The disempowerment game: Bourdieu and language in literacy (2022)

Table of Contents
Linguistics and Education First page preview References (115) R.P. and local accent Anthills of the Savannah A plea for excuses A sociolinguistic approach to social learning Classification and framing of educational knowledge Codes, modalities and the processes of cultural reproduction: A model Language and Society Pedagogy, symbolic control and identity: Theory research critique Outline of a theory of practice Distinction: A social critique of the judgment of taste The logic of practice Concluding remarks: For a sociogenetic understanding of intellectual works Reproduction in education, society and culture Academic discourse: Linguistic misunderstanding and professorial power Social theory as habitus Talking and thinking: The patterns of behavior Randomness, order and the latent patterning of text Bourdieu: Critical perspectives Politics and knowledge about language: The LINC project Literacy for a changing world Rhetorical units and decontextualization Hegemonic practice: Literacy and standard language in public education Journal of Education The semantics of clause and verb for relational processes in English The technique of semantics The semantics of linguistic science Personality and language in society Papers in linguistics 1934–1951 A synopsis of linguistic theory, 1930–1955 How to ask for a drink in Subanun American Anthropologist Struck by speech: The Yakan concept of litigation The interface between the written and the oral Writing and being The labyrinths of literacy: Reflections on literacy past and present Categories of the theory of grammar Word The users and uses of language Linguistic function and literary style: An enquiry into the language of William Golding's The Inheritors Explorations in the functions of language Language and social man Learning how to mean: Explorations in the development of language Anti-languages American Anthropologist The ontogenesis of dialogue Spoken and written language On the ineffability of grammatical categories New ways of meaning: A challenge to applied linguistics Journal of Applied Linguistics New ways of meaning: A challenge to applied linguistics Language in a changing world How do you mean? Acts of meaning Introduction to functional grammar Cited by (51) What Is Mandarin? the Social Project of Language Standardization in Early Republican China Bourdieu, plurilingualism and sign languages in the UK Recommended articles (6) Related content Videos
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Linguistics and Education

Volume 10, Issue 1,

1998

, Pages 25-87

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References (115)

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  • Cited by (51)

    • How symbolic value is constructed through utterances: Discursive power and performances of reputation in the field of online art magazines

      2021, Poetics

      Recent research has begun the task of complementing Pierre Bourdieu’s field theory with a theory of discourse to explain the role representation plays in the reproduction of cultural fields. Toward this end, this article develops an approach to analysing how reputation in cultural fields is constructed through utterances. Drawing on analysis of the field of online contemporary art magazines, the article first examines the bases of these magazines’ capacities to construct reputation through utterances. Drawing on analysis of online contemporary art magazines texts, the article then examines how utterances construct reputation for agents, objects, and events. Finally, the article examines how these utterances come to bear on the value of different symbolic resources in the artworld. Results suggest that the capacity to construct reputation through utterances in cultural fields is based on field-specific positions, possession of field-specific resources, and use of communication technologies, while the reputations of agents, objects, and events in cultural fields are constructed through utterances representing field-specific positions, field-specific resources, and adherence to field-specific norms. Organised here within a typology composed of performances of capital, performances of position, and performances of conformity, these utterances are seen as a means whereby cultural and commercial poles of production in the field of online contemporary art magazines implicitly compete to re/produce and transform the value of different symbolic resources in the artworld, and relatedly, the artworld’s relative autonomy from legitimating fields. The article thereby modestly contributes a novel field-theory-based approach to text analysis, and empirical snapshots of the field of online contemporary art magazines and the activity of its discourse in the artworld

    • The agency of habitus: Bourdieu and language at the conjunction of Marxism, phenomenology and structuralism

      2020, Language and Communication

      The prolific and varied body of work produced by Pierre Bourdieu is coming once again to be appreciated by linguists and other scholars after two decades of an “ebb tide” that typically follows the attainment of a world reputation in the social and behavioural sciences. In Bourdieu's case the ebb has been increased by resentments and misunderstandings that can be traced to the historical and political context in which he conducted his research and analysis: a context dominated by a doctrinaire Marxism which Bourdieu, who refused to take the easy route to scholarly acceptance, contested. This led to readings of his work that are seriously out of line with what he actually wrote, and contemporary scholars continue in large part to accept these unsustainable characterisations of his views based on second-hand information and selective reading rather than on a thorough understanding of his work. Bourdieu's unparalleled contribution to solving, or at least dealing with, the perennial paradox of agency versus social determinism, is possibly more relevant now than it was during the years in which he was active, yet to make use of it requires a thorough, unprejudiced examination of his key concepts – habitus, field, and symbolic capital, power and violence – within the context of struggle amongst proponents of Marxism, phenomenology and structuralism in which they were produced.

