Categories and social meanings: The analysis of Roma students’ speech modes based on the theory of heteroglossia
DOI:
https://doi.org/10.21030/anyp.2020.4.1Keywords:
heteroglossia, school interaction, language ideologies, Roma students, voiceAbstract
This study investigates the speech modes of children who identify themselves as bilingual Roma. The analysis is based on the theory of heteroglossia (Bakhtin 1986) where the speaker’s perspective is emphasized. The focus in the present analysis is identifying the language ideologies of the teachers along which the children’s bilingualism is interpreted, how social environment shapes the (bilingual) utterances, and what social meanings are indicated by the speakers’ linguistic resources. Through the analysis of the voices, it is possible to recognize the individuals’ culturally determined identities that are also displayed in the interactions. The data collection (observation and teacher interviews) has focused on the tensions in teacher-student interactions (Hong et al. 2017). Tensions in the interactions indicate the language ideologies already existing in the community whose evolution also influences the children’s learning; the way their teachers see them has an impact on the selection of pedagogical devices for the support of children’s learning.
References
Agha, Asif 2005. Voice, footing, enregisterment. Journal of Linguistic Anthropology 15: 38–59.
Bakhtin, Mikhail Mikhailovich 1981. The Dialogic Imagination. Four Essays. University of Texas Press.
Bahtyin, Mihail Mihajlovics 1986. A beszéd műfajai. In: Mihail Mihajlovics Bahtyin: A beszéd és
a valóság. Filozófiai és beszédelméleti írások. Gondolat. Budapest. 357–419.
Bailey, Benjamin 2012. Heteroglossia. In: Martin-Jones, Marilyn – Blackledge, Adrian – Creese, Angela (eds.) The Routledge Handbook of Multilingualism. Routledge. London. 499–507.
Blackledge, Adrian – Creese, Angela 2014. Heteroglossia as practice and pedagogy. In: Blackledge, Adrian – Creese, Angela (eds.) Heteroglossia as practice and pedagogy. Springer. Dortrecht. 1–20.
Blackledge, Adrian – Creese, Angela 2018. Language and superdiversity: An interdisciplinary perspective. In: Blackledge, Adrian – Creese, Angela (eds.) The Routledge Handbook of Language and Superdiversity: An Interdisciplinary Perspective. Routledge. Birmingham.
Blommaert, Jan – Rampton, Ben 2011. Language and superdiversity. In: Blommaert, Jan – Rampton, Ben – Spotti, Massimiliano (eds.) Language and Superdiviersities. 13(2): 1–22.
Bodó Csanád – Heltai János Imre 2018. Mi a kritikai szociolingvisztika? Elmélet és gyakorlat. Magyar Nyelvőr 505–523.
Bodó Csanád 2020. Transzlingválás, heteroglosszia és egyéb állatfajták. In: Heltai János Imre – Oszkó Beatrix (szerk.): Nyelvi repertoárok a Kárpát-medencében és azon kívül. Válogatás a 20. Élőnyelvi Konferencia (2018. augusztus 30. – szeptember 1.) tanulmányaiból. Megjelenés előtt.
Bodó, Csanád – Szabó, Gergely – Turai, Katalin Ráhel 2019. Voices of masculinity: Men′s talk in Hungarian university dormitories. Discourse & Society 30: 339–358.
Gal, Susan 2018 [2016]. Szociolingvisztikai differenciáció. In: Vančo Ildikó – Kozmács István (szerk.)
A nyelv politikája. Nyelvi antropológiai tanulmányok. Nyitra. 101–126.
Heller, Monica – Pietikäinen, Sari – Pujolar, Joan 2018. Critical Sociolinguistic Research Methods: Studying Language Issues That Matter. Routledge. New York–London.
Heltai János Imre 2016a. Az egységes nyelvi repertoár pedagógiája. Magyar Nyelvőr 407–427.
Heltai János Imre 2016b. Heteroglosszia: cigány/roma tanulók beszédmódjai az iskolában. In: Bartha Csilla (szerk.) Általános Nyelvészeti Tanulmányok 28. – A többnyelvűség dimenziói: Terek, kontextusok, kutatási távlatok. Akadémiai Kiadó. Budapest.
Hong, Xiaoli – Falter, Michelle – Fecho, Bob 2017. Embracing tension: Using Bakhtinian theory as
a means for data analysis. Qualitative Research 17: 20–36.
Hymes, Dell Hathaway 1972. On communicative competence. In: Pride, John Bernard – Holmes, Janet (eds.) Sociolinguistics. Penguin. London. 269–293.
Iványi Zsuzsanna 2001. A nyelvészeti konverzációelemzés. Magyar Nyelvőr 74–93.
Juffermans, Kasper – Van Der Aa, Jef 2011. Analysing voice in educational discourses. Working Papers in Urban Language and Literacies. 82. King′s College. London.
Madsen, Lian Malai 2014. Heteroglossia, Voicing and Social Categorisation. In: Blackledge, Adrian – Creese, Angela (eds.) Heteroglossia as Practice and Pedagogy. Springer. Dortrecht. 41–58.
Pietikäinen, Sari – Dufva, Hannele 2006. Voices in discourses: Dialogism, Critical Discourse Analysis and ethnic identity. Journal of Sociolinguistics 10: 205–224.
Rampton, Ben 2009. Interaction ritual and not just artful performance in crossing and stylization. Language in Society 38: 149–176.
Tusting, Karen 2020. General introduction. In: Tustin, Karen (ed.) The Routledge Handbook of Linguistic Ethnography. Routledge. London. 1–10.
Weidman, Amanda 2014. Anthropology and Voice. Annual Review of Anthropology 43: 37–51.
Wortham, Stanton 2000. Interactional positioning and narrative self-construction. Narrative Inquiry 10: 157–184. http://repository.upenn.edu/gse_pubs/92. (2020. szeptember 8.)
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2020 Bernadett Jani-Demetriou
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
The copyright of articles published in the journal belongs to the author. The journal has the right of first publication. The published work is licensed under Creative Commons License “Attribution-NonCommercial 4.0 International" (CC BY-NC 4.0). This means that copying, redistribution, remixing, transformation and building upon the published work is allowed for any purpose except commercial purposes as long as proper credit is given to the author, a link to the licence is provided, and any changes made to the original work are indicated.
The journal Anyanyelv-pedagógia [First Language Pedagogy] does not charge authors any fees for the processing, submission, or publication of articles. All writings published in the journal become freely accessible immediately after their publication.