Skip to main content
SpringerLink
Log in

From Multilingual Practices to Social Processes

The Understanding of Linguistic ‘Respect’ in Contact Zones

  • Chapter
Multilingualism and Multimodality

Part of the book series: The Future of Education Research ((FUTU))

Abstract

Current social transformations, in particular new economies and increasing mobility, are shaping linguistic markets worldwide. Globalisation is increasing the emergence and extension of ‘contact zones’, which Mary Louise Pratt has defined as ‘the space in which transculturation takes place – where two different cultures meet and inform each other, often in highly asymmetrical ways’ (Pratt 1991: 584). She describes contact zones in cultural terms, as spaces where people can interact between cultures and cross-cultural boundaries, and highlights the amazement people feel when their formerly uniform cultural (or, for our purposes, linguistic) environment becomes visibly diverse.

This is a preview of subscription content, log in via an institution to check access.

Access this chapter

Log in via an institution
Chapter
USD 29.95
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever
eBook
USD 49.99
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever

Tax calculation will be finalised at checkout

Purchases are for personal use only

Institutional subscriptions

Preview

Unable to display preview. Download preview PDF.

Unable to display preview. Download preview PDF.

References

  • Alcalá Recuerda, E. (2011). Norm-transgression sequences in the classroom interaction at a Madrid high school. Linguistics and Education, 22(3), 195–212.

    Article  Google Scholar 

  • Bernstein, B. (1971). Class, codes, and control. London: Routledge & Kegan Paul.

    Book  Google Scholar 

  • Blommaert, J. (2005). Discourse: A critical introduction. Cambridge: Cambridge University Press.

    Book  Google Scholar 

  • Blommaert, J., & Rampton, B. (2011). Language and superdiversity. Working Papers in Urban Language and Literacies, 70.

    Google Scholar 

  • Bourdieu, P. (1979). La distinction. Critique sociale du jugement. Paris: Minuit.

    Google Scholar 

  • Bourdieu, P. (1980). The logic of practice. Stanford, CA: Stanford University Press.

    Google Scholar 

  • Bourdieu, P. (1982). Leçon sur la leçon. Paris: Minuit.

    Google Scholar 

  • Bourdieu, P. (1984). Distinction: A social critique of the judgment of taste. Cambridge, MA: Harvard University Press.

    Google Scholar 

  • Bourdieu, P. (1986). The forms of capital. In J. G. Richardson (Ed.) Handbook of theory and research for the sociology of education. New York: Greenwood Press. 241–258.

    Google Scholar 

  • Bourdieu, P. (1991). The production and reproduction of legitimate language. In Language and Symbolic Power. Cambridge, Massachusetts: Harvard University Press.

    Google Scholar 

  • Bourdieu, P. (1997). Méditations pascaliennes. Paris: Seuil.

    Google Scholar 

  • Bourdieu, P., & Passeron, J. C. (1977). Reproduction in education, society and culture. Beverly Hills: Sage.

    Google Scholar 

  • Duff, P. (2002). The discursive co-construction of knowledge, identity and difference: An ethnography of communication in the high school mainstream. Applied Linguistics, 23(3), 289–322.

    Article  Google Scholar 

  • Fasen, W. (1994). Ethnic divisions in Western European education. Münster/New York: Waxmann.

    Google Scholar 

  • Freire, P. (1995). Pedagogy of the oppressed. New York: Continuum.

    Google Scholar 

  • García, O. (2006). Foreword. In S. Makoni, & A. Pennycook (Eds.) Disinventing and reconstituting languages. Clevedon: Multilingual Matters. xi–xv.

    Google Scholar 

  • Goffman, E. (1959). The presentation of self in everyday life. New York: Doubleday.

    Google Scholar 

  • Gumperz, J. J. (1982a). Discourse strategies. Cambridge & New York: Cambridge University Press.

    Book  Google Scholar 

  • Gumperz, J. J. (Ed.) (1982b). Language and social identity. Cambridge: Cambridge University Press.

    Google Scholar 

  • Gumperz, J. J. (1992). Contextualization cues and understanding. In A. Duranti, & C. Goodwin (Eds.) Rethinking context. New York: Cambridge University Press. 229–252.

    Google Scholar 

  • Gumperz, J. J., Jupp, T., & Roberts, C. (1979). Crosstalk. A study of cross-cultural communication. London: The National Centre for Industrial Training/BBC Continuing Education Department.

    Google Scholar 

  • Hanks, W. F. (2005). Pierre Bourdieu and the practices of language. Annual Review of Anthropology, 34, 67–83.

    Article  Google Scholar 

  • Harris, R. (2003). Language and new ethnicities: Multilingual youth and diaspora. King’s College Working Papers in Urban Language and Literacies, 22.

