Asymmetrical listening practices and hegemonic aurality in a dual-language kindergarten classroom

IF 1.8 2区 文学 Q1 ANTHROPOLOGY
Kristina Wirtz
{"title":"Asymmetrical listening practices and hegemonic aurality in a dual-language kindergarten classroom","authors":"Kristina Wirtz","doi":"10.1111/jola.12433","DOIUrl":null,"url":null,"abstract":"<p>Listening practices among kindergarteners in a two-way bilingual elementary school reveal how asymmetries between incoming “English speakers” and “Spanish speakers” shape children's emerging language attitudes. My ethnographic study of a US Midwestern public school (2013–2017) shows that objectifying the two languages was a central project of the school that children embraced. This metapragmatic understanding is most evident in their listening, as opposed to speaking, practices. I argue that a hegemonic aurality privileging English and monolingualism emerges in students' differential attunements to language as <i>sounds</i> or as a <i>communicative code</i>, thereby reinforcing the social dominance of English monolingualism over Spanish bilingualism.</p>","PeriodicalId":47070,"journal":{"name":"Journal of Linguistic Anthropology","volume":null,"pages":null},"PeriodicalIF":1.8000,"publicationDate":"2024-07-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Journal of Linguistic Anthropology","FirstCategoryId":"98","ListUrlMain":"https://onlinelibrary.wiley.com/doi/10.1111/jola.12433","RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"ANTHROPOLOGY","Score":null,"Total":0}
引用次数: 0

Abstract

Listening practices among kindergarteners in a two-way bilingual elementary school reveal how asymmetries between incoming “English speakers” and “Spanish speakers” shape children's emerging language attitudes. My ethnographic study of a US Midwestern public school (2013–2017) shows that objectifying the two languages was a central project of the school that children embraced. This metapragmatic understanding is most evident in their listening, as opposed to speaking, practices. I argue that a hegemonic aurality privileging English and monolingualism emerges in students' differential attunements to language as sounds or as a communicative code, thereby reinforcing the social dominance of English monolingualism over Spanish bilingualism.

幼儿园双语课堂中的不对称倾听实践与霸权耳语
在一所双向双语小学中,幼儿园学生的倾听实践揭示了新生中 "讲英语者 "和 "讲西班牙语者 "之间的不对称是如何塑造儿童的新兴语言态度的。我对美国中西部一所公立学校进行的人种学研究(2013-2017 年)表明,将两种语言客观化是学校的一项核心项目,而儿童也接受了这一项目。这种形而上学的理解在他们的听力(而非口语)实践中体现得淋漓尽致。我认为,在学生对作为声音或作为交际代码的语言的不同适应性中,出现了英语和单语的霸权性,从而强化了英语单语相对于西班牙语双语的社会主导地位。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
求助全文
约1分钟内获得全文 求助全文
来源期刊
CiteScore
2.40
自引率
25.00%
发文量
35
期刊介绍: The Journal of Linguistic Anthropology explores the many ways in which language shapes social life. Published with the journal"s pages are articles on the anthropological study of language, including analysis of discourse, language in society, language and cognition, and language acquisition of socialization. The Journal of Linguistic Anthropology is published semiannually.
×
引用
GB/T 7714-2015
复制
MLA
复制
APA
复制
导出至
BibTeX EndNote RefMan NoteFirst NoteExpress
×
提示
您的信息不完整,为了账户安全,请先补充。
现在去补充
×
提示
您因"违规操作"
具体请查看互助需知
我知道了
×
提示
确定
请完成安全验证×
copy
已复制链接
快去分享给好友吧!
我知道了
右上角分享
点击右上角分享
0
联系我们:info@booksci.cn Book学术提供免费学术资源搜索服务,方便国内外学者检索中英文文献。致力于提供最便捷和优质的服务体验。 Copyright © 2023 布克学术 All rights reserved.
京ICP备2023020795号-1
ghs 京公网安备 11010802042870号
Book学术文献互助
Book学术文献互助群
群 号:481959085
Book学术官方微信