Challenging the Boundaries between Standard and Popular Language Situated in Historical Contexts: The Communicative Practices of High-School Brazilian Students Crafting Hybrid Multi-Modal Ways with Words

Autor/in	Junqueira, Eduardo S.
Titel	Challenging the Boundaries between Standard and Popular Language Situated in Historical Contexts: The Communicative Practices of High-School Brazilian Students Crafting Hybrid Multi-Modal Ways with Words
Quelle	In: Language and Education, 22 (2008) 6, S.393-410 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0782
DOI	10.2167/le753.0
Schlagwörter	Language Usage; Sociocultural Patterns; High School Students; Economically Disadvantaged; Singing; Cartoons; Foreign Countries; Grammar; Information Technology; Creativity; Communication (Thought Transfer); Public Schools; Standard Spoken Usage; Literacy; Discourse Analysis; Social Behavior; Brazil + Suchen Sie Ihr Suchwort? Sprachgebrauch; Soziokulturelle Theorie; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Gesang; Zeichentrickfilm; Ausland; Grammatik; Informationstechnologie; Kreativität; Communication; thought; Kommunikation; Gedanke; Public school; Öffentliche Schule; Gesprochene Sprache; Umgangssprache; Alphabetisierung; Schreib- und Lesefähigkeit; Diskursanalyse; Social behaviour; Soziales Verhalten; Brasilien
Abstract	This article presents the contextualised interpretive analysis of communicative practices (artefacts including a song and a comic strip) developed by economically disadvantaged secondary students from two Brazilian public schools. Students' uses of standard and popular languages stretch and problematise social and cultural constructions about what it means to be "literate" currently. The linguistic analysis and the inter-textual analysis of students' multi-modal texts exposed the tensions and the intricacies between rigidly standardised mainstream norms of grammar and socially and culturally embedded textual production and language use at play in many K-12 schools. The analysis challenges current reductionist social conventions about cultural production and language use to further a conception of language that centers difference, change and creativity. It explores the complexity of the artefacts produced by the students according to their hybrid cultural practices, their context and their access to information and communication technologies (ICT). It indicates that students' use of language and multi-modalities presented in the artefacts extrapolates narrow definitions imposed by social conventions about certain language uses (including grammar conventions) and communicative practices. This poses challenges to schools operating according to narrow, ideological conventions that may hurt students' abilities to use language, to communicate and to learn. (As Provided).
Anmerkungen	Multlingual Matters. Available from Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10