    Google Scholar 

  • Harris, R., & Rampton, B. (2002). Creole metaphors in cultural analysis: On the limits and possibilities of (socio-)linguistics. Critique of Anthropology, 22, 31–51.

    Article  Google Scholar 

  • Heller, M. (1999/2006). Linguistic minorities and modernity: A sociolinguistic ethnography (2nd ed.). London: Longman/Continuum.

    Google Scholar 

  • Heller, M., & Martin-Jones, M. (Eds.) (2001a). Voices of authority: Education and linguistic difference. Westport, CT: Ablex.

    Google Scholar 

  • Heller, M., & Martin-Jones, M. (2001b). Introduction: Symbolic domination, education and linguistic difference. In Voices of authority: Education and linguistic difference. Westport, CT: Ablex. 1–29.

    Google Scholar 

  • Hewitt, R. (1986). White talk black talk: Inter-racial friendship and communication among adolescents. Cambridge: Cambridge University Press.

    Google Scholar 

  • Hill, J. (1998). ‘Today there is no respect’: Nostalgia, ‘respect’ and oppositional discourse in Mexicano (Náhuatl) language ideology. In B. Schieffelin, K. Woolard, & P. Kroskrity (Eds.) Language ideologies: Practice and theory. New York: Oxford University Press 68–86.

    Google Scholar 

  • Jaffe, A. (1999). Ideologies in action. Berlin: Walter de Gruyter.

    Book  Google Scholar 

  • Jaspers, J. (2011). Talking like a ‘zerolingual’: Ambiguous linguistic caricatures at an urban secondary school. Journal of Pragmatics, 43, 1264–1278.

    Article  Google Scholar 

  • Karrebæk, M. (in preparation). ‘Don’t speak like that to her!’: Linguistic minority children’s socialization into an ideology of monolingualism.

    Google Scholar 

  • Luciak, M. (2004). Migrants, minorities and education. Documenting discrimination and integration in 15 member states of the E.U. Report submitted by European Monitoring Centre on Racism and Xenophobia (EUMC). Luxembourg: Office for Official Publications of the European Communities.

    Google Scholar 

  • Martín Díaz, E., Melis Maynar, A., & Sanz Casas, G. (2001). Mercados de trabajo e inmigración extracomunitaria en la agricultura mediterránea. Sevilla: Consejería de Asuntos Sociales de la Junta de Andalucía.

    Google Scholar 

  • Martín Rojo, L. (2010). Constructing inequality in multilingual classrooms. Berlin: Mouton de Gruyter.

    Book  Google Scholar 

  • Martín Rojo, L. (2012). (De)capitalising students through linguistic practices. A comparative analysis of new educational programmes in a global era. In A. Duchêne, M. Moyer, & C. Roberts (Eds.) Language, migration and social (in)equality: A critical sociolinguistic perspective on institutions and work. Bristol: Multilingual Matters.

    Google Scholar 

  • Martín Rojo, L., & Gabilondo, A. (2001). Michel Foucault. In J. Verschueren, J.-O. Östman, C. Bulcaen, & J. Blommaert (Eds.) Handbook of pragmatics, vol. 4, pp. 1–21; reprinted in M. Sbisà, J.- O. Östman, & J. Verschueren (Eds.) (2011) Philosophical perspectives for pragmatics. Handbook of pragmatics. Highlights, 10. Amsterdam: John Benjamins.

    Google Scholar 

  • Martín Rojo, L., & Mijares, L. (Eds.) (2007). Voces del aula. Etnografías de la escuela multilingüe. Madrid: Centro de Recursos para la Atención a la Diversidad Cultural en la Educación (CREADE), Centro de Investigación y Documentación Educativa (CIDE).

    Google Scholar 

  • Martín y Pérez de Nanclares, J. (2002). La inmigración y el asilo en la Unión Europea. Hacia un nuevo espacio de libertad, seguridad y justicia. Madrid: Editorial Constitución y Leyes, Colex.

    Google Scholar 

  • McLaren, P. (1993). Between borders: Pedagogy and the politics of cultural studies. New York: Routledge.

    Google Scholar 

  • McLaren, P. (1998). Life in schools: An introduction to critical pedagogy in the foundations of education (3rd ed.). New York: Longman.

    Google Scholar 

  • Mijares, L. (2006). Aprendiendo a ser marroquíes. Inmigración, diversidad lingüística y escuela. Madrid: Ediciones del Oriente y del Mediterráneo.

    Google Scholar 

  • Norton Pierce, B. (1995). Social identity, investment and language learning. TESOL Quarterly, 29(1), 9–32.

