Sociolinguistics and Language Education.pdf

568 Sociolinguistics and Language Education
– conversation analysis, 474–479
– cross-cultural speech act pragmatics,
465–470
– interactional sociolinguistics, 470–474
– intercultural discourse, 460–463
– membership categorization analysis,
474–479
language and education, 459–464
– awareness, acceptance and access,
558–563
– biliteracy content, 556–558
– biliteracy contexts, 552–554
– biliteracy development, 558–563
– biliteracy media, 554–556
– community, culture and identity, 556–558
– flow, fixity and fluidity, 554–556
– power, ideology and equity, 552–554
language and ethnicity, 398–426
– African Americans, 404–407
– Asian Americans, 410–411
– difference model, 412–413
– in education, 412–418
– emergence model, 414–418
– ethnicity definitions, 398–401
– European Americans, 411–412
– future research directions, 418–419
– language and ethnicity in education,
412–418
– language education, 416–418
– Latinos, 407–408
– mainstream education, 414–416
– methodological approaches to studying,
401–403
– Native Americans, 408–410
– Oakland Ebonics controversy, 405–407
– relevance to teachers and students,
419–420
– US language and ethnicity, 403–412
language and identity, 349–369
– categories and educational change,
357–358
– common research methods and
challenges, 351–353
– educational change, 357–358
– future directions, 353–361, 360–361
– goals, 349–351
– imagined communities, 355–357
– investment, 353–355
– literacy, 358–359
– research findings, 353–361
– resistance, 359–360
– terms, 349–351
language and ideology, 3–39
– bilingual classroom language choice,
21–24
– classroom interaction research, 17–18
– conceptual foundations, 5–10
– corpus-based research, 15–17
– definitions, 3–5
– educational ideologies in global
communication era, 30–31
– ideologies beyond classrooms, 27–30
– qualitative research on language
ideologies, 17–21
– quantitative research on language
attitudes, 10–17
– social psychological studies, 10–15
– teaching tasks and materials ideologies,
24–27
language attitudes
– social psychological studies, 10–15
language classroom, 330–340
– features and practices, 515–520
– interactional organization, 514–515
– multimodal literacy practices in school,
333–334
– multimodal literacy practices out of
school, 330–333
– Singapore’s technology in English project
recent study, 336–340
language learning
– access to opportunities, 376–382
– conversation analysis, 513–515
– material constraints, 377–381
– negotiating structural, 377–381
– structural constraints, 381–382
– through reflexive, ethnographic analyses,
216–218
language planning (LP), 155–163
language policy and planning, 143–176
– activity, 146–149
– classroom language as LP, 165–167
– critical reactions as objective science,
152–155
– data sources, 155–163
– development, 150–155
– interactive and democratic practice,
155–163
– key terms, 145–149
– language teaching as LP, 167–169
– pedagogical implications, 163–171
– performative action, 161–163
– policy as science, 150–151
– problem solving, 151–152
– public discourse, 159–161
– public texts, 157–159
– teachers as language planners, 164–165
– teacher voice, 169–171
language socialization, ix, 427–454
– classroom-oriented research, 442–445
– cross-cultural educational contexts,
434–440
– explicit vs. implicit, 434–440
– linguistic and nonlinguistic dimensions,
428–434
– research methods and challenges, 440–442
– research practical implications, 445–447
language teaching, 290–316