Jessica Sujata Chandras

Mother Tongue Prestige

The Sociolinguistics of Privilege in Urban Middle-Class Education in India

• Gebundenes Buch

Produktbeschreibung

This book studies the intersection of language and social privilege in education in India. Drawing on rich ethnographic detail and primary data, it introduces a conversation of privilege, specifically contemporary configurations of caste and socioeconomic class in India, to the fields of South Asian studies and sociolinguistic educational studies. The author examines how and why education at the pre-primary, secondary, and higher education levels in India remains largely segregated by socioeconomic class and caste through the lens of language. She advances fields of study of multilingual education, language ideologies, and complexities between language and identity to contribute to work on language and privilege in education by providing a novel and contemporary case from India. The book also critiques contemporary caste configurations in India that uphold urban middle-class Brahmins as the socially privileged purveyors of social and linguistic norms.

Mother Tongue Prestige parses out threads of motivation, perceptions of education, and aspirations tied to language use and learning that shape generations of students in an educational system preparing them for a globalized workforce and urban, multilingual livelihoods in India and abroad. It will be an indispensable resource for students and researchers of education, language, sociology, sociology of education, linguistics, sociolinguistics, and South Asian studies.

Produktdetails

• Verlag: Routledge India / Taylor & Francis
• Seitenzahl: 188
• Erscheinungstermin: 1. September 2023
• Englisch
• Abmessung: 240mm x 161mm x 15mm
• Gewicht: 401g
• ISBN-13: 9781032404554
• ISBN-10: 1032404558
• Artikelnr.: 68100441

Autorenporträt

Jessica Sujata Chandras is a linguistic anthropologist trained in qualitative, ethnographic, and sociolinguistic research methods. Currently, she holds an Assistant Professor position in the Department of Sociology, Anthropology, and Social Work at the University of North Florida. Her PhD is in Anthropology from the George Washington University, in Washington, DC, and was awarded in 2019. Her ongoing research in India examines values attached to language and practices of multilingual language socialization pertaining to education through a lens of power. She explores a political economy of language with a focus on intersections of language and socioeconomic class, caste, and politics of language revitalization movements. In her projects, she examines configurations of identity categories, such as caste and class, with language negotiations in access to education. Previously, she has also worked and researched in multilingual communities on impacts of indigenous language on identity and community formation in Oaxaca, Mexico, and the Basque Country.

Inhaltsangabe

Acknowledgments viii



PART I

The Nouns: The Political Economy of Language in Education 1

1 Introduction: Linguistic Privilege and Education in Urban India 3

2 Speaking Marathi Like a Punekar: Caste, Class, and Linguistic Capital in Pune 30

3 Linguistic Identities in the Indian University: Language Ideologies and Student Identities 57

PART II

The Verbs: Socializing Language Ideologies in Classroom Discourse 83

4 Disciplining Language: Linguistic Socialization in Primary School Classrooms 85

5 Translanguaging Classrooms: Hypothetical Reported Speech in Classroom Discourse 112

6 Priming English: Learning English through Mother Tongues 133

7 Conclusion 159



Index 173

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Acknowledgments viii
PART I
The Nouns: The Political Economy of Language in Education 1
1 Introduction: Linguistic Privilege and Education in Urban India 3
2 Speaking Marathi Like a Punekar: Caste, Class, and Linguistic Capital in
Pune 30
3 Linguistic Identities in the Indian University: Language Ideologies and
Student Identities 57
PART II
The Verbs: Socializing Language Ideologies in Classroom Discourse 83
4 Disciplining Language: Linguistic Socialization in Primary School
Classrooms 85
5 Translanguaging Classrooms: Hypothetical Reported Speech in Classroom
Discourse 112
6 Priming English: Learning English through Mother Tongues 133
7 Conclusion 159
Index 173