    • Bringing a social semiotic perspective to secondary teacher education in the United States

      2020, Journal of English for Academic Purposes

      However, fewer maintained the application of these beliefs in their feedback on student writing. These findings have important implications for conversations about the role of linguistic theory in teaching for social change, particularly when it comes to more equitable education for ELLs (e.g., Gebhard, Austin, Nieto, & Willett, 2002; Hasan, 1999). The findings presented here suggest that choosing a socially accountable linguistics, such as social semiotics, as the basis for designing EAP coursework for mainstream teachers can be a way of planting seeds of change by complicating these teachers' beliefs about language teaching and learning and supporting them in beginning to develop an explicit English teaching practice.

      Recent economic, demographic, and policy shifts in the United States are making EAP practice increasingly relevant to the preparation of secondary content-area teachers, particularly those serving students labeled English language learners (ELLs). This article describes how some teacher educators in the United States are using Hallidayan principles and practices like a model of text/context dynamics, the concepts of genre and register, functional metalanguage, and genre pedagogy to support secondary pre-service teachers in conceptualizing language teaching and learning in ways that better prepare them to teach ELLs in the content areas. Based on a mixed methods study of this approach, this article highlights two longitudinal findings: (1) studying social semiotic theory and practice facilitated shifts in how secondary content-area teachers conceptualized language teaching and learning in ways that remained relatively stable over time; and (2) participants’ developing knowledge of Hallidayan concepts and pedagogies influenced how they assessed student writing and attempted to incorporate explicit teaching of disciplinary English into their content teaching, though some promising practices regressed over time. These findings are discussed in terms of their implications for the design of future EAP coursework for secondary content-area teachers that supports reflection and revised pedagogies in the long-term.

    • Socializing respect and knowledge in a racially integrated science classroom

      2009, Linguistics and Education

      In this article we examine the socialization of respect in a racially integrated science classroom in Northern California that employed a character education program called Tribes. We focus on the ways scripts derived from this program are enacted during Community Circle activities and how breaches to these scripts and the norms of respectful behavior they espouse create productive opportunities for explicit socialization in the classroom. We find that respect in this classroom consisted predominantly of controlling both bodily comportment and discursive production. Our analysis sheds light on the ways curricular initiatives, such as the one utilized in the Tribes approach, while purporting to democratize classroom learning, may in fact function as vehicles for reproducing institutional hierarchies of power.

    • What Is Mandarin? the Social Project of Language Standardization in Early Republican China

      2018, Journal of Asian Studies

      (Video) Beata Stawarska. Linguistic encounters: the performativity of active listening

    • Bourdieu, plurilingualism and sign languages in the UK

      2021, Critical Perspectives on Plurilingualism in Deaf Education

    View all citing articles on Scopus

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    Copyright © 1999 Published by Elsevier Inc.

    ScienceDirectRegisterSign inViewPDFAccess throughyour institutionLinguistics and EducationVolume 10, Issue 1, 1998, Pages 25-87https://doi.org/10.1016/S0898-5898(99)80104-1Get rights and contentFirst page previewOpen this preview in PDFClick to open first page previewOpen this preview in PDFReferenc...

    Firth J.R. Firth J.R. Firth J.R. Firth J.R. Firth J.R. Frake C.O.. How symbolic value is constructed through utterances: Discursive power and performances of reputation in the field of online art magazines Recent research has begun the task of complementing Pierre Bourdieu’s field theory with a theory of discourse to explain the role representation plays in the reproduction of cultural fields.. Results suggest that the capacity to construct reputation through utterances in cultural fields is based on field-specific positions, possession of field-specific resources, and use of communication technologies, while the reputations of agents, objects, and events in cultural fields are constructed through utterances representing field-specific positions, field-specific resources, and adherence to field-specific norms.. Organised here within a typology composed of performances of capital, performances of position, and performances of conformity, these utterances are seen as a means whereby cultural and commercial poles of production in the field of online contemporary art magazines implicitly compete to re/produce and transform the value of different symbolic resources in the artworld, and relatedly, the artworld’s relative autonomy from legitimating fields.. Bourdieu's unparalleled contribution to solving, or at least dealing with, the perennial paradox of agency versus social determinism, is possibly more relevant now than it was during the years in which he was active, yet to make use of it requires a thorough, unprejudiced examination of his key concepts – habitus, field, and symbolic capital, power and violence – within the context of struggle amongst proponents of Marxism, phenomenology and structuralism in which they were produced.. The findings presented here suggest that choosing a socially accountable linguistics, such as social semiotics, as the basis for designing EAP coursework for mainstream teachers can be a way of planting seeds of change by complicating these teachers' beliefs about language teaching and learning and supporting them in beginning to develop an explicit English teaching practice.. This article describes how some teacher educators in the United States are using Hallidayan principles and practices like a model of text/context dynamics, the concepts of genre and register, functional metalanguage, and genre pedagogy to support secondary pre-service teachers in conceptualizing language teaching and learning in ways that better prepare them to teach ELLs in the content areas.. Based on a mixed methods study of this approach, this article highlights two longitudinal findings: (1) studying social semiotic theory and practice facilitated shifts in how secondary content-area teachers conceptualized language teaching and learning in ways that remained relatively stable over time; and (2) participants’ developing knowledge of Hallidayan concepts and pedagogies influenced how they assessed student writing and attempted to incorporate explicit teaching of disciplinary English into their content teaching, though some promising practices regressed over time.. Textbook interaction: A study of the language and cultural contextualisation of English learning textbooks Learning, Culture and Social Interaction, Volume 21, 2019, pp.. Building on a social learning and socio-cultural theory, this research considers whether English textbooks are contextualised enough to help with students' English learning and communication.. This is achieved by analysing a set of secondary English textbooks Project English used in China and discovering textbook users' real experience of learning English and using English textbooks.. Based on longitudinal qualitative research with rural women who are involved in an NGO-run micro-lending program in Ghana, this paper examines the empowerment effects of rural women’s access to microcredit.

