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Language and Ideology

Language, Power, and Pedogogies Nationalism, Identity and Popular Culture Heritage Language Development

Sarah Hassan

on 20 September 2012

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Transcript of Language and Ideology

Language, Power and Pedagogies "Language...does things: it constructs social categories, it gives orders, it persuades us, it justifies, explains, gives reasons, excuses. It constructs reality. It moves people against other people" (Janks, p. 45) Discuss How does politics (small p) impact Politics (big P)? What are some injustices we see and how can we use Freirean social action to help us identify and resolve this issue? Give some examples of the power of naming (e.g., what do you see in the media?) How can ESL teachers appropriately attend to the cultural needs/norms of their students? Is it possible to teach a language without teaching its' culture? Please Punctuate the following sentence:

Woman without her man is nothing

Note: There is more than one way to punctuate this sentence. This is how powerful punctuation is, imagine the power of language! Janks, 2010, p.51 Janks, 2010, p.51 Digital Images
effects of cropping How images in advertisements create desire in us www.ikea.com/catalogue Space and Place e.g., Urban Renewal from the Inside out
What do you think? "a critical literacy education has to take seriously the ways in which meaning systems are implicated in reproducing relations of power..." (Janks, 2010, p. 55) e.g., The Museum of Civilization of Canada Heritage Language Development: Preserving a a mythic past or envisioning the future of Canadian Identity How do factors of cultural identity influence second language learners? Guardado (2010) discusses the importance of fostering heritage language maintenance and development in linguistic minority families. Guardado (2010) Study Ethnographic- 34 Hispanic families
Maintenance of heritage language in various ways
What do you think? Globalization, Identities, and Diversified
School Education Nystrom, 2009 discusses the struggles of some minority language speakers to maintain their cultural identity living in the West
Brings into perspective the importance of accounting for different cultural and religious issues in the education system How can we incorporate these values in a curriculum that might limit space for identity and agency? "To defend a culture is also to defend a language in which it is expressed" (Pennycook, 2010, p. 62)

Do you agree/disagree? Language as a colonial agent
Human hierarchy through the colonization of people
links to prevention of diversity through "nation-state safeguards"

Does creating and maintaining safeguards that protect language actually protect language or does it encourage language and thereby culture to be prevented from evolving? Music

Hip-hop allows for experimentation of languages

Can be used as a way of self-expression frowned upon by nation-states but allows for identity construction within music
e.g., Religion hip-hop song with Quran lyrics

e.g., MC Yan use of colloquial Chinese Nationalism, Identity and Popular Culture "While Paris became a centre for many movements and crossings of French language musicians, dancers and artists, the southern port city of Marseille looked more resolutely southwards. Typical of the movement was the popular Marseille group IAM, who developed an ideology that Prévos (2001: 48) calls ‘pharaoism’, thus both linking to the Arabic background of many French immigrants and, as Swedenburg (2001: 69) argues, giving ‘Egyptianist Afrocentricity a Mediterranean inflection, asserting a kind of “black Mediterranean”’.
(Pennycook, 2010, p.67) Does this cohesion of language mean assimilation or is it mobilizing a language and giving social differentiation? Becoming black: Rap and hip-hop, race, gender, identity, and the politics of ESL learning.
(Ibrihim, 1999) What and Whom Results Implications for teachers BESL: Black English as a Second Language (page 349) social imaginary: a discursive space in which they are already imagined, constructed, and thus treated, by hegemonic discourses and groups respectively, as Blacks. (page 349) dialecticism: “Freireian notion...in which their students can become their teachers” (page 367) References Emimusic. (2009, October 3). Iam – La saga [Video file]. Retrieved from

Guardado, M. (2010). Heritage language development: Preserving a mythic past or envisioning the future of Canadian identity. Journal of Language, Identity, & Education, 9(5), 329-346. doi: 10.1080/15348458.2010.517699

Ibrahim, A. (1999). Becoming black: Rap and hip-hop, race, gender, identity, and the politics of ESL learning. TESOL Quarterly, 33(3), 349-369.

Janks, H. (2010). Language, power, and pedagogies. In N.H. Hornberger & S.L. McKay (Eds.), Sociolinguistics and language education (pp. 40-61). Bristol, Buffalo, Toronto: Multilingual Matters.

Nystrom, M. K. O. (2009). Globalization, identities, and diversified school education. In J. Zajda., H. Daun., & L. J. Saha. (Eds.), Nation-Building, identity, and citizenship education: Cross cultural perspectives (pp. 25-42). USA: Springer

Officialpsy. (2012, July 15). Psy – gangnam style M/V [Video file]. Retrieved from

Pennycook, A. (2010). Nationalism, identity, and popular culture. In N.H. Hornberger & S.L. McKay (Eds.), Sociolinguistics and language education (pp. 62-86). Bristol, Buffalo, Toronto: Multilingual Matters.
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