Contesting "Language" as "Heritage": Negotiation of Identities in Late Modernity

Autor/inn/en	Blackledge, Adrian; Creese, Angela; Barac, Taskin; Bhatt, Arvind; Hamid, Shahela; Wei, Li; Lytra, Vally; Martin, Peter; Wu, Chao-Jung; Yagcioglu, Dilek
Titel	Contesting "Language" as "Heritage": Negotiation of Identities in Late Modernity
Quelle	In: Applied Linguistics, 29 (2008) 4, S.533-554 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0142-6001
DOI	10.1093/applin/amn024
Schlagwörter	Language Attitudes; Multilingualism; Heritage Education; English (Second Language); Second Language Learning; Second Language Instruction; Case Studies; Foreign Countries; Indo European Languages; Classroom Communication; Teacher Attitudes; Student Attitudes; Teaching Methods; Language Usage; Ethnicity; United Kingdom + Suchen Sie Ihr Suchwort? Sprachverhalten; Mehrsprachigkeit; Multilingualismus; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Case study; Fallstudie; Case Study; Ausland; Indoeuropäisch; Klassengespräch; Lehrerverhalten; Schülerverhalten; Teaching method; Lehrmethode; Unterrichtsmethode; Sprachgebrauch; Ethnizität; Großbritannien
Abstract	In this paper we question key terms which appear frequently in discussions of language teaching and learning: "language" and "heritage". The paper draws on empirical data from one of four linked case studies in a larger project funded by the UK Economic and Social Research Council (ESRC), "Investigating Multilingualism in Complementary Schools in Four Communities" (RES-000-23-1180). In our analysis we argue that the relationships between "language" and "heritage", far from being straightforward, are complex in the way they play out in classroom interactions. The data raise a number of questions in our attempts to understand how the linguistic practices of students and teachers in Bengali schools are used to negotiate young people's multilingual and multicultural identities. First, participants articulate attitudes and values which raise questions about what constitutes "language". Second, participants express views and attitudes, and perform interactional practices, which raise questions about what constitutes "heritage". Our analysis finds that multilingual young people in complementary school classrooms use linguistic resources in sophisticated and creative ways to negotiate subject positions which appear to contest and subvert schools' attempts to impose upon them "heritage" identities (Creese, A., A. Bhatt, N. Bhojani, and P. Martin. 2006. "Multicultural, heritage and learner identities in complementary schools," "Language and Education" 20/1: 23-44). (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10