    While the field of linguistics is far from an undifferentiated whole,1 much linguistic theorizing over the centuries is unified by an understanding of linguistic patterns as being separate from individual and cultural knowledge. With the end of the Cold War, however,...

    Cf the introduction to The Dialogic Imagination.. Four Essays by M. M. Bakhtin , edited by Michael Holquist (Austin, TX: The University of Texas Press, 1981).. M. M. Bakhtin, Discourse in the Novel ,in Holquist, op.. Bakhtin, “The Problem of the Text in Linguistics, Philology, and the Human Sciences: An Experiment in Philosophical Analysis,” in Speech Genres and Other Late Essays , ed.. For an excellent discussion of these issues, see the “General Orientation” in M. A. K. Halliday and James R. Martin, Writing Science: Literacy and Discursive Power (London/Washington: Falmer Press, 1993), 3–21.. Hasan, “The Conception of Context in Text” in Peter H. Fries and Michael Gregory, eds., Discourse in Society: Systemic Functional Perspectives: Meaning and Choice in Language – Studies for Michael Halliday (Norwood, NJ: Ablex, 1995), 185–283.. Halliday, An Introduction to Functional Grammar (London: Edward Arnold, 1985), xiii.. Bakhtin, “The Problem of Speech Genres” in Emerson and Holquist, eds., Speech Genres and Other Late Essays , 60–102.. In the following discussion, I rely heavily on the various studies included in Halliday and Martin, op cit .. Furthermore, given the centrality of the Exercises for the Jesuit order andtheir significant contribution to Roman Catholic spirituality in general, a voluminous scholarly secondary literature exists, aside from numerous published aids to spiritual growth based on the Exercises.. Publisher Name : Springer, Dordrecht

    Reading and writing informational genres is a literacy skill highly valued in school, workplace and society. One key to the development of this skill is mastering the lexicogrammatical resources that are functional for realizing these genres. Drawing on a genre-based theory of learning and using analytical tools provided by systemic functional linguistics, this cross-sectional longitudinal study examined patterns of language use in Grades 3–5 students’ writing of report, an informational genre whose main function is to present factual information on a topic. Quantitative and descriptive analyses of their written reports on a common, familiar science topic reveal that the preadolescents demonstrated considerable expertise in instantiating certain features of report (e.g. timelessness, non-particularization), but were much less successful in using language to construe its other features (e.g. technicality, density, thing-focus, abstraction, objectivity). Instead, the students tended to draw on the grammatical resources of everyday spontaneous speech, presenting information in an interactive, non-authoritative and unconventionally structured manner. Furthermore, while considerable variation existing between and within the three grade levels in the students’ working knowledge of report, no clear, consistent developmental pattern emerged from the analyses. In fact, the development seems best characterized as non-linear and feature-specific. These findings raise a number of important developmental and pedagogical issues that have practical implications for language and literacy educators.

    Cope, B. and Kalantzis, M. (1993) The Powers of Literacy: A Genre Approach to Teaching Writing.. Reading Research Quarterly 35 (2): 202–225.. Duke, N. and Bennett-Armistead, V. S. (2003) Reading and Writing Informational Text in the Primary Grades: Research-Based Practices.. (2010) Language and Literacy in Inquiry-Based Science Classrooms, Grades 3–8.. Halliday, M. A. K. and Martin, J. R. (1993) Writing Science: Literacy and Discursive Power.. Jacobs, J. S., Morrison, T. G. and Swinyard, W. R. (2000) Reading aloud to students: A national probability study of classroom reading practices of elementary school teachers.. Kamberelis, G. (1999) Genre development and learning: Children writing stories, science reports, and poems.. Perera, K. (1984) Children’s Writing and Reading: Analysing Classroom Language.. (2007) Learning to read and write genre-specific text: Roles of authentic experience and explicit teaching.. Reading Research Quarterly 42 (1): 8–45.. Rose, D. (2009) Writing as linguistic mastery: The development of genre-based literacy pedagogy.. (2000) Teaching science writing for first graders: Genre learning and recontextualization.. Yopp, R. H. and Yopp, H. K. (2006) Informational texts as read alouds at school and home.. Journal of Literacy Research 38 (1): 37–51.

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