This book studies the intersection of language and social privilege in education in India. 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.
This book studies the intersection of language and social privilege in education in India. 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.Hinweis: Dieser Artikel kann nur an eine deutsche Lieferadresse ausgeliefert werden.
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
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
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
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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