Sociolinguistics and Language Education.pdf

Index
academic literacies, 307–309
accommodating repertoires different from
our own, 538–539
African Americans
– language and ethnicity, 404–407
– linguistic features, 405t
– Oakland Ebonics controversy, 405–407
– public speaking, 206
Asian Americans, 410–411
authentic speaker, 187–189
awareness approaches. See also critical
language awareness
– initial literacy acquisition in standard
language, 250–252
– language and education, 558–563
– Pidgins and Creoles, 250–252
Bahamian Creole, 242
beur, 68
bilingualism
– classroom language choice, 21–24
– programmes, 246
biliteracy
– content, 556–558
– contexts, 552–554
– development, 558–563
– media, 554–556
borrowing, 117–119
call-outs, 47f
CAT. See communication accommodation
theory (CAT)
CLA. See critical language awareness (CLA)
classroom
– context, 296–298
– culture, 479–481
– instruction, 18
– language and culture, 479–481
– language as LP, 165–167
– language ideologies, 18
– practice relevance, 55–56
classroom discourse analysis, 528–548
– accommodating repertoires different from
our own, 538–539
– communicative repertoire, 528–540
– communicative repertoire vs. language,
539–540
– emerging and receding repertoires,
536–538
565
Sociolinguistics and Language Education
Index
– gaining metalinguistic awareness, 540
– procedure, 542–543
– research methods, 514–543
– rethinking correctness, 533–536
classroom interaction
– conversation analysis, 513–515
– research, 17–18, 442–445
CLT. See Communicative Language
Teaching (CLT)
code-crossing, 121–122
codeswitching (CS), 117–122
– in education, 116–142
– pedagogical motivations, 127–130
– research methods, 133
codeswitching approaches
– interactional, 122–123
– markedness, 123–126
– multilingualism in education, 122
– political-ideological, 126–127
communication accommodation theory
(CAT), 463–465
Communicative Language Teaching (CLT),
291
communicative repertoires, 528–548
– classroom discourse, 533–540
– classroom discourse analysis, 528–533
– as postmethods pedagogy, 543–544
– vs. language, 539–540
community, 556–558
complementary typological strategies, 324f
contrastive analysis, 271–273
contrastive rhetoric, 265–289
– criticisms and evidence against, 274–278
– development into intercultural rhetoric,
278–280
– ideological impact on rhetorical shift,
280–282
– research assumptions and findings,
266–268
conversation analysis, 492–527
– classroom interaction, 513–515
– empirical basis, 495–497
– history, 493–504
– intersecting machineries, 497–504
– language and culture, 474–479
– language classroom features and
practices, 515–520
– language learning, 513–515
– laugh-token repeats, 509–513