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Students as Linguistic Ethnographers: Super-Diversity in the Classroom Context

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Super Dimensions in Globalisation and Education

Part of the book series: Cultural Studies and Transdisciplinarity in Education ((CSTE,volume 5))

Abstract

Super-diversity is put to work as a theoretical and methodological approach to study language and literacy in five Australian classrooms. A linguistic ethnographic approach employed to look through the lens of lived experiences, sociocultural practices and modes of life of five classes of young people aged 10–14, brings super-diversity into sharp focus. Young people are participating in new forms of communicative practices at a local and global level. Multilingualism and the emergence of increased fluidity in language and identity are on view and the implications for language and literacy teaching and learning in today’s super diverse global classrooms are explored.

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Author information

Authors and Affiliations

  1. School of Education, Western Sydney University, Bankstown, NSW, Australia

    Jacqueline D’warte

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  1. Jacqueline D’warte
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Correspondence to Jacqueline D’warte .

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Editors and Affiliations

  1. Centre for Educational Research, University of Western Sydney, Penrith, New South Wales, Australia

    David R. Cole

  2. Centre for Educational Research, University of Western Sydney, Penrith, New South Wales, Australia

    Christine Woodrow

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© 2016 Springer Science+Business Media Singapore

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D’warte, J. (2016). Students as Linguistic Ethnographers: Super-Diversity in the Classroom Context. In: Cole, D., Woodrow, C. (eds) Super Dimensions in Globalisation and Education. Cultural Studies and Transdisciplinarity in Education, vol 5. Springer, Singapore. https://doi.org/10.1007/978-981-10-0312-7_2

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  • DOI: https://doi.org/10.1007/978-981-10-0312-7_2

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  • Publisher Name: Springer, Singapore

  • Print ISBN: 978-981-10-0310-3

  • Online ISBN: 978-981-10-0312-7

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