{"title":"非殖民转向中的 \"英语 \"多样化","authors":"Suresh Canagarajah","doi":"10.1002/tesq.3306","DOIUrl":null,"url":null,"abstract":"In this brief forum article, I draw from the disciplinary orientation of linguistic anthropology to discuss how a collection of linguistic and semiotic resources gets <i>enregistered</i> as the “language” for specific communicative activities. Enregisterment is an ongoing social and ideological process whereby a semiotic corpus gets identified as conventional for an activity or identity (see Agha, 2005). At a larger scale of consideration, it can also help explain what is identified as “English” in any given time and place. It is more appropriate to focus on communicative <i>activity</i> as the unit of analysis for the diverse semiotic resources constituting it, rather than assuming a labeled language as the starting point for our teaching or research. In place of relying on formal proficiency in English grammar, which might have variable relevance in communicative practices, we must prepare students for the diverse semiotic repertoires needed for their purposes and develop in them the dispositions to always attune to the mix of entangled resources in any activity.","PeriodicalId":48245,"journal":{"name":"Tesol Quarterly","volume":null,"pages":null},"PeriodicalIF":3.0000,"publicationDate":"2024-01-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Diversifying “English” at the Decolonial Turn\",\"authors\":\"Suresh Canagarajah\",\"doi\":\"10.1002/tesq.3306\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"In this brief forum article, I draw from the disciplinary orientation of linguistic anthropology to discuss how a collection of linguistic and semiotic resources gets <i>enregistered</i> as the “language” for specific communicative activities. Enregisterment is an ongoing social and ideological process whereby a semiotic corpus gets identified as conventional for an activity or identity (see Agha, 2005). At a larger scale of consideration, it can also help explain what is identified as “English” in any given time and place. It is more appropriate to focus on communicative <i>activity</i> as the unit of analysis for the diverse semiotic resources constituting it, rather than assuming a labeled language as the starting point for our teaching or research. In place of relying on formal proficiency in English grammar, which might have variable relevance in communicative practices, we must prepare students for the diverse semiotic repertoires needed for their purposes and develop in them the dispositions to always attune to the mix of entangled resources in any activity.\",\"PeriodicalId\":48245,\"journal\":{\"name\":\"Tesol Quarterly\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":3.0000,\"publicationDate\":\"2024-01-12\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Tesol Quarterly\",\"FirstCategoryId\":\"98\",\"ListUrlMain\":\"https://doi.org/10.1002/tesq.3306\",\"RegionNum\":1,\"RegionCategory\":\"文学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q1\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Tesol Quarterly","FirstCategoryId":"98","ListUrlMain":"https://doi.org/10.1002/tesq.3306","RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
In this brief forum article, I draw from the disciplinary orientation of linguistic anthropology to discuss how a collection of linguistic and semiotic resources gets enregistered as the “language” for specific communicative activities. Enregisterment is an ongoing social and ideological process whereby a semiotic corpus gets identified as conventional for an activity or identity (see Agha, 2005). At a larger scale of consideration, it can also help explain what is identified as “English” in any given time and place. It is more appropriate to focus on communicative activity as the unit of analysis for the diverse semiotic resources constituting it, rather than assuming a labeled language as the starting point for our teaching or research. In place of relying on formal proficiency in English grammar, which might have variable relevance in communicative practices, we must prepare students for the diverse semiotic repertoires needed for their purposes and develop in them the dispositions to always attune to the mix of entangled resources in any activity.
期刊介绍:
TESOL Quarterly, a professional, refereed journal, was first published in 1967. The Quarterly encourages submission of previously unpublished articles on topics of significance to individuals concerned with English language teaching and learning and standard English as a second dialect. As a publication that represents a variety of cross-disciplinary interests, both theoretical and practical, the Quarterly invites manuscripts on a wide range of topics, especially in the following areas: -psychology and sociology of language learning and teaching -issues in research and research methodology -testing and evaluation -professional preparation -curriculum design and development -instructional methods, materials, and techniques -language planning -professional standards Because the Quarterly is committed to publishing manuscripts that contribute to bridging theory and practice in our profession, it particularly welcomes submissions that address the implications and applications of research in, for example, -anthropology -applied and theoretical linguistics -communication education -English education, including reading and writing theory -psycholinguistics -psychology -first and second language acquisition -sociolinguistics The Quarterly prefers that all submissions be written in a style that is accessible to a broad readership, including those individuals who may not be familiar with the subject matter. TESOL Quarterly is an international journal. It welcomes submissions from English language contexts around the world.