 26 hours of audio and video recordings from three different intermediate Spanish HL classrooms and filmed interviews with the students. The analysis indicates that discourses of legitimacy and expertise are embodied within multiple levels of classroom interaction, including affective stancetaking, expert/novice positioning, and the reframing of both ascribed social positions and previous discourse. Results suggest that the role of language ideologies in HL learning can be better understood through an examination of stancetaking in interaction and that the construction of different kinds of expertise should be an important consideration in the development of HL instructional practices. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01