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    Those familiar with Pennycook’s previous works such as English and the Discourses of Colonialism (1998) or Critical Applied Linguistics: A Critical Introduction (2001) will not be surprised to learn that this latest volume, co-edited with Makoni and titled Disinventing and Reconstituting Languages, challenges many orthodoxies related to the role of English in the world and the nature of language. As far back as his 1994 book, The Cultural Politics of English as an International Language, Pennycook has been contesting the view that the global spread of English has been a natural, neutral, and beneficial process and has argued against fixation on language as an a priori ontological system in favor of focus on “language use as a social, cultural, and political act” (Pennycook, 1994, p. 29). It is not difficult to imagine that the editors’ collaboration on this volume was inspired in part by a critique Makoni offered of Pennycook’s Critical Applied Linguistics suggesting that in the absence of concrete strategies for engaging and collaborating with local communities, “Critical Applied Linguistics runs the danger of being hegemonic to the very communities it seeks to serve” (Makoni, 2003, p. 135). Disinventing and Reconstituting Languages is also a natural extension of Makoni’s plenary contribution at the 2004 American Association of Applied Linguistics conference in Portland where he proposed a vision of applied linguistics grounded less in an Anglo-American or Western world view, but having greater relevance to a variety of sociolinguistic contexts (Makoni, 2005). Following a forward by Ofelia García, the book is divided into 10 chapters covering the following three areas: the socio-political contexts from which current understandings of language have grown, the way current conceptions of language have limited development of a more nuanced understanding of how people communicate, and the pedagogical implications a language disinvention and reconstitution process might have.
    vor 9 Jahren von @umatadema
     
      2015_E852MakoniPennycookTMA03ethnographysociolinguistics
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      Ophelia Garcia coins the term ‘Translanguaging’ to describe how multilingual speakers draw flexibly on languages in mixed and blended forms, in multiple cultural and linguistic communities.
      vor 9 Jahren von @umatadema
       
        2015_E852GarciaL2SCLASFLTMA03bilingualethnographyhybriditymultilingual
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        We describe a collaborative project in which university researchers, teachers and Grade 4–5 English language learners (ELLs) investigated the sociohistorical contexts and practices in which the ELLs participate, through a ‘community scan’. Many observers have argued that schools and teachers have such minimal knowledge of the outside- school lives of their multilingual and multicultural students that they are unable to build upon the ‘funds of knowledge’ that students and other members of their communities have. In particular, a large body of recent literature argues that school literacy education should be linked to literacies that children develop in their homes and communities. We present here a study centred on a public school located in a Canadian Punjabi-Sikh community. For our scan we collected census and other demographic representations of the community, as well as media reports and academic literature concerned with Punjabi-Sikh immigration. In addition, our scan included interviews with teachers, principals, parents and community leaders. Students’ investigations and representations of the community and of out-of-school multiliteracies were also collected. The authors argue that such information is crucial in the development of pedagogy that values and promotes the reworking of the practices, images, texts and symbols that children already use.
        vor 9 Jahren von @umatadema
         
          2015_E852ELLSCTSmytheTMA03Tooheycommunityculturediversityethnographyfundsofknowledgeliteracymultilingualmultiliteraciespedagogy
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          In this chapter, issues relating to the digital literacy practices of girls aged from three to eight in both home and school contexts are explored. Since the late 1990s, there have been persistent concerns about boys' achieve- ment in literacy. Here, I argue that these concerns have overshadowed matters that should be considered by educationalists who are committed to gender equity in their classrooms. In this first section of the chapter, the nature of the anxieties expressed about boys and literacy are investigated before data from a number of projects that have focused on children's use of new technologies and related literacy practices are discussed. Three key issues are the focus for reflection. First, I suggest that girls' experiences of literacy across homes and early years settings are not as seamless as is often assumed and that girls as well as boys experience dissonance across these domains. Second, I suggest that there is a need to pay attention to the reductive gendered discourses that are embedded in many of the home literacy practices of girls in order to inform the development of critical literacy curricula. Finally, I consider the way in which initiatives designed to motivate boys through the incorporation of popular culture into the lit- eracy curriculum can reinforce gendered stereotypes and marginalize the out-of-school experiences of girls. This discussion is undertaken within a context in which it is acknowledged that there is a need to move beyond a simplistic binary which fuels the see-sawing debate regarding the achieve- ments of one gender at the expense of the other (Jackson 1998). I would suggest, as do many others, that such a position is an over-simplification of the issues and that we should address the needs of all pupils (Skelton and Francis 2003). However, in this chapter I have chosen to focus on an investigation into the experiences of young girls in the early years because this is where it is often erroneously assumed that literacy transitions from home to school are relatively seamless.
          vor 9 Jahren von @umatadema
           
            2015_E852MarshTMA03digitalmediaethnographygenderliteracytechnology
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            This essay argues for a paradigm shift in what counts as learning and literacy education for youth. Two related constructs are emphasized: collective Third Space and sociocritical literacy. The construct of a collective Third Space builds on an existing body of research and can be viewed as a particular kind of zone of proximal development. The perspective taken here challenges some current definitions of the zone of proximal development. A sociocritical literacy historicizes everyday and institutional literacy practices and texts and reframes them as powerful tools oriented toward critical social thought. The theoretical constructs described in this article derive from an empirical case study of the Migrant Student Leadership Institute (MSLI) at the University of California, Los Angeles. Within the learning ecology of the MSLI, a collective Third Space is interactional^ constituted, in which traditional conceptions of academic literacy and instruction for students from nondominant communities are contested and replaced with forms of literacy that privilege and are contingent upon students' sociohistorical lives, both proximally and distally. Within the MSLI, hybrid language practices; the conscious use of social theory, play, and imagination; and historicizing literacy practices link the past, the present, and an imagined future.
            vor 9 Jahren von @umatadema
             
              2015_E852GutierrezL2TMA03classroomcollaborationcollectivehybriditylanguageliteracymigrantwritingskills
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            Publikationen  32