Transcript PowerPoint-presentation

Sweden
The Bounday-Turn
Reflections on Language, Culture and Identity through the epistemological lenses
of time, space and social interactions in the 21st century
Sangeeta Bagga-Gupta
Professor Chair
Academy HumES, Humanities, Social Sciences & Education
Research group KKOM-DS, Communication, Culture & Diversity-Deaf Studies
‘Cultural Education and Civil Society: How can languages contribute?’
European Expert Seminar
Leeuwarden/Ljouwert, Fryslân, The Netherlands
25-27 May 2011
Sweden
European expert seminar
policy?
• …language?
• …identity?
• …culture?
Seminar behaviours &
backgrounds
• multilanguages
• multiliteracies
• multimodalities
• …discipline?
• multidisciplinary
• (inter)state=European?
• (inter)national?
• multisites & multimobility
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Common grounds for social
scientists & humanists today?
WE (the experts)
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Linguistics/sociolinguistics
Anthropologists
Educationists
Computer analysts
Cognitive scientists
Sociologists
European (?) languages
Etc, etc, etc
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Different departments/institutions
post-structuralist?
non-modernist?
non-positivist?
non-ethnocentric?
non-eurocentric?
• non / post / fluid…
• non-conformist?
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Theoretical frameworks
Methodologies
Theoretical-methodological harmony
Assumptions
Natural sciences paradigms dominate?
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Situated nature of meaning
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Seminar?
Conference?
Workshop?
Symposium?
• Language-in-action
• Real-life-ways-with-words
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A cow produces about 18
liters of milk per 24 hours.
Kalle goes to school and
on an average he has 7
lessons a day.
How much milk does the
cow produce during one
week?
How many lessons does
he have per week?
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How many days are there in a week?
A cow produces about 18
liters of milk per 24 hours.
Kalle goes to school and
on an average he has 7
lessons a day.
How much milk does the
cow produce during one
week?
How many lessons does
he have per week?
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Language comes to life in the real world
and changes from words and sentences into
discourse
(Agar, 1994:6)
Fluidity, Languaging, Translanguaging, Continnua, Chaining
Dimensions of the Boundary-Turn
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The vast majority of studies that focus languages at best analyse what
has happened and fail to highlight that social interaction in itself is a
meaning making enterprise wherein human realities and identities are
co-created.
The far majority analyze either ‘idealized data in the form of isolated,
fabricated sentences’ or discourses about attitudes or what human
beings think about their language practices through interview and
narrative based studies.
(Bagga-Gupta, 2007)
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Fluidity of language identifications across time and space
the example of Englishes
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Different “recognized” English languages, British-English, American-English,
Indian-English, Australian-English, etc
– Distinct and are not considered different dialects of English
– Different English dictionaries as well as the different English correction
possibilities available in digitalized word programs
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Annual ritual of the commonest used new words at the end of the year,
“twitterati”, “unfriend/defriend”, “Youtube”, “Facebook”, “Spillcam”,
“Vuvuzela”
– These are not accredited as English language words by digitalized
computer programs at the beginning of 2011
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The horizontal division: language classification in syllabi
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Swedish (first compulsory language)
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Swedish as a second language
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Swedish for immigrants
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Swedish for the deaf/hard of hearing
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English (second compulsory language)
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Swedish Sign Language
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Swedish Sign Language for hearing
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Danish, Norwegian, Icelandic (neighbour languages)
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French, German, Spanish (foreign languages)
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Turkish, Arabic, Finnish, etc. (home languages)
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Nationally recognised minority languages
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The horizontal division: language classification in syllabi
•
Swedish (first compulsory language)
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Swedish as a second language
•
Swedish for immigrants
•
Swedish for the deaf/hard of hearing
•
English (second compulsory language)
•
Swedish Sign Language
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Swedish Sign Language for hearing
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Danish, Norwegian, Icelandic (neighbour languages)
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French, German, Spanish (foreign languages)
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Turkish, Arabic, Finnish, etc. (home languages)
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Nationally recognised minority languages
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A woman’s father ”is Sami” and lives in Jockmock in the Arctic region that
lies in the far north of Sweden. The woman’s mother ”is Swedish”, spent her
childhood in Teheran, Iran and the mother has lived for the last 30 years in
Stockholm in the east coast of central Sweden. The woman, who grew up in
Jockmock has lived in a university city in central Sweden for the last three
decades, is married to a man who grew up in west Sweden and whose father
“is Swedish” and mother “is Norwegian”. The woman and her husband have
three children who are today young adults. All three children were born and
furthermore spent their growing up years in central Sweden.
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A woman’s father ”is Sami” and lives in Jockmock in the Arctic region that
lies in the far north of Sweden. The woman’s mother ”is Swedish”, spent her
childhood in Teheran, Iran and the mother has lived for the last 30 years in
Stockholm in the east coast of central Sweden. The woman, who grew up in
Jockmock has lived in a university city in central Sweden for the last three
decades, is married to a man who grew up in west Sweden and whose father
“is Swedish” and mother “is Norwegian”. The woman and her husband have
three children who are today young adults. All three children were born and
furthermore spent their growing up years in central Sweden.
The woman and her family hold Swedish passports and “are white, blond,
middle-class” citizens of Sweden.
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Fluidity – Identifications of human beings and cultural connections
A woman’s father ”is Sami” and lives in Jockmock in the Arctic region that
lies in the far north of Sweden. The woman’s mother ”is Swedish”, spent her
childhood in Teheran, Iran and the mother has lived for the last 30 years in
Stockholm in the east coast of central Sweden. The woman, who grew up in
Jockmock has lived in a university city in central Sweden for the last three
decades, is married to a man who grew up in west Sweden and whose father
“is Swedish” and mother “is Norwegian”. The woman and her husband have
three children who are today young adults. All three children were born and
furthermore spent their growing up years in central Sweden.
