The TESOL Encyclopedia of English Language Teaching, 2018
Framing the Issue Multilingual practices and linguistic diversity have been accelerated through c... more Framing the Issue Multilingual practices and linguistic diversity have been accelerated through cultural and linguistic contact and are becoming key features in current globalized contexts. As a result, there has been growing recognition of the presence of an increasing number of linguistically and culturally diverse student populations in formerly predominantly monolingual classrooms and schools. Transnational communicative practices are becoming more prevalent; in these practices students draw upon funds of knowledge, identities, and social relations constructed through their own experiences of cross-cultural interconnections and cross-national mobility. Thus today's late modern classrooms feature multiple interactions that are much more dynamic than conventional modern classrooms, which are often grounded in one or more standard language(s). Increasing multilingual practices and linguistic diversity has challenged the conventional view of language and communicative competence. Unlike in the traditional approach, which is static and based on psycholinguistics, multilingual practices are considered relevant to the language users' sociolinguistic factors. Transnational students' communicative competence is taken to be fluid and dynamic in relation to their transnational trajectories and sociocultural backgrounds. Multilingual practices, like code-switching and code-mixing, are indicative of the fluidity and dynamism of their communicative repertoire in light of their situated-ness. Such practices destabilize conventional language boundaries. Transnational students engage in situated practices that transcend geographical, cultural, and linguistic boundaries. They expand their communicative potential by appropriating the available resources and skills. For multilingual speakers, communication cannot be reduced to individual capacity. Rather it is a particular environment that enables or disables individuals' communicative potential to be appropriately realized. Multilingual practices in diasporic globalized contexts prompt us to rethink conventional views of linguistic and communicative competence. Schools provide
The TESOL Encyclopedia of English Language Teaching. John Wiley & Sons, 2018
Transnational students' language use deserves careful consideration for the ways in which it push... more Transnational students' language use deserves careful consideration for the ways in which it pushes the profession to rethink underlying ideas about linguistic and cultural diversity, language teaching and learning, education, and social justice. Multilingual practices and linguistic diversity have been accelerated through cultural and linguistic contact and become key features in current globalized contexts. In recognition of the multiplicity and dynamic nature of transnational students' discursive practice, this entry considers the theoretical and pedagogical reorientation to language diversity in language teaching and moves toward appreciating multilingual speakers' communicative repertories and funds of knowledge.
This article sets out to investigate the discourses, ideologies, and identities of international ... more This article sets out to investigate the discourses, ideologies, and identities of international teaching assistants (ITAs) as they engage in hegemonic diversity discourses concerning inequality within the space of American higher education. In order to explore the effects of the hegemonic discourse of diversity on identity construction, this study is framed around critical discourse studies on text, discourse practice, and social practice with a focus on the power relations of language ideologies and identity politics. The research explores how discourses on ITA’ diversity have been constructed and reproduced through recontextualization at different social levels, particularly by tracing the intertextual chains of talk and text over the past three decades. The detailed analyses of these discursive texts, gleaned from classroom interactions and readings as well as from documents from institutional-level language policies and practices, illustrate the genesis, reproduction, and persistence of the dominant diversity discourse charged with ideological significance in its relation to how ITAs are positioned. This article sheds light on the relations between the hegemonic discourse on diversity and the identity politics that contribute in the broader social level, as well as the local level, to sociolinguistic differences.
The TESOL Encyclopedia of English Language Teaching, 2018
Framing the Issue Multilingual practices and linguistic diversity have been accelerated through c... more Framing the Issue Multilingual practices and linguistic diversity have been accelerated through cultural and linguistic contact and are becoming key features in current globalized contexts. As a result, there has been growing recognition of the presence of an increasing number of linguistically and culturally diverse student populations in formerly predominantly monolingual classrooms and schools. Transnational communicative practices are becoming more prevalent; in these practices students draw upon funds of knowledge, identities, and social relations constructed through their own experiences of cross-cultural interconnections and cross-national mobility. Thus today's late modern classrooms feature multiple interactions that are much more dynamic than conventional modern classrooms, which are often grounded in one or more standard language(s). Increasing multilingual practices and linguistic diversity has challenged the conventional view of language and communicative competence. Unlike in the traditional approach, which is static and based on psycholinguistics, multilingual practices are considered relevant to the language users' sociolinguistic factors. Transnational students' communicative competence is taken to be fluid and dynamic in relation to their transnational trajectories and sociocultural backgrounds. Multilingual practices, like code-switching and code-mixing, are indicative of the fluidity and dynamism of their communicative repertoire in light of their situated-ness. Such practices destabilize conventional language boundaries. Transnational students engage in situated practices that transcend geographical, cultural, and linguistic boundaries. They expand their communicative potential by appropriating the available resources and skills. For multilingual speakers, communication cannot be reduced to individual capacity. Rather it is a particular environment that enables or disables individuals' communicative potential to be appropriately realized. Multilingual practices in diasporic globalized contexts prompt us to rethink conventional views of linguistic and communicative competence. Schools provide
The TESOL Encyclopedia of English Language Teaching. John Wiley & Sons, 2018
Transnational students' language use deserves careful consideration for the ways in which it push... more Transnational students' language use deserves careful consideration for the ways in which it pushes the profession to rethink underlying ideas about linguistic and cultural diversity, language teaching and learning, education, and social justice. Multilingual practices and linguistic diversity have been accelerated through cultural and linguistic contact and become key features in current globalized contexts. In recognition of the multiplicity and dynamic nature of transnational students' discursive practice, this entry considers the theoretical and pedagogical reorientation to language diversity in language teaching and moves toward appreciating multilingual speakers' communicative repertories and funds of knowledge.
This article sets out to investigate the discourses, ideologies, and identities of international ... more This article sets out to investigate the discourses, ideologies, and identities of international teaching assistants (ITAs) as they engage in hegemonic diversity discourses concerning inequality within the space of American higher education. In order to explore the effects of the hegemonic discourse of diversity on identity construction, this study is framed around critical discourse studies on text, discourse practice, and social practice with a focus on the power relations of language ideologies and identity politics. The research explores how discourses on ITA’ diversity have been constructed and reproduced through recontextualization at different social levels, particularly by tracing the intertextual chains of talk and text over the past three decades. The detailed analyses of these discursive texts, gleaned from classroom interactions and readings as well as from documents from institutional-level language policies and practices, illustrate the genesis, reproduction, and persistence of the dominant diversity discourse charged with ideological significance in its relation to how ITAs are positioned. This article sheds light on the relations between the hegemonic discourse on diversity and the identity politics that contribute in the broader social level, as well as the local level, to sociolinguistic differences.
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