CCD International Seminar Series Autumn 2020 (and Save the dates for 2021)
Communication, Culture and Diversity, CCD (www.ju.se/ccd)
Convened by Sangeeta Bagga-Gupta, professor
Scientific leader CCD research environment
Seminar Chairs Ylva Lindberg, professor and Giulia Messina Dahlberg, assistant professor
Senior and co-leaders CCD research environment
Overarching theme for Autumn 2020: Monolingualism, Multilingualism
28 August 2020, 10-12, Zoom
Dr. Rafael Lomeu Gomes, Assistant professor
Faculty of Humanities
University of Oslo, Norway
Title: Family multilingualism through a ‘translingual lens’: Current theoretical orientations and challenges
- Bagga-Gupta, Sangeeta and Giulia Messina Dahlberg. 2018. Meaning-making or Heterogeneity in the Areas of Language and Identity? The Case of Translanguaging and Nyanlända (Newly-arrived) across Time and Space, International Journal of Multilingualism, 15:4, 383-411, DOI: 10.1080/14790718.2018.1468446
- Lomeu Gomes, Rafael. 2020. Talking Multilingual Families into Being: Language Practices and Ideologies of a Brazilian-Norwegian Family in Norway, Journal of Multilingual and Multicultural Development, DOI: 10.1080/01434632.2020.1788037
Family multilingualism through a ‘translingual lens’: Current theoretical orientations and challenges
In the past five years or so, sociolinguistic approaches to family multilingualism have been marked by an ever-increasing diversity of theoretical orientations (Curdt-Christiansen 2018, Lanza and Lomeu Gomes 2020). Among these orientations, one that has received particular attention takes a practice-based perspective and draws on understandings of languages as fluid, dynamic, and localised (as opposed to abstract entities that can be neatly separated, counted, and labelled). Building on this discussion, in the first part of this seminar, I point to the ways in which the employment of a ‘translingual lens’ can be useful in making sense of the connections between language practices and ideologies of family members in multilingual houses. In particular, I present part of a three-year ethnographically oriented study undertaken in Oslo, Norway to discuss how monoglossic language ideologies may influence parent-child interactions in the home (Lomeu Gomes 2020). This analytical move may illuminate certain questions overlooked by current literature on child bilingualism. Yet, its employment risks reifying taken-for-granted understandings of language and losing its innovative explanatory potential (Bagga-Gupta and Messina Dahlberg 2018, Pennycook 2016). In the second, and final, part of the seminar, the following question is posed: to what extent can the employment of a ‘translingual lens’ be reconciled with the efforts of parents who aim at fostering practices that may lead to the maintenance of the so-called home language(s)? Rather than reaching definite answers, it is expected that the discussion in this seminar triggers reflections concerning the challenging task of doing socially relevant research that may inform practices in the home and in society at large.
Bagga-Gupta, Sangeeta and Giulia Messina Dahlberg. 2018. Meaning-making or Heterogeneity in the Areas of Language and Identity? The Case of Translanguaging and Nyanlända (Newly-arrived) across Time and Space, International Journal of Multilingualism, 15:4, 383-411, DOI: 10.1080/14790718.2018.1468446
Curdt-Christiansen, Xiao Lan. 2018. “Family Language Policy.” In The Oxford Handbook of Language Policy and Planning, edited by James Tollefson, and Miguel Perez-Milans, 420–441. Oxford: Oxford University Press.
Lanza, Elizabeth, and Rafael Lomeu Gomes. 2020. “Family Language Policy: Foundations, Theoretical Perspectives and Critical Approaches.” In Handbook of Home Language Maintenance and Development: Social and Affective Factors, edited by Susana A. Schalley and Susana A. Eisenchlas, 153–173. Berlin: De Gruyter Mouton.
Lomeu Gomes, Rafael. 2020. Talking Multilingual Families into Being: Language Practices and Ideologies of a Brazilian-Norwegian Family in Norway, Journal of Multilingual and Multicultural Development, DOI: 10.1080/01434632.2020.1788037
Pennycook, Alastair. 2016. “Mobile Times, Mobile Terms: The Trans-super-poly-metro Movement.” In Sociolinguistics: Theoretical Debates, edited by Nikolas Coupland, 201– 216. Cambridge: Cambridge University Press.
9 October 2020, 10-12, Zoom
Dr. David Gramling, Associate professor
College of Humanities
The University of Arizona, USA
Title: What’s happening in Late Monolingualism?
