Making Language 'Academic': Language Ideologies, Enregisterment, and Ontogenesis

Autor/inn/en	Rhodes, Catherine R.; Clonan-Roy, Katherine; Wortham, Stanton E. F.
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 Verfügbarkeit
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 + Suchen Sie Ihr Suchwort? 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).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01