Many people in "literate" societies, when asked to define literacy, almost always do so in terms of reading
and writing abilities This narrow interpretation of literacy, an
offspring of reductionist psychology, has reigned supreme in many academic and educational contexts for decades, greatly shaping literacy theories and classroom practices Within the past ten years, however, a large body of multidisciplinary
research has begun to undermine the authority of this
perspective by situating literacy in larger social practices

Social Linguistics and Literacies: Ideology in Discourses.

Preface. 1. Introduction:. Scope and Focus. Method. Historical Background. Significance. Organization of the Book. 2. Basic Terms, Concepts, and Issues:. Patterns of Communication. Communicative Functions. Speech Community. Communicative Competence. The Competence of Incompetence. Units of Analysis. Categories of Talk. Language and Culture. Social Structure and Ideology. Routines and Rituals. Universals and Inequalities. 3. Varieties of Language:. Language Choice. Diglossia and Dinomia. Code--Switching and Style--Shifting. Code--Markers. Varieties Associated with Setting. Varieties Associated with Activity Domain. Varieties Associated with Region. Varieties Associated with Ethnicity. Varieties Associated with Social Class, Status, and Role. Varieties Associated with Role--Relationships. Varieties Associated with Sex. Varieties Associated with Age. Varieties Associated with Personality States and 'Abnormal' Speech. Non--Native Varieties. 4. The Analysis of Communicative Events:. Relationship of Ethnographer and Speech Community. Types o f Data. Survey of Data Collection and Analytic Procedures. Identification of Communicative Events. Components of Communication. Relationship among Components. Elicitation within a Frame. Analysis of Interaction. Sample Analyses of Communicative Events. Further Illustrations of Ethnographic Analysis. 5. Contrasts in Patterns of Communication:. Comparative Rhetoric. Historical Development. Ethnographic Perspective. Establishing Validity. Situated Event Analysis. Other Data Collection and Analytic Procedures. Cross--Cultural Communication. Concepts of 'Face' . Constructing an Unseen Face. 6. Attitudes toward Communicative Performance:. Methodology. Attitudes Toward Language and Language Skills. Attitudes Toward Languages and Varieties. Stereotyping. Appropriateness. Language and Identity. Language Maintenance, Shift, and Spread. Taboos and Euphemisms. 7. Acquisition of Communicative Competence:. Early Linguistic Development. Social Interaction. Language and Enculturation. Definition of Stages and Roles. Communicative Strategies. Formulaic Expressions. Nonverbal Communication. Peer Influence and Extended Acquisition. Speech Play. Formal Education. Multilingual Contexts. Children's Beliefs about Language. 8. Politeness, Power, and Politics:. Language and Politics. Language and Social Theories. Linguistic Signs of Power. Linguistic Performances of Power. Linguistic Resistance and Rebellion. Language Planning. Responsibilities and Limitations. 9. Conclusion:. References. Index of Languages. General Index.

Tbe Ethnography of Communication: An Introduction

This special issue seeks a new direction for the sociolinguistics of globalization in the process of transnationalism, using as a case study new modes of Korean migration that are changing the face of Korean transnationalism, including short-term early study abroad and return migration. Through a discussion of the historical and sociolinguistic context of South Korea, this paper demonstrates how transnational Korea is a relevant site for refining, reframing, and reconsidering the current sociolinguistics of globalization. We identify two important interventions into the theoretical considerations of language and globalization brought forward by the Korean case: (1) a heightened attention to multiple timescales and markets; and (2) a more serious engagement with and critique of neoliberalism.



