Game Changers?: Multilingual learners in a Cape Town primary school
Game Changers?: Multilingual learners in a Cape Town primary school
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游戏规则改变者？：开普敦小学的多语言学习者
DOI：
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发表时间：
2016
期刊：
影响因子：
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通讯作者：
Basirat Olayemi Bello
中科院分区：
文献类型：
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作者：
Caroline Kerfoot;Basirat Olayemi Bello
本文采用布迪厄的“场”概念作为“游戏空间”，探索在一个新的话语和实践的身份、语言、“种族”和民族与地方意义经济纠缠在一起的地方，教育领域和在其中运作的语言制度发生了什么。背景是南非开普敦一个低收入社区的一所小学。我们从观察、访谈和六年级学习者的同伴互动录音中提取多语言课堂和操场数据，以阐明在不同遭遇中语言库的战略动员：作为建立身份的资源，作为塑造新互动秩序的手段，重构价值等级，颠覆指数性，有时还重新定义种族类别。我们进一步提请注意一系列情况，在这些情况下，地方行动者不仅有可能改变游戏规则，而且有可能改变游戏本身。
This article engages with Bourdieu’s notion of field as a ‘space of play’ to explore what happens to the educational field and the linguistic regimes operating within it in a site in which new discourses and practices of identity, language, ‘race’, and ethnicity become entangled with local economies of meaning. The context is a primary school in a low-income neighbourhood in Cape Town, South Africa. We draw on multilingual classroom and playground data from observations, interviews, and audio-recorded peer interactions among Grade 6 learners to illuminate the strategic mobilization of linguistic repertoires in encounters across difference: as identity-building resources and as means of shaping new interaction orders, restructuring hierarchies of value, subverting indexicalities, and sometimes resignifying racial categories. We further draw attention to a set of circumstances in which local actors have the potential to change, not only the rules of the game, but the game itself.