Sociolinguistics and Language Education.pdf

Index 569
Latinos, 407–408
laugh-token repeats, 509–513
linguistic dimensions
– language socialization, 428–434
– style and styling, 177–178
linguistic profiling worksheet, 221–222
linguistic study of style and styling,
181–191
literacy
– language and identity, 358–359
– studies, 303–309
LP. See language planning (LP)
mainstream education emergence model,
414–416
membership categorization analysis,
474–479
metalinguistic awareness, 540
methodological approaches to study of
language and ethnicity, 401–403
multilingualism and codeswitching in
education, 116–142
– approaches, 122
– borrowing and language shift, 117–119
– code-crossing, 121–122
– CS research methods, 133
– diglossia, 119–121
– English-only argument, 130–133
– ethnographic observations, 135
– further research, 135–136
– interactional approach, 122–123
– language surveys, 134
– markedness approach, 123–126
– pedagogical motivations, 127–130
– political-ideological approach, 126–127
– tape recording and interviews, 133–134
– written texts, 133
multiliteracies, 326–327
multimodality and multimodal literacy, ix,
320–322
– in language classrooms, 320–322
multimodal literacy in language
classrooms, 317–348
– future research, 340–342
– key terms definition, 318–327
– modes, affordances and knowledge,
322–324
– multiliteracies, 326–327
– multimodal literacy practices in school,
333–334
– multimodal literacy practices out of
school, 330–333
– practices, language classrooms and
teacher education, 330–340
– research goals, 327–330
– Singapore’s technology in English project
recent study, 336–340
– teacher education, 334–336
– technology, 319–320
– transformation, transduction and
resemiotization in multimodal design,
324–326
multimodal literacy practices, 330–340
– in school, 333–334
– language classrooms, 333–334
– out of school, 330–333
– Singapore’s technology in English project
recent study, 336–340
– teacher education, 334–336
nationalism, identity, and popular culture,
62–88
– challenging language realities, 75–78
– educational implications, 80–82
– Francophone urban codes, 67–70
– globalization and cultural flows, 65–67
– imagining new worlds, 70–72
– languages remixed, 72–75
– les patnais vont chiller ce soir, 67–70
– researching language and popular
culture, 78–80
– teaching with flow, 80–82
– three-sixty degrees, 70–72
Native Americans, 408–410
negotiating discourses of gender, 382–392
negotiating structural and material
constraints, 377–381
new literacy, 290–316
next turn repeats, 508–509
Oakland Ebonics
– controversy, 405–407
– resolution, 407t
Obama, Barack, 206
– speaking abilities, 205–208
Pakir’s expanding triangles of Singapore
English, 91f
photos
– context, 52f
– cropping effects, 51f
Pidgins and Creoles, 232–264
– advantages in educational programmes,
252–254
– applied issues, 242–244
– as medium of instruction, 245–246
– awareness approaches, 250–252
– background, 232–236
– bilingual and trilingual programmes, 246
– current status and use, 235–236
– definitions, 232–235
– description and development, 237–239
– educational policy and practice, 245–254
– evaluative research, 246–248
– initial literacy acquisition, 245–248
– initial literacy acquisition in standard
language, 248–252
– language in education, 244