본 특별호는 초국가성이 세계화의 사회언어학의 새로운 연구 방향이 되어야 한다고 주장하며, 조기유학과 재이주 등 한국의 초국가성의 양상을 변화시키는 새로운 이주 현상들을 그 사례로 제시한다. 한국의 역사적, 사회언어학적 배경에 대한 논의를 통해, 본 논문은 왜 한국의 초국가성이 세계화에 대한 사회언어학적 연구를 새롭게 정립하는데 유용한 연구대상이 될 수 있는지 설명한다. 한국의 사례는 언어와 세계화의 관계에 관한 이론의 발전을 위하여 다음과 같은 두 방향을 제시한다: (1) 시간단위와 시장들의 다양성에 촛점을 맞출 것; 그리고 (2) 신자유주의에 대한 더 진지한 비판에 임할 것. [Korean]

Transnational South Korea as a site for a sociolinguistics of globalization: Markets, timescales, neoliberalism1

The very notion of heritage language (HL) is a sociocultural one insofar as it is defined in terms of a group of people who speak it. Heritage languages also have a sociocultural function, both as a means of communication and as a way of identifying and transforming sociocultural groups. This article surveys two broad approaches to research on the sociocultural dimensions of HL learning. While both of these approaches acknowledge the close connection and mutual dependency between HL learning processes and sociocultural processes, they differ in that one of them takes a correlational perspective, and the other a social constructivist perspective. This article reviews a selective body of work conducted from each of the two perspectives and concludes with a discussion of the implications of the sociocultural complexity associated with HL learning for research and practice.

The Heart of Heritage: Sociocultural Dimensions of Heritage Language Learning

This paper examines a common belief that learners of English as a foreign language prefer to learn English from native-­‐speaker teachers rather than non-­‐native speakers of English. 50 Vietnamese learners of English evaluated the importance of native-­‐ speakerness compared with seven qualities valued in an English language teacher: teaching experience, qualifications, friendliness, enthusiasm, the ability to deliver interesting and informative classes, understanding of students' local culture, and advanced English communicative competence. Findings show that the respondents placed more value on all but one of these qualities than on native-­‐speakerness. The only outlier was advanced English competence and respondents selected innate native-­‐ speakerness over this quality because they believed that native-­‐speaker pronunciation was the ideal model. These findings build on a growing body of research that challenges the notion that native speakers of English are ideal English language teachers.

/pdf/native-and-non-native-speaking-english-teachers-in-vietnam-3vz7qqmd1x.pdf

Native- and Non-Native Speaking English Teachers in Vietnam: Weighing the Benefits.

ENGLISH is the most commonly used language in the world. As it has become the language that provides access to higher education and job opportunities, and has become almost exclusively the language of diplomatic discussion and business negotiation (cf. English APEC Strategic Plan, 2004), there has been a growing interest in hiring native-speaking English Teachers (NSETs) in Asian countries. The aim of this paper is to report policies and practices that invite NSETs to Asian countries, including China and Hong Kong, Taiwan, Japan, and South Korea, with emphasis on public education sectors. Through surveying both similar policies and the implementation of policies in several Asian countries, we seek to find practical suggestions for hiring NSETs. We survey policy goals, recruitment procedures, and the qualifications of NSETs. The analysis will be based on the premise that ‘language planning cannot be understood without reference to its social contexts’ (Cooper, 1989:3).

https://www.cambridge.org/core/services/aop-cambridge-core/content/view/8F097B0FE647F46E0C45ED375BFB1517/S0266078406004093a.pdf/div-class-title-hiring-native-speaking-english-teachers-in-east-asian-countries-div.pdf

Hiring native-speaking English teachers in East Asian countries

Korean Heritage Language Maintenance and Language Ideology

This paper is an ethnographic record of an ongoing journey during which I have tried to understand the kinds of language ideologies that my students and I have constructed about the Korean language. My students are mainly Korean-American university students who have never successfully achieved native fluency in their heritage language, although several attended Korean Saturday schools as children. A special expression, ‘FOB’ (Fresh Off the Boat), which I discovered during this journey, proved crucial to my understanding of my students' language ideology about the Korean language. My language ideology and that of my students appeared to be in conflict. My students were highly motivated to learn Korean, but they were opposed to Korean–English two-way immersion (TWI) programmes. I, however, strongly favoured these programmes. After a process of reflection, debate, journaling and interviewing, I reached a new understanding, reconciling the apparent ideological conflict that has separated me from my students. ...

