Accessibility navigation


Multiple schools, languages, experiences and affiliations: ideological becomings and positionings

Maguire, M. and Curdt-Christiansen, X.-L. (2007) Multiple schools, languages, experiences and affiliations: ideological becomings and positionings. Heritage Language Journal, 5 (1). pp. 50-78. ISSN 1550-7076

[img] Text - Published Version
· Restricted to Repository staff only

1MB

It is advisable to refer to the publisher's version if you intend to cite from this work. See Guidance on citing.

Official URL: http://www.heritagelanguages.org/Journal.aspx

Abstract/Summary

This article focuses on the identity accounts of a group of Chinese children who attend a heritage language school. Bakhtin’s concepts of ideological becoming, and authoritative and internally persuasive discourse, frame our exploration. Taking a dialogic view of language and learning raises questions about schools as socializing spaces and ideological environments. The children in this inquiry articulate their own ideological patterns of alignment. Those patterns, and the children's code switching, seem mostly determined by their socialization, language affiliations, friendship patterns, family situations, and legal access to particular schools. Five patterns of ideological becoming are presented. The children’s articulated preferences indicate that they assert their own ideological stances towards prevailing authoritative discourses, give voice to their own sense of agency and internally persuasive discourses, and respond to the ideological resources that mediate their linguistic repertoires.

Item Type:Article
Refereed:Yes
Divisions:Faculty of Arts, Humanities and Social Science > Institute of Education > Language and Literacy in Education
ID Code:40484
Publisher:University of California, LA

University Staff: Request a correction | Centaur Editors: Update this record

Page navigation