Forever FOB: The Cultural Production of ESL in a High School
Forever FOB: The Cultural Production of ESL in a High School
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永远的 FOB：高中 ESL 的文化生产
DOI：
10.1075/prag.14.2-3.03tal
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发表时间：
2004
期刊：
影响因子：
1.1
通讯作者：
Steven Talmy
中科院分区：
文献类型：
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作者：
Steven Talmy
运用文化生产理论（Lave & Wenger 1991; Levinson & Holland 1996;奥康纳2003; Willis 1977，1981）的概念框架，并使用语言学的概念（例如，Skutnabb-Kangas 2000）和身份“标记”（Bucholtz & Hal 2004），我研究了一个ESL学科的位置是如何本地产生的青少年的亚洲和太平洋岛民后裔在一个高中教室。认为“ESL”在这种情况下，意味着一个异国情调的文化和语言的其他-一些学生称为“FOB”（“新鲜下船”）-我分析了一系列的课堂互动中，长期的“一代1.5”ESL学生抵制被定位为FOB，首先是挑战他们的老师的定位，第二，定位一个新同学作为FOB，而不是。虽然他们因此在关系上将自己区分为“非FOB”，但这些学生的行为再现了他们表面上一直在抵制的语言主义。最后，我考虑了语言主义的复制可能以某种方式被中断的方式。
Employing a conceptual framework informed by theories of cultural production (Lave & Wenger 1991; Levinson & Holland 1996; O’Connor 2003; Willis 1977, 1981), and using notions of linguicism (e.g., Skutnabb-Kangas 2000) and identity “markedness” (Bucholtz & Hal 2004), I examine how an ESL subject position is locally produced by adolescents of Asian and Pacific Islander descent in one high school classroom. Arguing that “ESL” in this context signifies an exoticized cultural and linguistic Other – what some students refer to as “FOB” (“fresh off the boat”) – I analyse a series of classroom interactions in which long-term “generation 1.5” ESL students resist being positioned as FOB, first by challenging their teacher’s positioning, and second, by positioning a newcomer classmate as FOB, instead. While they thereby relationally distinguish themselves as “non-FOB,” these students’ actions reproduce the same linguicism they had ostensibly been resisting. I conclude by considering ways that the reproduction of linguicism might somehow be interrupted.