Please use this identifier to cite or link to this item: http://hdl.handle.net/1893/27874
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dc.contributor.authorCreese, Angelaen_UK
dc.contributor.authorBlackledge, Adrianen_UK
dc.contributor.authorBaraç, Taşkinen_UK
dc.contributor.authorBhatt, Arvinden_UK
dc.contributor.authorHamid, Shahelaen_UK
dc.contributor.authorWei, Lien_UK
dc.contributor.authorLytra, Vallyen_UK
dc.contributor.authorMartin, Peteren_UK
dc.contributor.authorWu, Chao-Jungen_UK
dc.contributor.authorYağcioğlu, Dileken_UK
dc.date.accessioned2018-09-28T00:03:21Z-
dc.date.available2018-09-28T00:03:21Z-
dc.date.issued2011-04-30en_UK
dc.identifier.urihttp://hdl.handle.net/1893/27874-
dc.description.abstractSociolinguists have long recognized that language is a social construct, and have found elusive any firm definition of what constitutes a language in relation to overlapping varieties. On the other hand, it is long established that language is recruited by nations, communities and individuals for its symbolic value and distinctiveness. Whereas the first of these positions views language as fluid and changing, with permeable boundaries, the second stresses the fixed, rigid nature of language. This paper describes how these two positions are played out in the multilingual contexts of four English cities, in complementary schools where young students learn Bengali, Cantonese, Gujarati, Mandarin, and Turkish. In the research reported here we observed a broad range of multilingual practices across a variety of settings in schools, and at the boundaries of school and home. From these practices we identify two seemingly contradictory positions in relation to participants' bilingualism: an ideology which argues for 'language separation' and one in which 'flexible bilingualism' flourishes as a practice. These two positions can be said to illustrate the dynamic tension described in sociolinguistic research, which has often viewed language as fluid and overlapping, while at the same time acknowledging language as a social construct which demarcates and reifies identities. The paper looks at how students and teachers simultaneously lived both 'separate' and 'flexible' positions, and navigated between them interactively and discursively. Our analysis suggests that relations between 'language' and 'ideology' are far from straightforward for the young people and teachers in complementary schools. The heteroglossic reality of multilingual practice, with its flexible movement across and between 'languages', is underpinned by the social structures of which such interactions are a part.en_UK
dc.language.isoenen_UK
dc.publisherElsevieren_UK
dc.relationCreese A, Blackledge A, Baraç T, Bhatt A, Hamid S, Wei L, Lytra V, Martin P, Wu C & Yağcioğlu D (2011) Separate and flexible bilingualism in complementary schools: Multiple language practices in interrelationship. Journal of Pragmatics, 43 (5), pp. 1196-1208. https://doi.org/10.1016/j.pragma.2010.10.006.en_UK
dc.rightsThe publisher does not allow this work to be made publicly available in this Repository. Please use the Request a Copy feature at the foot of the Repository record to request a copy directly from the author. You can only request a copy if you wish to use this work for your own research or private study.en_UK
dc.subjectBilingualismen_UK
dc.subjectcultureen_UK
dc.subjectlanguageen_UK
dc.subjectheritageen_UK
dc.subjectheteroglossiaen_UK
dc.subjecttranslanguagingen_UK
dc.titleSeparate and flexible bilingualism in complementary schools: Multiple language practices in interrelationshipen_UK
dc.typeJournal Articleen_UK
dc.rights.embargodate2999-12-31en_UK
dc.rights.embargoreason[Creese et al 2011.pdf] The publisher does not allow this work to be made publicly available in this Repository therefore there is an embargo on the full text of the work.en_UK
dc.identifier.doi10.1016/j.pragma.2010.10.006en_UK
dc.citation.jtitleJournal of Pragmaticsen_UK
dc.citation.issn0378-2166en_UK
dc.citation.volume43en_UK
dc.citation.issue5en_UK
dc.citation.spage1196en_UK
dc.citation.epage1208en_UK
dc.citation.publicationstatusPublisheden_UK
dc.citation.peerreviewedRefereeden_UK
dc.type.statusVoR - Version of Recorden_UK
dc.contributor.funderUniversity of Birminghamen_UK
dc.author.emailadrian.blackledge@stir.ac.uken_UK
dc.citation.date19/11/2010en_UK
dc.contributor.affiliationUniversity of Birminghamen_UK
dc.contributor.affiliationUniversity of Birminghamen_UK
dc.contributor.affiliationUniversity of Birminghamen_UK
dc.contributor.affiliationUniversity of Birminghamen_UK
dc.contributor.affiliationUniversity of Birminghamen_UK
dc.contributor.affiliationUniversity of Birminghamen_UK
dc.contributor.affiliationUniversity of Birminghamen_UK
dc.contributor.affiliationUniversity of Birminghamen_UK
dc.contributor.affiliationUniversity of Birminghamen_UK
dc.contributor.affiliationUniversity of Birminghamen_UK
dc.identifier.isi000288353700005en_UK
dc.identifier.scopusid2-s2.0-79551611677en_UK
dc.identifier.wtid995715en_UK
dc.contributor.orcid0000-0002-6943-0039en_UK
dc.contributor.orcid0000-0001-6440-2154en_UK
dc.date.accepted2010-10-05en_UK
Appears in Collections:Faculty of Social Sciences Journal Articles

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