Article review; McGroarty’s (2012) article.

Throughout this class, we have examined issues of language, culture, and education, within various sociocultural, sociohistorical, and sociopolitical contexts . We have read research articles and stories that narrate the linguistic, cultural, and educationa l experiences of students, families, educators, and communities. Now it is your turn to do some minor data collection and analysis of your own. Turn the data and analysis into a narrative about language, culture, and education . Your data collection tasks : 1. Read McGroarty’s (2012) article. 2. Select one participant who is not in this class, but with whom you can have a substantial interaction in order to collect some data (e.g. family member, friend, colleague, etc.) 3. Interview your participant about her/his language ideologies. Use the McGroarty piece to help you draft at least 3 interview questions. a. Be s ure to provide the transcript of this interview as an “appendix.” 4. Take time to observe your participant manifesting her/his language ideologies. For example , observe your participant as she /he interacts with different people, and in diffe rent circumstances. The observation should be brief (15 - 30 minutes) . a. Be sure to provide the field notes of this observation as an “appendix.” Your data analysis /writing tasks: Now it is time to make sense of the data you collected. Use the following to structure your data analysis : 1. Provide a bri ef overview of your participant . Why did you choose this person for this assignment? 2. What questions d id you ask during the inter view ? What were some of the most salient responses/themes from the interview ? 3. Talk about the observation you conducted. 4. What did you learn about the language ideologies of the person you interviewed? 5. How did your participant describe her/his language ideo logy? 6. When and how did your participant use language , and which type of language ? 7. How does this person’s language ideology inform her/his identity, sense of self, status, etc.? 8. What connections can you make to the topics covered in this course? 9. Be sure to draw from McGroarty’s article, and at least one other article from the course . 10. Feel free to cite interview data/observation data. Language Teaching http://journals.cambridge.org/LTA Additional services for Language Teaching: Email alerts: Click here Subscriptions: Click here Commercial reprints: Click here Terms of use : Click here Home language: Refuge, resistance, resource? Mary McGroarty Language Teaching / Volume 45 / Issue 01 / January 2012, pp 89 ­ 104 DOI: 10.1017/S0261444810000558, Published online: 27 January 2011 Link to this article: http://journals.cambridge.org/abstract_S0261444810000558 How to cite this article: Mary McGroarty (2012). Home language: Refuge, resistance, resource?. Language Teaching, 45, pp 89­104 doi:10.1017/S0261444810000558 Request Permissions : Click here Downloaded from http://journals.cambridge.org/LTA, IP address: 132.239.1.231 on 26 May 2013 Lang. Teach. (2012), 45.1 , 89–104 c © Cambridge University Press 2011 doi:10.1017/S0261444810000558 First published online 27 January 2011 Plenary Speeches Home language: Refuge, resistance, resource? Mary McGroarty Northern Arizona University, USA [email protected] This presentation builds on the concept of orientations to languages other than English in the US first suggested by Ru ´ iz (1984). Using examples from recent ethnographic, sociolinguistic, and policy-related investigations undertaken principally in North America, the discussion explores possible connections between individual and group language identities. It demonstrates that orientations to languages are dynamic inside and outside speech communities, varying across time and according to multiple contextual factors, including the history and size of local bilingual groups along with the impact of contemporary economic and political conditions. Often the conceptions of multiple languages reflected in policy and pedagogy oversimplify the complexity documented by research and raise questions for teaching practice. 1. Introduction In this presentation, I consider individual and public orientations and ideologies related to languages other than English and their influences on present environments of language policy and planning (LPP) and pedagogy, discussing these questions mainly as they pertain to the US and Canada. My title recalls Ru ´ iz’s (1984) classic article on language as problem, right, or resource, orientations that characterized the approaches to LPP apparent in various rationales for bilingual education in the United States at that time. Such orientations remain well worth explicating, but my goal here is slightly different, namely, to illustrate some of the ways that scholarship in applied linguistics and related fields done in the ensuing quarter century has enriched and expanded the understanding of the individual and social ideologies and evaluations surrounding the non-English languages used by English learners in their homes or neighborhoods. Since the publication of Ru ´ iz’s essay, considerable research of all types has greatly enhanced and enriched the understanding of beliefs about language variation, maintenance, and shift within and across language communities, whether majority or minority. The variation in such beliefs suggests similarly diverse implications for language education. Revised version of a plenary address given at the Language Institute of the University of Wisconsin, Madison, 12 February 2010. PLACE THIS ORDER OR A SIMILAR ORDER WITH US TODAY AND GET AN AMAZING DISCOUNT :)