Sociolinguistics as a Pathway to Global Citizenship: Critically Observing 'Self' and 'Other'

Autor/inn/en	Abe, Sayaka; Shapiro, Shawna
Titel	Sociolinguistics as a Pathway to Global Citizenship: Critically Observing 'Self' and 'Other'
Quelle	In: Language Awareness, 30 (2021) 4, S.355-370 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Abe, Sayaka) ORCID (Shapiro, Shawna)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0965-8416
DOI	10.1080/09658416.2021.1925289
Schlagwörter	Sociolinguistics; Metalinguistics; Teaching Methods; Linguistic Theory; Citizenship Education; Self Concept; Perspective Taking; Language Attitudes; Course Evaluation; Higher Education; Global Approach; Diversity; Social Justice; Stereotypes; Misconceptions; Student Attitudes; Course Descriptions; Contrastive Linguistics + Suchen Sie Ihr Suchwort? Soziolinguistik; Metalanguage; Metasprache; Teaching method; Lehrmethode; Unterrichtsmethode; Linguistische Theorie; Citizenship; Education; Politische Bildung; Politische Erziehung; Staatsbürgerliche Erziehung; Selbstkonzept; Zukunftsperspektive; Sprachverhalten; Hochschulbildung; Hochschulsystem; Hochschulwesen; Globales Denken; Soziale Gerechtigkeit; Klischee; Missverständnis; Schülerverhalten; Kursstrukturplan; Linguistics; Kontrastive Linguistik
Abstract	In this article, we discuss how sociolinguistics can serve as an entryway into conversations about diversity, equity, and social justice, as part of education for global citizenship. Our approach, informed by Critical Language Awareness (CLA) theory, engages students with both unfamiliar and familiar linguistic forms, in order to promote critical reflection on 'self' and 'other', a crucial component of global citizenship development in higher education. We draw on our experience teaching cross- and intra-linguistic variation in linguistics courses, using a curricular sequence that involves three central concepts: Descriptivism, Indexicality, and Language Ideology. Through this sequence, students become more aware of their implicit biases and learn to argue against pervasive linguistic stereotypes and misconceptions. We reference examples of student work and comments from course evaluations showing how students internalise and apply course learning. This study adds to the growing body of research on how CLA is taught and learned within the higher education curriculum. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01