Preface (1999) Preface (1990) 1. Subjects of Sex/Gender/Desire I. 'Women' as the Subject of Feminism II. The Compulsory Order of Sex/Gender/Desire III. Gender: The Circular Ruins of Contemporary Debate IV. Theorizing the Binary, the Unitary and Beyond V. Identity, Sex and the Metaphysics of Substance VI. Language, Power and the Strategies of Displacement 2. Prohibition, Psychoanalysis, and the Production of the Heterosexual Matrix I. Structuralism's Critical Exchange II. Lacan, Riviere, and the Strategies of Masquerade III. Freud and the Melancholia of Gender IV. Gender Complexity and the Limits of Identification V. Reformulating Prohibition as Power 3. Subversive Bodily Acts I. The Body Politics of Julia Kristeva II. Foucault, Herculine, and the Politics of Sexual Discontinuity III. Monique Wittig - Bodily Disintegration and Fictive Sex IV. Bodily Inscriptions, Performative Subversions Conclusion - From Parody to Politics

Postmodern Subjects, Postmodern BodiesThinking Fragments: Psychoanalysis, Feminism, and Postmodernism in the Contemporary WestYearning: Race, Gender, and Cultural PoliticsGender Trouble: Feminism and the Subversion of Identity

Anderson, Benedict. 1991. Imagined Communities: Reflections on the Origin and Spread of Nationalism. London: Verso. Briggs, Asa and Peter Burke. 2005. A Social History of the Media from Gutenberg to the Internet. Cambridge: Polity Press. Chun, Wendy Hui Kyong. 2006. \"Introduction: Did Somebody Say New Media?\" In Wendy Hui Kyong Chun and Thomas Kennan eds., New Media/Old Media: A History and Theory Reader. New York: Routledge, pp. 1-11. Deibert, Ronald. 1997. Parchment, Printing and Hypermedia: Communication in World Order Transformation. New York: Columbia University Press. Elsaesser, Thomas. 2006. \"Early Film History and Multi-Media: An Archaeology of Possible Futures?\" In Wendy Hui Kyong Chun and Thomas Kennan eds., New Media/Old Media: A History and Theory Reader. New York: Routledge, pp. 13-26. Jenkins, Henry. 2006. Convergence Culture: Where Old and New Media Collide. New York: New York University Press. Luhman, Niklas. 2000. The Reality of the Mass Media. Cambridge: Polity Press. Mirzoeff, Nicholas. 2006. \"Network Subjects or, The Ghost is the Message.\" In Wendy Hui Kyong Chun and Thomas Keenan eds., New Media/Old Media: A History and Theory Reader. New York: Routledge, pp. 335-345. Saenger, Paul. 1997. \"Introduction\" to Space Between Words: The Origins of Silent Reading. Stanford: Stanford University Press, pp. 1-17. Thorburn, David and Henry Jenkins eds. 2003. Rethinking Media Change: The Aesthetics of Transition. Boston: MIT Press.

Imagined Communities: Reflections on the Origin and Spread of Nationalism (review)

Introducing impoliteness 1. Understanding impoliteness I: face and social norms 2. Understanding impoliteness II: intentionality and emotions 3. Impoliteness metadiscourse 4. Conventionalised formulaic impoliteness and its intensification 5. Non-conventionalised impoliteness: implicational impoliteness 6. Impoliteness events: co-texts and contexts 7. Impoliteness events: functions 8. Conclusions.

Impoliteness: Using Language to Cause Offence

Code-switching by Penelope Gardner-Chloros

Introduction - Miles Turnbull and Jennifer Dailey-O'Cain 1 Teachers' Use of the First Language in French Immersion: Revisiting a Core Principle - Brian McMillan and Miles Turnbull 2 Teacher Use of Code-Switching in the Second Language Classroom: Exploring 'Optimal' Use - Ernesto Macaro 3 Code-Switching in Computer-Mediated Communication: Linguistic and Interpersonal Dimensions of Cross-National Discourse Between School Learners of French and English - Michael Evans 4 Target Language Use in English Classes in Hungarian Primary Schools - Krisztina Nagy and Daniel Robertson 5 Forms and Functions of Code-Switching by Dual Immersion Students: A Comparison of Heritage Speaker and Second-Language Children - Kim Potowski 6 How Bilingual Children Talk: Strategic Code-Switching Among Children in Dual Language Programs - Janet M. Fuller 7 Teacher and Student Use of the First Language in Foreign Language Classroom Interaction: Functions and Applications - Jennifer Dailey-O'Cain and Grit Liebscher 8 Building Meaning Through Code Choice in Second Language Learner Interaction: A D/discourse Analysis and Proposals for Curriculum Design and Teaching - Glenn S. Levine 9 The Impact of Pedagogical Materials on Critical Language Awareness: Assessing Student Attention to Patterns of Language Use - Carl S. Blyth 10 Concluding Reflections: Moving Forward - Miles Turnbull and Jennifer Dailey-O'Cain

