Showing how new theoretical concepts and empirical methods developed in linguistic anthropology over the last decade can further illuminate educatoinal settings.
Over the years, linguistic anthropological research has shown how classrooms are socializing institutions and how language functions as one medium through which this socialization is accomplished. Early work in the field has captured the immediacy of social practice and language use in educational contexts, and has created useful characterizations of variations in communicative competence.
The present work builds on the strengths of prior work, showing how new theoretical concepts and empirical methods developed in linguistic anthropology over the last decade can further illuminate educational settings. The authors introduce an updated Linguistic Anthropology of Education which recognizes that, in the rapidly changing field of cultural production within which children and teachers operate today, the exploration of multiple, pre-existing forms of communicative competence is not enough. This volume elaborates theory and illustrates the tools and practices of the Linguistic Anthropology of Education to account for today's research context in which the multiplicity of identity, and the multiple ways language can be used to represent it, have important ramifications for how learning and social reproduction emerge within educational contexts.
Linguistic Anthropology of Education: An Introduction by Stanton E. F. Wortham Language, Identity, and Learning in the Era of 'Expert-Guided' Systems by James Collins Communicative Practice, Cultural Production, and Situated Learning Context by Kevin O'Connor Linguistic Anthropology and Language Education: A Comparative Look at Language Socialization by Agnes Weiyun He Relating Word to World: Indexicality During Literacy Events by Betsy Rymes 'Imagined Competence': Classroom Evaluation, Collective Identity and Linguistic Authenticity in a Corsican Bilingual Classroom by Alexandra Jaffe "Ellos se comen las eses/heces:" The Perceived Language Difference of Matamb by Karen Stocker Voices of the Children: Language and Literacy Ideologies in a Dual Language Immersion Program by Norma Gonzalez and Elizabeth Arnot-Hopffer