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E-grāmata: Style, Identity and Literacy: English in Singapore

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Style, Identity and Literacy: English in Singapore is a qualitative study of the literacy practices of a group of Singaporean adolescents, relating their patterns of interaction both inside and outside the classroom to the different levels of social organization in Singaporean society (home, peer group and school). Combining field data gathered through a series of detailed interviews with available classroom observations, the study focuses on six adolescents from different ethnic and social backgrounds as they negotiate the learning of English against the backdrop of multilingual Singapore. This book provides social explanations for the difficulties and challenges these adolescents face by drawing on current developments in sociolinguistics, literacy studies, English language teaching and language policy.

Recenzijas

Style, Identity and Literacy is a remarkable achievement: it brings together the close analysis of the ethnography of communication with a broader political economy of literacy based on Bourdieu's models of capital and exchange. * Allan Luke, Queensland University of Technology, Australia * This book is unique in its consideration of language issues in Singapore in the way that it invites us to think about how multilingual complexities are reshaping debates and concerns with language both here and elsewhere in the globalised world. It is an absorbing and theoretically informed account and offers an important model of how sociolinguistic research might be done in other multilingual contexts. It concludes with a carefully-made call for a revised approach to language policy and will hopefully provoke much interest and debate, in Singapore and elsewhere. * Mastin Prinsloo, University of Cape Town, South Africa * Style, Identity and Literacy represents an accomplished and well-written example of qualitative ethnographic methods applied to sociolinguistic research, which might be of interest to anyone teaching research methodologies or pursuing qualitative research. It also contributes to the understanding of style as a significant factor in literacy practices and linguistic identity. * Carolina I. Viera, University of California-Davis, USA on the Linguist List 23.3361 * The material is thought provoking and interesting, and it raises some profound issues that should be considered by language planners. Indeed, many readers from Singapore and elsewhere will find the book both interesting and important. -- David Deterding, University of Brunei Darussalam, Brunei in World Englishes, Vol. 32, No. 4, pp. 551563, 2013

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





Lionel Wee is an Associate Professor and Head of the Department of English Language & Literature at the National University of Singapore. He is the author of Language Without Rights (Oxford University Press, 2011), and is currently working on a book about organizational styling.