Language Ideologies and Bilingual Education: A Korean-American Perspective

One of the most prominent impacts of neoliberal globalization on language is the rise of the importance of English (Heller 2003; Phillipson 2003). In today's globalized economy, struggles over the resources of English language education tie English to processes of construction and reproduction of social differences and inequality (Heller 2002). Korea's newly launched Teach and Learn in Korea (TaLK) program is one such example. The TaLK program recruits native speakers of English, including overseas ethnic Koreans, as temporary immigrant workers to teach English to rural elementary students. Using the concept of ‘language management,’ this article demonstrates how the Korean government views transnational Koreans’ ethnicity as an asset, while treating their linguistic resources as manageable commodities. Analyses of policy documents, media coverage, and essays by and interviews with TaLK participants reveal how the TaLK program may contribute to sustaining social differences and inequality in multiple ways, although the program's main goal is to provide equal opportunities to rural students.

세계화가 언어에 미치는 영향 중 가장 대표인 현상 중 하나는 영어의 중요성의 부각이다. 세계화되어 가고 있는 경제 체제 하에서 영어 교육을 위한 자원 확보 경쟁이 영어와 사회 불평등의 관계를 심화시킨다. 이러한 관계를 보여 주는 일예로 한국 정부가 새롭게 도입한 정부 초청 해외 영어봉사 장학생 (TaLK) 프로그램을 들 수 있다. 이 프로그램을 통해 한국 정부는 농촌 학교에서 영어를 가르칠 교포를 포함한 원어민을 모집한다. ‘언어 관리’라는 개념을 도입해 본 논문은 어떻게 한국 정부가 한인 교포 TaLK 참가자들의 민족성을 활용가능한 자원으로 개념화하고 참가자들의 언어 능력을 언어 관리의 대상으로 관리하는지를 보여준다. 정책 문건, 대중 매체, 참가자의 수필, 참가자와의 인터뷰를 분석하여 지역간의 영어 격차를 해소 하기위해 도입한 TaLK 프로그램이 그러한 격차를 유지, 심화시키는데 기여하는 역할을 고찰한다. [Korean]

Globalization of English teaching and overseas Koreans as temporary migrant workers in rural Korea

This chapter examines the NET Scheme and native-speaking English teachers’ participation in English education by situating the NET Scheme policy within language-in-education policy in Hong Kong. To better understand the NET Scheme policy, both the medium of instruction (MOI) policy and the language enhancement policy are reviewed. The four different stages of Hong Kong’s MOI policy Hong Kong’s MOI policy are presented: (1) a laissez-faired policy prior to 1994; (2) a streaming policy from 1994 to 1998; (3) the compulsory Chinese MOI policy from 1998 to 2010; and (4) the fine-tuning policy since September 2010 (Poon, Curr Issues Lang Plann, 14:1 34–51, 2013). Along with MOI policy, language enhancement policy has been the major policy influence on English language education in Hong Kong in order to combat the declining language standards, especially English language standards. The NET Scheme officially introduced in 1997 is one of the measures taken as part of the language enhancement policy. This chapter presents research findings about NETs’ experiences while participating in the Scheme and it highlights how English language education policy in Hong Kong has been influenced by various factors such as historical, political, economic, pedagogical, and ideological factors in Hong Kong.

Mihyon Jeon

Papers

Hiring native-speaking English teachers in East Asian countries

Korean Heritage Language Maintenance and Language Ideology

Language Ideologies and Bilingual Education: A Korean-American Perspective

Globalization of English teaching and overseas Koreans as temporary migrant workers in rural Korea

English Language Education Policy and the Native-Speaking English Teacher (NET) Scheme in Hong Kong