Post by shannon on Nov 13, 2024 23:46:55 GMT
Hello,
We are seeking two participants for a panel on heritage languages, through the lens of language socialization. To participate, please email a long abstract of 250 words and short abstract of 50 words to me (Shannon Ward) at shannon.ward@ubc.ca before November 20. Please see below the panel abstract:
Long abstract:
Although transnational families often locate cultural heritage in a valued mother tongue, heritage languages are constructed through complex ideological and interactional processes. For example, despite linguistic variation within heritage language communities, an understanding of language as culture can promote an essentialized vision of a single heritage language (Albury 2017; Jaffe 1999; Wee 2018). In communities that value multilingualism, heritage languages can be used emblematically, even by speakers with truncated competence (Canagarajah 2013). In such situations of asymmetrical competence, however, speakers often negotiate their identities and relationships as they establish authoritative knowledge of heritage languages, themselves (Duff, Liu, and Li 2017; Moore 2020; Takei and Burdelski 2018). Such examples suggest that ideologies not only co-constitute heritage languages through choices in everyday interaction, but also co-constitute notions of communicative competence. Who can claim to speak or know a heritage language depends on the contingencies of language ideologies enacted in real-time talk.
In this panel, we consider how the imagination of languages as heritage co-constructs notions of communicative competence in transnational families. More specifically, we examine the multilingual and multimodal resources that participants draw on to display culturally valued knowledge, and to negotiate shared metalinguistic understandings of heritage languages. With particular attention to children’s interactional practices, we illuminate the intertwining of ideologies about languages and ideologies about communicative competence, demonstrating children’s agency in the construction of metalinguistic knowledge.
Short abstract: This panel examines how transnational families co-construct notions of children’s competence in their heritage languages during everyday interaction. We examine multilingual and multimodal repertoires as sites to locate the creation of metalinguistic knowledge, with particular attention to children’s agency in interaction.
We are seeking two participants for a panel on heritage languages, through the lens of language socialization. To participate, please email a long abstract of 250 words and short abstract of 50 words to me (Shannon Ward) at shannon.ward@ubc.ca before November 20. Please see below the panel abstract:
Long abstract:
Although transnational families often locate cultural heritage in a valued mother tongue, heritage languages are constructed through complex ideological and interactional processes. For example, despite linguistic variation within heritage language communities, an understanding of language as culture can promote an essentialized vision of a single heritage language (Albury 2017; Jaffe 1999; Wee 2018). In communities that value multilingualism, heritage languages can be used emblematically, even by speakers with truncated competence (Canagarajah 2013). In such situations of asymmetrical competence, however, speakers often negotiate their identities and relationships as they establish authoritative knowledge of heritage languages, themselves (Duff, Liu, and Li 2017; Moore 2020; Takei and Burdelski 2018). Such examples suggest that ideologies not only co-constitute heritage languages through choices in everyday interaction, but also co-constitute notions of communicative competence. Who can claim to speak or know a heritage language depends on the contingencies of language ideologies enacted in real-time talk.
In this panel, we consider how the imagination of languages as heritage co-constructs notions of communicative competence in transnational families. More specifically, we examine the multilingual and multimodal resources that participants draw on to display culturally valued knowledge, and to negotiate shared metalinguistic understandings of heritage languages. With particular attention to children’s interactional practices, we illuminate the intertwining of ideologies about languages and ideologies about communicative competence, demonstrating children’s agency in the construction of metalinguistic knowledge.
Short abstract: This panel examines how transnational families co-construct notions of children’s competence in their heritage languages during everyday interaction. We examine multilingual and multimodal repertoires as sites to locate the creation of metalinguistic knowledge, with particular attention to children’s agency in interaction.