Preface |
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ix | |
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1 Social Practices and Linguistic Markets |
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1 | (25) |
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Language, Gatekeeping and Monolingual Ideologies |
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6 | (5) |
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Language Education as Social Reproduction |
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11 | (8) |
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Literacy as a Site of Contestation |
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19 | (3) |
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The Organization of this Book |
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22 | (4) |
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2 Multilingualism in Late-Modern Singapore: A Portrait |
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26 | (26) |
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Modern Discourses of Multilingualism |
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27 | (1) |
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An Ethnicity-based Politics of Language |
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28 | (2) |
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Monolingual Ideology in Multilingual Singapore |
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30 | (3) |
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The Inevitability of Orders of Indexicality |
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33 | (2) |
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35 | (2) |
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Late Modernity and Singaporeans' Multilingual Practices |
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37 | (4) |
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The Language Practitioner in Late-Modern Singapore |
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41 | (4) |
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New Figurations of Language, Class and Ethnicity |
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45 | (2) |
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Singaporean Official Policy in Late Modernity: From Two Languages to One |
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47 | (1) |
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Monolingualism in Singapore |
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48 | (2) |
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50 | (2) |
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3 Multilingualism in Late Modernity: Literacy as a Reflexive Performance of Identity |
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52 | (20) |
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A Poststructuralist Approach to Identity |
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53 | (1) |
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54 | (4) |
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Bohman and the Transformative Potential of Critical Reflexivity |
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58 | (3) |
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Multiple Markets, Ambivalence and Reflexivity |
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61 | (2) |
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63 | (2) |
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Style, Literacy and Identity |
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65 | (3) |
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68 | (4) |
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4 Some Data About Our Data |
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72 | (16) |
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72 | (2) |
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Narratives in the Research Interview |
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74 | (1) |
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Style, Stylization and the Interview |
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75 | (3) |
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Data Sets and Procedures: The Primary Data Sets |
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78 | (1) |
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79 | (4) |
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Transcribing and Interpreting the Data |
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83 | (2) |
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Secondary Data Sets (Engaging with the Narrative Voice of Voices): Hing (2004) and Ong (2003) |
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85 | (2) |
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87 | (1) |
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5 Fandi and Ping: Literacy Practices and the Performance of Identities on Ambivalent Markets |
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88 | (35) |
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Aligning the Home with the Dominant Market |
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88 | (2) |
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90 | (2) |
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Parental Help with English Language Proficiency |
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92 | (5) |
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Multilingualism in Fandi's and Ping's Households |
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97 | (4) |
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101 | (3) |
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104 | (10) |
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Reading for Leisure: Choice of Language and Material |
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114 | (6) |
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120 | (3) |
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6 Edwin, Wen and Yan: Styling Literacy Practices Inside and Outside the Classroom |
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123 | (24) |
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Introducing Edwin, Wen and Yan |
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124 | (1) |
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Informal Literacy Practices |
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125 | (5) |
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Literacy Practices in the Classroom |
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130 | (2) |
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132 | (2) |
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(Not) Asking the Teacher for Help |
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134 | (4) |
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Off-Floor Interaction in a Singapore Classroom |
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138 | (4) |
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142 | (2) |
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144 | (3) |
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147 | (21) |
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English at Home and among Friends |
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147 | (3) |
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The Relative Values of English and Punjabi |
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150 | (4) |
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Pride in `Standard' English |
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154 | (2) |
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156 | (1) |
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Language Performances as Peer Activity |
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157 | (3) |
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160 | (2) |
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Asking the Teacher for Help |
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162 | (1) |
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Against Code-Switching in Off-Site Arenas |
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163 | (1) |
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163 | (2) |
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165 | (3) |
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8 Pedagogy, Literacy and Identity |
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168 | (22) |
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Two Approaches to Language Education |
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169 | (3) |
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Assumptions about Literacy |
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172 | (8) |
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Anxiety and Identity in the Language Classroom |
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180 | (1) |
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Some Examples of Identity-based Anxiety |
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181 | (2) |
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Implications for Language Teaching |
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183 | (2) |
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185 | (1) |
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Some Pedagogical Possibilities |
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186 | (2) |
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188 | (2) |
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9 The Dynamics of Language Distribution in Late-Modern Multilingual Singapore |
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190 | (30) |
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191 | (6) |
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197 | (5) |
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Revisiting Language Policy in Late-Modern Consumerist Singapore |
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202 | (3) |
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Sociolinguistic Consumption |
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205 | (2) |
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Reflexive Citizenship and Deliberation |
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207 | (3) |
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Language Groups as Bivalent Collectivities |
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210 | (3) |
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National Identities and the Deconstruction of Mother Tongues |
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213 | (3) |
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Language Policy in Late-Modern Singapore |
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216 | (2) |
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218 | (2) |
References |
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220 | (16) |
Subject Index |
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236 | |