scholarly journals Bilingual intercultural education and Andean hip hop: Transnational sites for indigenous language and identity

2012 ◽  
Vol 41 (4) ◽  
pp. 499-525 ◽  
Author(s):  
Nancy H. Hornberger ◽  
Karl F. Swinehart
Keyword(s):  
Hip Hop ◽  
Intercultural Education ◽  
Language And Identity ◽  
Indigenous Language ◽  
Master's Program ◽  
Language Practices ◽  
Linguistic Resources ◽  
Globalizing World ◽  
El Alto ◽  
Bilingual Intercultural Education

AbstractExploring contemporary Aymara and Quechua speakers' engagements with multilingualism, this article examines two transnational sites of Indigenous language use in Bolivia—a master's program in bilingual intercultural education in Cochabamba and a hip hop collective in El Alto. Responding to the call for a sociolinguistics of globalization that describes and interprets mobile linguistic resources, speakers, and markets, we draw on long-term ethnographic fieldwork to explore the transnational nature of these mobile and globalized sites, ideologies of Indigenous language and identity present there, and flexible language practices therein. From our analysis of selected narratives and interactions observed and recorded between 2004 and 2009, we argue that these sites, ideologies, and language practices constitute productive spaces for Indigenous language speakers to intervene in a historically and enduringly unequal, globalizing world. (Indigeneity, mobility, translanguaging, flexible language practices, multilingual repertoire, global hip hop)*

‘Where all my bad girls at?’

2021 ◽  
Vol 15 (1) ◽  
Author(s):  
Joyhanna Yoo Garza
Keyword(s):  
African American ◽  
Hip Hop ◽  
American English ◽  
African American English ◽  
Gender And Race ◽  
Linguistic Resources ◽  
Performance Challenges

This article examines the polyvalence of racial(ised) representations in K-pop performances. The analysis of K-pop star CL’s (2013) song and video ‘Nappeun gijibae’ (‘The bad girl’) demonstrates how the artist projects an assertive femininity by embodying and localising the Bad Bitch: a sexually agentive figure of womanhood from US hip hop. CL’s use of African American English and conventionalised hip hop tropes helps resignify gijibae, a pejorative Korean term for women. By shifting between decontextualised styles invoking a different time and place, CL is able to build a kind of chronotopic capital that transforms fragmented styles into an empowered cosmopolitan femininity. However, although CL’s performance challenges Korean gendered norms in its use of local linguistic resources, her selective appropriations of US Black and Chicanx cultural signifiers reproduce narrow images of racialised femininities and reify a hierarchy of valuation along lines of gender and race.

A Literary Standard and Its Discontents

2020 ◽  
pp. 115-142
Author(s):  
Kathryn E. Graber
Keyword(s):  
News Media ◽  
Indigenous Languages ◽  
Indigenous Language ◽  
Minority Languages ◽  
Social Functions ◽  
Lingua Franca ◽  
Linguistic Resources ◽  
Language Standardization ◽  
Hard Time ◽  
Crucial Component

This chapter analyzes Buryat language standardization as an example of truncated standardization, a problem that characterizes many minority languages in postcolonial contexts. It discusses why indigenous languages like Buryat are more likely to be surrounded by a different lingua franca, such as Russian, and used between speakers of different dialects to reduce the immediate need for a standardized indigenous language. It assesses how media makers and other language elites persist in trying for standardization in an effort to create and maintain a strong literary standard as a crucial component of the Buryat modernizing project. The chapter also talks about contemporary audiences who control colloquial forms of Buryat but have a hard time understanding Buryat-language media, particularly news media. It investigates linguistic resources, such as dialects and Russian–Buryat mixed forms, that are not part of the literary standard but serve important social functions in certain contexts.

Categories and social meanings: An analysis of international students’ language practices in an international school

2020 ◽  
Author(s):  
Bernadett Jani-Demetriou
Keyword(s):  
Ethnic Diversity ◽  
Summer School ◽  
Linguistic Diversity ◽  
Additive Models ◽  
Language Practices ◽  
Internal Factors ◽  
English Only ◽  
Linguistic Resources ◽  
Language Choices ◽  
Social Meanings

Bilingual educational programmes in recent years received criticism from translanguaging or superdiversity scholars. These programmes follow either the subtractive or the additive models of bilingual education (García 2009), in both of which the languages are considered as separate systems. This distinction is considered as “inadequate to describe linguistic diversity” (García 2009: 142) and masks the real diversity of difference by focusing only on languages. Thinking in terms of plurilingualism and multiculturalism “might contribute to a continuation of thinking in terms of us-versus-them, essentializing cultural or ethnic differences” (Geldof 2018: 45). The present study argues that a critical ethnographic sociolinguistic approach provides a more relevant analysis of children’s language practices. From this critical perspective, speaking is highlighted instead of languages and considered as action in which the linguistic resources carry social meaning (Blommaert–Rampton 2011). This paper introduces the findings of an ethnographic fieldwork set in an international summer school where linguistic and ethnic diversity is a commonplace, although a strict English-only language policy applies in order to achieve the school’s pedagogical goals. The aim of the research has been to find out how students from various cultural background are dealing with ethnical and linguistic diversity and to analyse how the processes of normalisation (Geldof 2018) among students and teachers create values and categories accepted as norms by the group. By analysing the emerging social values and categories within the group, this paper focuses on how internal factors such as emotions, attitudes and identity contribute to the language choices of the students.

Hip Hop Africa: New African Music in a Globalizing World

2013 ◽  
Vol 22 (3) ◽  
pp. 383-385
Author(s):  
Rosalind Duignan-Pearson
Keyword(s):  
Hip Hop ◽  
African Music ◽  
Globalizing World

scholarly journals Inga Language and Culture Revitalization in Putumayo, Colombia

2012 ◽  
Vol 1 ◽  
pp. 7-26
Author(s):  
Valerie Cross ◽  
Serafín M. Coronel-­Molina
Keyword(s):  
Second Language Acquisition ◽  
Bilingual Education ◽  
Language Revitalization ◽  
Language Shift ◽  
Indigenous Communities ◽  
Intercultural Education ◽  
Language And Culture ◽  
The Many ◽  
Bilingual Intercultural Education ◽  
Culture Revitalization

Increasing levels of Quechua–Spanish bilingualism and increased use of Spanish within indigenous communities and classrooms have given rise to concern about Quechua language maintenance (Hornberger, 1988, 1998, 1999; Hornberger & CoronelMolina, 2004). The present investigation is preliminary and explores the possibility of bilingual intercultural education to promote Quechua (Inga) language revitalization in the Putumayo region of Colombia. Because of the large role that schooling has played in the language shift process, Inga language revitalization efforts have focused on implementing use of the Inga language in schools. This paper offers suggestions based on research in second language acquisition (SLA), language revitalization, and bilingual intercultural education to improve recent efforts and overcome the many overt and covert challenges that exist to bilingual education implementation in Putumayo, Colombia. This article attempts to bring such forms of resistance to the surface and provide suggestions for overcoming them, in hopes of facilitating the grassroots-initiated language planning goals of culture revitalization and reversing language shift that are already in place.

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