Posted: November 29th, 2014

language, culture, and education, within various sociocultural, sociohistorical, and sociopolitical

Throughout this class, we have examined issues of language, culture, and education,
within various sociocultural, sociohistorical, and sociopolitical
contexts
. We have read
research articles and stories that narrate the linguistic, cultural, and educationa
l
experiences of students, families, educators, and communities. Now it is your turn to do
some
minor
data collection and analysis of your own. Turn the data and analysis into a
narrative about
language, culture, and education
.
Your
data collection
tasks
:
1.
Read
McGroarty’s (2012) article.
2.
Select
one
participant
who
is
not in this class, but with whom you can have a
substantial interaction in order to collect some data (e.g. family member, friend,
colleague, etc.)
3.
Interview your
participant
about
her/his
language ideologies. Use the McGroarty
piece to help you draft at least
3
interview questions.
a.
Be s
ure to provide the transcript
of
this interview
as an “appendix.”
4.
Take time to observe
your
participant
manifesting
her/his
language ideologies.
For example
, observe
your
participant
as she
/he
interacts with different people,
and in diffe
rent circumstances. The observation
should
be brief (15
–
30 minutes)
.
a.
Be sure to provide the field notes of
this observation
as an “appendix.”
Your data analysis
/writing
tasks:
Now
it is
time to make sense of the data you collected.
Use the following to
structure
your
data
analysis
:
1.
Provide a bri
ef overview of your
participant
. Why did you choose
this person for
this
assignment?
2.
What questions d
id you ask during the inter
view
? What were some of the most
salient responses/themes from
the interview
?
3.
Talk about the observation
you conducted.
4.
What did you learn about the language ideologies of the
person
you interviewed?
5.
How did
your
participant
describe
her/his
language ideo
logy?
6.
When and how did
your
participant
use language
, and which type of language
?
7.
How does
this person’s
language ideology inform
her/his
identity, sense of self,
status, etc.?
8.
What connections can you make to the topics covered in this course?
9.
Be sure to draw from McGroarty’s article, and
at least one other
article
from the
course
.
10.
Feel free to cite interview data/observation data.

Language Teaching
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Home language: Refuge, resistance, resource?
Mary McGroarty
Language Teaching / Volume 45 / Issue 01 / January 2012, pp 89 ­ 104
DOI: 10.1017/S0261444810000558, Published online: 27 January 2011
Link to this article:
http://journals.cambridge.org/abstract_S0261444810000558
How to cite this article:
Mary McGroarty (2012). Home language: Refuge, resistance, resource?. Language Teaching, 45,
pp 89­104 doi:10.1017/S0261444810000558
Request Permissions :
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Downloaded from http://journals.cambridge.org/LTA, IP address: 132.239.1.231 on 26 May 2013
Lang. Teach. (2012),
45.1
, 89–104
c
©
Cambridge University Press 2011
doi:10.1017/S0261444810000558 First published online 27 January 2011
Plenary Speeches
Home language: Refuge, resistance, resource?
Mary McGroarty
Northern Arizona University, USA
[email protected]
This presentation builds on the concept of orientations to languages other than English in the
US first suggested by Ru
´
iz (1984). Using examples from recent ethnographic, sociolinguistic,
and policy-related investigations undertaken principally in North America, the discussion
explores possible connections between individual and group language identities. It
demonstrates that orientations to languages are dynamic inside and outside speech
communities, varying across time and according to multiple contextual factors, including the
history and size of local bilingual groups along with the impact of contemporary economic
and political conditions. Often the conceptions of multiple languages reflected in policy and
pedagogy oversimplify the complexity documented by research and raise questions for
teaching practice.
1. Introduction
In this presentation, I consider individual and public orientations and ideologies related
to languages other than English and their influences on present environments of language
policy and planning (LPP) and pedagogy, discussing these questions mainly as they pertain
to the US and Canada. My title recalls Ru
´
iz’s (1984) classic article on language as problem,
right, or resource, orientations that characterized the approaches to LPP apparent in various
rationales for bilingual education in the United States at that time. Such orientations remain
well worth explicating, but my goal here is slightly different, namely, to illustrate some of
the ways that scholarship in applied linguistics and related fields done in the ensuing quarter
century has enriched and expanded the understanding of the individual and social ideologies
and evaluations surrounding the non-English languages used by English learners in their
homes or neighborhoods. Since the publication of Ru
´
iz’s essay, considerable research of
all types has greatly enhanced and enriched the understanding of beliefs about language
variation, maintenance, and shift within and across language communities, whether majority
or minority. The variation in such beliefs suggests similarly diverse implications for language
education.
Revised version of a plenary address given at the Language Institute of the University of Wisconsin, Madison, 12 February
2010.

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