The woman and her family hold Swedish passports and “are white, blond,
middle-class” citizens of Sweden.
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SWEDEN
Languages and learner-categories in the Swedish education landscape
The horizontal division: language
The vertical division: explicit or implied learner
classification in syllabi
category
Swedish (first compulsory language)
Swedish as a second language
Swedish for immigrants
Swedish for the deaf/hard of hearing
Ethnic Swedish pupils
Ethnic minority or immigrant pupils
Adult immigrants
Deaf & heard of hearing pupils in special schools
English (second compulsory language)
Swedish Sign Language
Swedish Sign Language for hearing
All pupils
Deaf & Hard of Hearing pupils in special schools
Hearing pupils in “regular” schools
Danish, Norwegian, Icelandic (neighbour lang)
French, German, Spanish (foreign language)
All pupils
All pupils
Turkish, Arabic, etc. (home language)
Nationally recognised minority languages
Ethnic minority or immigrant pupils
Pupils who can make a claim to a nationally
recognized minority language
www.oru.se/humus/Sangeeta_Bagga-Gupta
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Language
Culture
Identity
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Language
Culture
Identity
Fluidity, Languaging, Translanguaging,
Continnua, Chaining
The ”doing of” cultures, identification
processes
Dimensions of the Boundary-Turn
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Observing & analyzing human behaviour
TRANSCRIPTION AND INTERACTION ANALYSIS
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A child is born with 100 languages &
we take 99 away from it
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”I am because I communicate”
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”There is no no communication”
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Adult-children ASL—English signed
communication (Padden, 1996:92)
Adult-teenagers SSL—Swedish signed
communication (Bagga-Gupta, 2004:193-4)
Line i. Adult
B-A-K-I-N-G S-O-D-A, B-A-K-I-N [while
pointing to words on overhead projection],
THAT SAME [picks up box of baking soda
and points to <baking soda> on box while
mouthing “baking soda”].
Line i. Pupil
HOW SPELL A-U-T [pause]
(Official public authority A-U-T what?)
Line ii. Adult
MEAN A-U-T-H-O-R-I-T-Y PUBLIC
AUTHORITY A-U-T-H-O-R-I-T-Y [looks
questioningly]
(Do you mean public authority?)
Line iii. Pupil
[Nods] A-U-T-H [pauses, looks questioningly]
(yeah, A-U-T-H, it is spelled?)
Line iv. Adult
A-U-T-H-O-R-I-T-Y <AUTHORITY>
PUBLIC AUTHORITY [points to what she has
written on the board]
(It is spelled A-U-T-H-O-R-I-T-Y; this is how it is
written; this is how it is signed)
(Now baking soda, baking – right here on the
screen is the same thing as this box in my
hand.)
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Adult Edo-English oral communication
(Kamwangamalu in Sridhar 1996:57)
Dial enumber naa, n’uniform’en Mr. Oseni
eghe a approve encontracti nii ne. But
khamma ren ighe o gha ye necessary n’o
submit-e Photostat copies oghe estimate n’o ka
ya apply a ke pay era. You understand?
Adult Hindi-English oral communication (BaggaGupta 1995:103)
Hum logoko arrival ka time staff attendance register
me likhna pardta hai
(We are required to write down our time of arrival in
the staff’s attendance register)
(Dial this number, and inform Mr. Oseni that
we approved the contract already. But tell him
that it will still be necessary for him to submit
Photostat copies of estimate that he first
applied with before we pay him. You
understand?)
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Who owns the problem when we analysts
zoom into human language behaviors?
• Whose logic?
• Convenience?
• Tradition?
– Quantification/measurement
• Etc
To make
common
Active
participation
Active
creation
communication
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Purist position
Homogenizing position
Protectionist position
A political position
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Central concepts & assumptions
Language: meaningmaking/wayswithwords
Culture: waysofbeing/communitiesofpractice
Identity: communitiesofpractice/waysofbeing
Learning: socialisation/meaningmaking
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Curse of language teaching
the assumption that language must first be developed
before it can be used is one of the curses of language
instruction, because it results in that … language
instruction primarily becomes a matter of the development
of skills and because the communicative linguistic actions
and the pluralistic meanings that could be enabled in
educational situations are left untouched
(Tornberg, 2000:265, my translation)
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Communication = Culture
= Learning = Identity
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Communication
• Not language categories
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Learning & meaning making
in mundane everyday activities
inside & outside classrooms
(not just in reporting)
• Not learning & individual
development
• Not merely ”how”
• Not categories based on traits
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”We are because we
communicate”
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Understanding complex communication
Focusing upon how experienced members
of different settings shows that meaning
making processes rely upon the use of
bridges, connections, chaining in the
fluidity between different modalities, codes,
etc.
The doing of communication,
culture & identities
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Paradox: democracy & equity
The paradox of language policy
The paradox of cultural policy
The paradox of equity in civil societies
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Illustration of ethnocentric monolingual labels for multilingual
communities
“Indish/Indiska” = The myriad of mutually unintelligible languages spoken
and written with different orthographic systems
Swedish, Danish, Finnish, English = Labels used for some other languages
Swedish: “svenska”
“pakistanish/ pakistanska”-Pakistan, “Spanish”-Mexico = other nation-states
where multilingualism is accorded recognition both politically and culturally
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