Abstract
Attention to language and literacy diversity in education is both timely and challenging. Our focus in this introductory chapter is on what to make of this diversity and its impact on education systems and practices. We conclude by introducing the chapters in this volume, pointing out the particular contributions they make to this collection.
This is a preview of subscription content, log in via an institution to check access.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
Preview
Unable to display preview. Download preview PDF.
References
Bailey, B. (2007). Heteroglossia and boundaries. In M. Heller (ed.), Bilingualism: a social approach (pp. 257–74). Basingstoke: Palgrave Macmillan.
Barton, D. and Hamilton, M. (1998). Local literacies: reading and writing in one community. London: Routledge.
Baynham, M. and Prinsloo, M. (eds) (2009). The future ofliteracy studies. Basingstoke: Palgrave Macmillan.
Blommaert, J. (2007) Sociolinguistic scales. Intercultural Pragmatics, 4(1): 1–19.
Blommaert, J. (2008). Grassroots literacy. London: Routledge.
Blommaert, J. (2010). The sociolinguistics of globalization. Cambridge: Cambridge University Press.
Blommaert, J., Collins, J. and Slembrouk, S. (2005). Spaces of multilingualism. Language & Communication, 25: 197–216.
Blommaert, J. and Rampton, B. (2011). Language and superdiversity. Diversities, 13(2): 1–20.
Callon, M. and Latour, B. (1981). Unscrewing the Big Leviathan: how actors macrostructure reality and how sociologists help them to do so. In K. D. Knorr-Cetina and A. V. Cicourel (eds), Advances in social theory and methodology: toward an integration of micro- and macro-sociologies (pp. 277–303). London: Routledge & Kegan Paul.
Canagarajah, A. S. (2006). The place of world Englishes in composition: pluralization continued. College Composition and Communication, 57(4): 586–619.
Canagarajah, A. S. (in press). Negotiating mobile codes and literacies at the contact zone: another perspective on South African township schools. In C. Stroud and M. Prinsloo (eds), Language, literacy and diversity: movingwords. London: Routledge.
Castells, E. (1996). The rise of the network society. Oxford: Blackwell.
Castells, E. (2009). Communication power. Oxford: Oxford University Press.
Collier, S. (2006). Global assemblages. Theory, Culture & Society, 23(2–3): 379–81.
Collier, S. and Ong, A. (2005). Global assemblages, anthropological problems. In A. Ong and S. Collier (eds), Global assemblages: technology, politics, and ethics as anthropological problems (pp. 3–21). Malden, Mass.: Blackwell.
Collins, J., Slembrouck, S. and Baynham, M. (eds) (2009). Globalization and language in contact: scale, migration, and communicative practices. London: Continuum.
Cook-Gumperz, J. (2006). The social construction of literacy. In J. Cook-Gumperz (ed.), The social construction of literacy (2nd edn) (pp. 1–18). Cambridge and New York: Cambridge University Press.
Creese, A. and Blackledge, A. (2010). Translanguaging in the bilingual classroom: a pedagogy for learning and teaching? The Modern Language Journal, 94(i): 104–15.
Errington, J. (2008). Linguistics in a colonial world: a story of language, meaning, and power. Oxford: Blackwell.
Featherstone, M. (2006). Genealogies of the global. Theory, Culture & Society, 23(2–3): 367–99.
Gardner, S. and Martin-Jones, M. (eds) (2012). Multilingualism, Discourse and Ethnography. New York: Routledge.
Heath, S. (1983). Ways with words: language, life and work in communities and classrooms. Cambridge: Cambridge University Press.
Heller, M. (1999). Linguistic minorities and modernity: a sociolinguistic ethnography. London: Longman.
Heller, M. (2007). Bilingualism as ideology and practice. In M. Heller (ed.), Bilingualism: a social approach (pp. 1–22). Basingstoke: Palgrave Macmillan.
Jacquemet, M. (2005). Transidiomatic practices: language and power in the age of globalization. Language & Communication, 25: 257–77.
