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© 2014

Heteroglossia as Practice and Pedagogy

  • Adrian Blackledge
  • Angela Creese

Benefits

  • Offers new theoretical interpretations and explanations of heteroglossia and shows its relevance to multilingual research and teaching

  • Describes debates and analytical approaches in the study of multilingual repertories

  • Connects accounts of linguistic practices in multilingual settings to the historical and social relationships which have shaped them

Book

Part of the Educational Linguistics book series (EDUL, volume 20)

Table of contents

  1. Front Matter
    Pages i-xii
  2. Adrian Blackledge, Angela Creese
    Pages 1-20
  3. Lian Malai Madsen
    Pages 41-58
  4. Sari Pietikäinen, Hannele Dufva
    Pages 59-74
  5. David Malinowski, Claire Kramsch
    Pages 155-178
  6. Ofelia García, Camila Leiva
    Pages 199-216
  7. Jasone Cenoz, Durk Gorter
    Pages 239-254
  8. Holly Link, Sarah Gallo, Stanton Wortham
    Pages 255-273
  9. Back Matter
    Pages 317-327

About this book

Introduction

This volume presents evidence about how we understand communication in changing times, and proposes that such understandings may contribute to the development of pedagogy for teaching and learning. It expands current debates on multilingualism, asking which signs are in use and in action, and what are their social, political, and historical implications. The volume’s starting-point is Bakhtin’s ‘heteroglossia’, a key concept in understanding the tensions, conflicts, and multiple voices within, among, and between those signs. The chapters provide illuminating accounts of language practices as they bring into play, both in practice and in pedagogy, voices which index students’ localities, social histories, circumstances, and identities. The book documents the performance of linguistic repertoires in an era of profound social change caused by the shifting nature of nation-states, increased movement of people across territories, and growing digital communication.

"Our thinking on language and multilingualism is expanding rapidly.  Up until recently we have tended to regard languages as bounded entities, and multilingualism has been understood as knowing more than one language. Working with the concept of heteroglossia, researchers are developing alternative perspectives that treat languages as sets of resources for expressing meaning that can be drawn on by speakers in communicatively productive ways in different contexts.  These perspectives raise fundamental questions about the myriad of ways of knowing and using language(s).    This collection brings together the contributions of many of the key researchers in the field.  It will provide an authoritative reference point for contemporary interpretations of ‘heteroglossia’ and valuable accounts of how ‘translanguaging’ can be explored and exploited in the fields of education and cultural studies." Professor Constant Leung, King’s College London, UK

Keywords

heteroglossia as practice and pedagogy heteroglossia pedagogy learning a supervernacular multilingual education multilingual pedagogy multilingualism social practice language education translanguaging for social justice

Editors and affiliations

  • Adrian Blackledge
    • 1
  • Angela Creese
    • 2
  1. 1.School of EducationUniversity of BirminghamEdgbaston, BirminghamUnited Kingdom
  2. 2.School of EducationUniversity of BirminghamEdgbaston, BirminghamUnited Kingdom

Bibliographic information

Reviews

“Our thinking on language and multilingualism is expanding rapidly.  Up until recently we have tended to regard languages as bounded entities, and multilingualism has been understood as knowing more than one language. Working with the concept of heteroglossia, researchers are developing alternative perspectives that treat languages as sets of resources for expressing meaning that can be drawn on by speakers in communicatively productive ways in different contexts.  These perspectives raise fundamental questions about the myriad of ways of knowing and using language(s).    This collection brings together the contributions of many of the key researchers in the field.  It will provide an authoritative reference point for contemporary interpretations of ‘heteroglossia’ and valuable accounts of how ‘translanguaging’ can be explored and exploited in the fields of education and cultural studies.” Professor Constant Leung, King’s College London, UK

"From rap and hip hop to taxi cabs, and from classrooms to interactive online learning environments, each of the chapters in this volume written by well-known and up-and-coming scholars provide fascinating accounts drawing on a wide diversity of rich descriptive data collected in heterorglossic contexts around the globe. Creese and Blackledge have brought together a compelling collection that builds upon and expands Bakhtin’s construct of heteroglossia. These scholars help to move the field away from the view of languages as separate bounded system by providing detailed examples and expert analyses of the ways bilinguals and multilinguals draw upon their linguistic repertoires for effective and meaningful communication." Wayne E. Wright, University of Texas at San Antonio, USA

"From rap and hip hop to taxi cabs, and from classrooms to interactive online learning environments, each of the chapters in this volume written by well-known and up-and-coming scholars provide fascinating accounts drawing on a wide diversity of rich descriptive data collected in heteroglossic contexts around the globe. Creese and Blackledge have brought together a compelling collection that builds upon and expands Bakhtin’s construct of heteroglossia. These scholars help to move the field away from the view of languages as separate bounded system by providing detailed examples and expert analyses of the ways bilinguals and multilinguals draw upon their linguistic repertoires for effective and meaningful communication." Wayne E. Wright, University of Texas at San Antonio