First language use in second and foreign language learning

Identities at Play: Language Preference and Group Membership in Bilingual Talk in Interaction

Abstract This article examines how participants do impoliteness in children's peer interaction in a second grade, Spanish/English bilingual community of practice in an elementary school in the Southwestern United States. The main goal of this analysis is to investigate whether the impoliteness strategies and verbal resources initially identified by Culpeper (1996) and refined in Culpeper et al. (2003) and Culpeper (2005) are found in a different discourse type, namely the spontaneous talk of a small group of Spanish/English bilingual children. A sequential analysis is employed in order to examine how impoliteness is constructed. This article addresses two central research questions: (1) What impoliteness strategies and verbal resources do participants use? and (2) How do participants respond to impoliteness in interaction? The analysis demonstrates that Culpeper's model of impoliteness, as amended in subsequent publications including an alignment with Spencer-Oatey's (2002) concept of rapport-management, proved useful in classifying the impoliteness strategies used to attack interlocutors' face and sociality rights in a different discourse type. In addition, speakers' responses to impoliteness were found to be crucial to the definition of impoliteness, and a variety of response strategies were employed.

Impoliteness in children's interactions in a Spanish/English bilingual community of practice

Despite its multilingual heritage, the USA has a history of linguistic intolerance. Arizona, in the country's desert Southwest, is decidedly anti-bilingual although it has significant non-English-speaking groups, especially Spanish-speaking Mexicans/Mexican–Americans and indigenous groups such as the Navajo, Hopi and Yaqui tribes, among many others. This anti-bilingual ideology has resulted in the passage of legislation restricting residents' linguistic rights, such as Proposition 106 to make English the sole official language of all state business and Proposition 203 to eliminate bilingual education in state-funded schools. Several explanations have been put forth to account for this anti-bilingual ideology, from racism to ignorance to fear. In this paper I argue that researchers of bilingualism in a state ideologically opposed to language minority groups' bilingualism have certain responsibilities vis-a-vis the members of language minority groups who are the participants in their research. I suggest tha...

Who Wins in Research on Bilingualism in an Anti-bilingual State?

This paper examines the use of impoliteness by Spanish-English bilingual pre-adolescents as a resource for accomplishing identities in spontaneous conversational interactions in an elementary school setting. The theoretical approach employed integrates the concept of relational work (Locher 2004; Locher and Watts 2005), which is based on Goffman's (1967) notion of face and which privileges participants' evaluation of language behavior within the norms of the community of practice, with recent work in sociocultural linguistics (Bucholtz and Hall 2004a, 2004b, 2005). This approach views identity as an interactional achievement reached through the use of what they call tactics of intersubjectivity. In this analysis, negatively marked, non-politic behavior is viewed as an interactional resource, which, along with other resources such as codeswitching, bilingual speakers may employ for the purposes of alignment and stance-taking. Specifically, the paper examines how speakers use strategies referred to as impolite (cf. Culpeper 1996) in the performance of a variety of tactics of intersubjectivity to manage local identities (e.g., leaderlfollower, insider/outsider) as well as membership in broad social categories (e., gender, ethnic identities) in interaction, how they engage in conflict talk and what they gain from it, and how codeswitching is (and is not) used in interactions. This analysis is situated within the wider social context of language politics and immigration politics in the individual school, the region, and the US.

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Accomplishing marginalization in bilingual interaction : Relational work as a resource for the intersubjective construction of identity

Within the discussion of the dynamics of Spanish language maintenance and shift to English in the southwestern U.S., this article takes a magnifying glass to one Southwest state in particular, Arizona, and the societal pressures that impact language maintenance and shift. Rather than focus on speakers’ language use across domains or attitudes about Spanish and English, this article examines the wider sociopolitical context of language use through the lens of ethnolinguistic vitality and subjective ethnolinguistic vitality, and from the perspective of the competing forces of language panic and language pride.

Holly R. Cashman

Papers

Identities at Play: Language Preference and Group Membership in Bilingual Talk in Interaction

Impoliteness in children's interactions in a Spanish/English bilingual community of practice

Who Wins in Research on Bilingualism in an Anti-bilingual State?

Accomplishing marginalization in bilingual interaction : Relational work as a resource for the intersubjective construction of identity

The dynamics of Spanish maintenance and shift in Arizona: Ethnolinguistic vitality, language panic and language pride