Sociolinguistics and Language Education.pdf

570 Sociolinguistics and Language Education
– language in society, 239–240
– more successful approaches, 249–250
– nonstandard varieties, 248–249
– research, 236–244
– variation, 240–242
policy as science, 150–151
popular culture, 62–88
– obstacles to use in classrooms, 102–103
power, ideology and equity. See also
language, power, and pedagogies
– language and education, 552–554
prescriptive vs. descriptive gap
– cross-cultural writing perspectives,
276–277
problem solving
– language policy and planning, 151–152
public discourse, 159–161
public texts, 157–159
question-intoned repeats, 505–507
receding repertoires, 536–538
redesign cycle, 56f
repeats with (falling) final intonation,
507–508
researching
– cross-cultural writing perspectives,
282–284
– language and popular culture, 78–80
resemiotization in multimodal design,
324–326
resistance
– language and identity, 359–360
– L2 gender identities, 385–388
rethinking correctness, 533–536
SAE. See Standard Average European (SAE)
languages
second language (L2)
– conversations, 515–520
– curricula, 111
sexual identities, 374
Singapore’s technology in English project
recent study, 336–340
social
– style and styling, 177–178
– turn, ix
social practice vs. variation, 189–191
social practices perspective on literacy,
291–303
social theories of language, 291–303
– classroom context, 296–298
– classroom ethnography, 295–296
– communicative language teaching,
291–295
– functional grammar, 298–300
– genre theory in literacy studies, 301–303
– sociolinguistics, 291–303
sociolinguistics, 290–316
– academic literacies and ELT/EAL,
307–309
– classroom context, 296–298
– classroom ethnography, 295–296
– communicative language teaching,
291–295
– functional grammar, 298–300
– genre theory in sociolinguistics and
literacy studies, 301–303
– language teaching and new literacy,
290–316
– new literacy studies, 303–309
– social theories of language, 3–39, 291–303
– variation, 215–216
sociostructural perspective, 461t
Standard Average European (SAE)
languages, 273
students
– cross-cultural writing perspectives,
282–284
style and styling, 177–204
– authentic speaker, 187–189
– definition and primary study goals,
178–181
– explaining norms and variations, 186–187
– future research, 195–196
– learning to style, 196–200
– linguistic and social, 177–178
– linguistic study of style and styling, 181–191
– principles, 192–196
– social practice vs. variation, 189–191
– variationist sociolinguistics, 182–184
– variationist sociolinguistics challenges,
186–189
– variationist sociolinguistics style shifting,
184–186
tape recording and interviews, 133–134
teacher education, 330–340
– multimodal literacy in language
classrooms, 334–336
– 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
teachers
– cross-cultural teaching, 282–284
– doing discourse analysis, 542
– language and ideology, 24–27
– language planners, 164–165
– voice in language policy and planning,
169–171
– well-meaning language ideologies,
208–213
technology and language learning, 101–104
text
– game, 301f