    Article  Google Scholar 

  • Oakes, J. (1985). Keeping track: How schools structure inequality. New Haven, CT: Yale University Press.

    Google Scholar 

  • Ogbu, J. (1991). Minority status and schooling: A comparative study of immigrant and involuntary minorities. New York: Garland.

    Google Scholar 

  • Pérez Milans, M. (2006). Spanish education and Chinese immigrants in a new multicultural context: Cross-cultural and interactive perspectives in the study of language teaching methods. Journal of Multicultural Discourses, 1(1), 60–85.

    Article  Google Scholar 

  • Pérez Milans, M. (2007a). Las aulas de enlace: Un islote de bienvenida. In L. Martín Rojo, & L. Mijares (Eds.) Voces del aula. Etnografías de la escuela multilingüe. Madrid: Centro de Recursos para la Atención a la Diversidad Cultural en la Educación (CREADE), Centro de Investigación y Documentación Educativa (CIDE). 111–146.

    Google Scholar 

  • Pérez Milans, M. (2007b). Lectura y escritura en la enseñanza de español a escolares inmigrantes: El caso de los estudiantes chinos. In T. Álvarez Angulo (Ed.) La magia de las letras. El desarrollo de la lectura y la escritura en educación infantil y primaria. Madrid: Instituto Superior de Formación del Profesorado, Ministerio de Educación y Ciencia (MEC). 273–319.

    Google Scholar 

  • Pratt, M. L. (1991). Arts of the contact zone. Modern Language Association, 33–40.

    Google Scholar 

  • Rampton, B. (2005). Crossing: Language and ethnicity among adolescents (2nd ed.). Manchester: St Jerome Press.

    Google Scholar 

  • Rampton, B., Harris, R., & Leung, C. (1997). Multilingualism in England. Annual Review of Applied Linguistics, 17, 224–241.

    Article  Google Scholar 

  • Silverstein, M. (1979) Language structure and linguistic ideology. In P. R. Clyne, W. F. Hanks, & C.L. Hofbauer (Eds.) The elements: A parasession on linguistic units and levels. Chicago: Chicago Linguistic Society. 193–247.

    Google Scholar 

  • Spencer-Oatey, H. (Ed.) (2000). Culturally speaking: Managing rapport through talk across cultures. London: Continuum.

    Google Scholar 

  • Varenne, H., & McDermott, R. (1998). Successful failure: The school America builds. Boulder, CO: Westview Press.

    Google Scholar 

  • Vertovec, S. (2006). The emergence of super-diversity in Britain. Centre on Migration, Policy and Society Working Paper 25. Oxford: University of Oxford.

    Google Scholar 

  • Vertovec, S., & Cohen, R. (2003). Introduction: Conceiving cosmopolitanism. In Conceiving Cosmopolitanism. Oxford: Oxford University Press. 1–22.

    Google Scholar 

  • Vertovec, S., & Rogers, A. (1995). Introduction. In Muslim European Youth. Aldershot: Ashgate. 1–24.

    Google Scholar 

  • Weis, L. (1990). Working class without work: High school students in a de-industrializing economy. New York: Routledge.

    Google Scholar 

  • Willis, P. (1977). Learning to labour: How working class kids get working class jobs. Farnborough: Saxon House.

    Google Scholar 

  • Woolard, K. A. (1998). Introduction: Language ideology as a field of inquiry. In B. Schieffelin, K. A. Woolard, & P. V. Kroskrity (Eds.) Language ideologies: Practice and theory. Oxford: Oxford University Press. 3–47.

    Google Scholar 

  • Woolard, K. A., & Schieffelin, B. (1994). Language ideology. Annual Review of Anthropology, 23, 55–82.

    Article  Google Scholar 

Download references

Author information

Authors and Affiliations

  1. Universidad Autónoma de Madrid, Spain

    Luisa Martín Rojo

Authors
  1. Luisa Martín Rojo
    View author publications

    You can also search for this author in PubMed Google Scholar

Editor information

Editors and Affiliations

  1. University of Luxembourg, Luxembourg

    Ingrid de Saint-Georges

  2. University of Luxembourg, Luxembourg

    Jean-Jacques Weber

Rights and permissions

Reprints and permissions

Copyright information

© 2013 Sense Publishers

About this chapter

Cite this chapter

Rojo, L.M. (2013). From Multilingual Practices to Social Processes. In: Saint-Georges, I.d., Weber, JJ. (eds) Multilingualism and Multimodality. The Future of Education Research. SensePublishers, Rotterdam. https://doi.org/10.1007/978-94-6209-266-2_3

Download citation

Publish with us

Policies and ethics

Societies and partnerships

Search

Navigation