Construction & Deconstruction of Linguistic Otherness: Conflict & Cooperative Code-Switching in (English/) Bilingual Classrooms
Construction & Deconstruction of Linguistic Otherness: Conflict & Cooperative Code-Switching in (English/) Bilingual Classrooms
复制标题
建造
DOI：
--
复制
发表时间：
2009
影响因子：
0.9
通讯作者：
M. Saxena
中科院分区：
文献类型：
--
作者：
M. Saxena
英语和英语课堂的社会文化环境本质上是双/多语言和双/多元文化，因为学习者和教师都将他们的多重身份、家庭社区语言和社会语言实践带入课堂。然而，在这种情况下，单语意识形态往往成为自上而下的“单一语言”语言教育政策的指导原则，这往往会造成冲突和紧张。在后殖民背景下，本文探讨了单语意识形态和政策如何在被定义为“纯英语”的英语课堂中将第一语言构建为面对面互动中的“语言他者”。它还展示了英语课堂的社会文化空间作为非本地化的本质化是如何通过使用受当地/国家意识形态影响并将英语构建为“他者”的母语而遇到阻力的。针对这种冲突场景，研究发现，一些教室的参与者采用语码转换来实现教学目标并解决紧张关系，这也解构了英语和母语作为“语言他者”的定位。本文采用多层分析，并借鉴了基于课堂和社区背景的人种学研究数据。除其他外，这些数据还包括课堂互动的记录以及教师和学生对此类互动中语言选择的看法。该论文的研究结果表明，对英语课堂中母语使用的积极力量、建设性阻力和资源论证的潜力的认识可以导致解构“语言他者”的本质主义含义。
The socio-cultural settings of English-language and English- medium classrooms are intrinsically bi/multilingual and bi/multicultural as both learners and teachers bring their multiple identities and home- community languages and sociolinguistic practices into the classroom. However, more often than not in such contexts, monolingual ideologies are the guiding principle for the top-down language education policies of "one- language only" which often create conflict and tension. In a postcolonial context, this paper looks at how monolingual ideologies and policies construct L1 as "the linguistic other" in face-to-face interaction in English classrooms which are defined as "English-only". It also shows how the essentialisation of the English classroom's socio-cultural spaces as non-local is met with resistance through the use of L1 which is informed by the local/national ideologies and constructs English as "the other". Against such a conflict scenario, it finds that code-switching is employed by the participants in some classrooms to achieve pedagogical goals and to resolve the tension which also deconstructs the positioning of both English and L1 as "the linguistic other". The paper employs multilayered analyses and draws on data from ethnographic research based in the classroom and community contexts. The data includes, amongst other, transcripts of classroom interactions and opinions of teachers and students about their language choices in such interactions. The findings of the paper suggest that an appreciation of the potential of the positive power, the constructive resistance and the resource argument of L1 use in English classrooms can lead to deconstructing the essentialist meanings of "the linguistic other".