The seminar will discuss multilingualism versus. translanguaging and individual monolingualism versus modern / late modern monolingualism as a historical frame.
Introduction, Chapter 1 and Chapter 2 from Dr. David Gramling’s forthcoming book The Invention of Multilingualism (available from email@example.com on request)
20 November 2020, 10-12, Zoom
Dr. Alan Carneiro, Assistant professor
Escola de Filosofia, Letras e Ciências Humanas
Federal University of Sao Paulo, Brazil
Title: Analysing communicative repertoires and social change. The dynamics of language regimes in Timor-Leste
Agha, A. (2004). Registers of Language. In: DURANTI, A. (Ed.) A Companion to Linguistic Anthropology (p. 23-45), Oxford: Blackwell. (Available from firstname.lastname@example.org on request).
Analysing communicative repertoires and social change. The dynamics of language regimes in Timor-Leste
Timor-Leste is a small Southeast Asian country, which became independent in 2002, its Constitution recognizes two languages as official, Portuguese, which was chosen because of its history in the territory and Tetun, a standardized version of a local language variety. Beyond the official languages, the Constitution gives the status of working languages to English and Indonesian and of national languages to the two dozens of different local indigenous languages. In this multilingual setting, the use of these different languages and the multiple forms of transidiomatic practices - or in other words, transglossic practices (Cox and Assis-Peterson, 2007) - regulate social interactions in diverse social contexts. The main aim of this paper is to characterize hegemonic language ideologies about these languages and these different transglossic practices and their role in the mediation of communicative practices, the construction of linguistic hierarchies and social distinction in the country. This research is based on an ethnographic study about the local language in education policies, which had a focus on the role of Portuguese language teachers in their implementation. The data to be analysed are the metasociolinguistic stances (Jaffe, 2009) of these language teachers in life narratives and the way they position themselves in relation to the different local languages and transglossic practices. Their different stances index the ways the use of different languages are metapragmatically regulated (Wortham, 2001), structuring a specific local language regime (Kroskrity, 2000), but also to the metapragmatics of transglossic practices and the ways they can be part of new processes of enregisterment (Agha, 2004) and the construction of new language regimes. These dynamics of shift in language ideologies in the country points out for a process of social change in the value of languages, language practices and their speakers along the time and the ways that legitimate languages and legitimate speakers are or can be potentially constructed in these different timescales. If by one side, these language regimes can exclude as they are constantly reaffirming borders, by the other side, there are also possibilities for the subversion and redrawing of identities through the creative use of language resources.
Agha, A. (2004). Registers of Language. In: DURANTI, A. (Ed.) A Companion to Linguistic Anthropology (p. 23-45), Oxford: Blackwell.
Assis-Peterson, A.A., & Cox., M. I. P. (2007). Transculturalidade e Transglossia: para compreender o fenômeno das fricções linguístico-culturais em sociedades contemporâneas sem nostalgia. In S. M. Bortoni-Ricardo & M. C. Cavalcanti (Eds.), Transculturalidade, Linguagem e Educação (pp. 23-43). Campinas, SP: Mercado de Letras.
Jaffe, A. (Ed.) (2009). Stance: Sociolinguistic Perspectives. Oxford: Oxford University Press.
Kroskrity, P. (Ed.) (2000). Regimes of Language: Ideologies, Polities and Identities. Santa Fe, New Mexico: School of American Research Press.
Wortham, S. (2001). Language ideology and educational research. Linguistics & Education, 12, p. 253-259.
Alan Carneiro is an Assistant Professor of Language Policy and Planning at the Federal University of São Paulo (UNIFESP) (2017 to the present). He was a lecturer of Portuguese language at the University of Cape Town (UCT), from 2015 to 2017. He holds a PhD in Applied Linguistics (2014), in the area of Multiculturalism, Multilingualism and Bilingual Education, from the University of Campinas (UNICAMP). His thesis is related to the teaching of Portuguese in the multilingual setting of Timor-Leste, where he taught at Universidade Nacional Timor Lorosa’e.
CCD International Seminar Series 2021 - Save the dates
5 Feb 2021 (10-12 or 13-15)
16 April 2021 (10-12 or 13-15)
4 June 2021 (10-12 or 13-15)
20 August 2021 (10-12 or 13-15)
15 October 2021 (10-12 or 13-15)
3 December 2021 (10-12 or 13-15)
Content updated 2020-08-12