Kwa, C. (2002). Romantic and baroque conceptions of complex wholes in the sciences. In J. Law and A. Mol (eds), Complexities: social studies of knowledge practices (pp. 23–52). Durham, NC: Duke University Press.
Latour, B. (1990). Drawing things together. In M. Lynch and S. Woolgar (eds), Representation in scientific practice (pp. 19–68). Cambridge, Mass.: MIT Press.
Law, J. (2003). And if the global were small and non-coherent? Method, complexity and the Baroque, published by the Centre for Science Studies, Lancaster University, Lancaster LA1 4YN, UK, accessed July 2010 at http://www.comp.lancs.ac.uk/sociology/papers/Law-And-if-the-Global-Were-Small. pdf
Law, J. (2009). Actor network theory and material semiotics. In Bryan S. Turner (ed.), The new Blackwell companion to social theory (pp. 141–58). Oxford: Blackwell.
Lin, A. (1997). Hong Kong children’s rights to a culturally compatible English education. Hong Kong Journal of Applied Linguistics, 2(2): 23–47.
Lo Bianco, J. (2010). The importance of language policies and multilingualism for cultural diversity. International Social Science Journal, 61: 37–67.
Makoni, S. and Pennycook A. (eds) (2007). Disinventing and reconstituting languages. Clevedon, UK: Multilingual Matters.
Martin-Jones, M. (2007). Bilingualism, education, and the regulation of access to language resources. In M. Heller (ed.), Bilingualism: a social approach (pp. 161–82). New York: Palgrave Macmillan.
Mesthrie, R. and Bhatt, R. M. (2008). World Englishes: the study of new linguistic varieties. Cambridge: Cambridge University Press.
Ong, A. (2007). Neoliberalism as a mobile technology. Transactions of the Institute of British Geographers, NS, 32: 3–8.
Prinsloo, M. and Baynham, M. (eds) (2013). Literacy studies, set of five vols. London: Sage.
Scribner, S. and Cole, M. (1981). The psychology of literacy. Cambridge, Mass.: Harvard University Press.
Street, B. (1984). Literacy in theory and practice. Cambridge: Cambridge University Press.
Street, B. (2004). The limits of the local — ‘autonomous’ or ‘disembedding’? International Journal of Learning, 10: 2825–30.
Stroud, C. and Wee, L. (2012). Style, identity and literacy: English in Singapore. Bristol: Multilingual Matters.
Vertovec, S. (2007). Super-diversity and its implications. Ethnic and Racial Studies, 30(6): 1024–54.
Wallerstein, I. (1974). The modern world system I: capitalist agriculture and the origins of the European world-economy in the sixteenth century. New York: Academic Press.
Wallerstein, I. (1991). Geopolitics and geoculture: essays on the changing worldsystem. Cambridge: Cambridge University Press.
Widdowson, H. (2010). The theory of practice. In G. Cook and S. North (eds), Applied linguistics in action: a reader (pp. 7–18). London and Milton Keynes: Routledge and the Open University.
Wortham, S. (2006). Learning identity: the joint emergence of social identification and academic learning. New York: Cambridge University Press.
Wortham, S. (2012). Beyond macro and micro in the linguistic anthropology of education. Anthropology and Education Quarterly, 43(2): 128–37.
Editor information
Editors and Affiliations
Copyright information
© 2014 Mastin Prinsloo and Christopher Stroud
About this chapter
Cite this chapter
Prinsloo, M., Stroud, C. (2014). Introduction. In: Prinsloo, M., Stroud, C. (eds) Educating for Language and Literacy Diversity. Palgrave Advances in Language and Linguistics. Palgrave Macmillan, London. https://doi.org/10.1057/9781137309860_1
Download citation
DOI: https://doi.org/10.1057/9781137309860_1
Publisher Name: Palgrave Macmillan, London
Print ISBN: 978-1-137-30984-6
Online ISBN: 978-1-137-30986-0
eBook Packages: Palgrave Language & Linguistics CollectionEducation (R0)