Polylingual Meaning-Making across Domains, Genres, and Media
Edited By Amei Koll-Stobbe
Speech practices as discursive practices for meaning-making across domains, genres, and social groups is an under-researched, highly complex field of sociolinguistics. This field has gained momentum after innovative studies of adolescents and young adults with mixed ethnic and language backgrounds revealed that they «cross» language and dialectal or vernacular borders to construct their own hybrid discursive identities. The focus in this volume is on the diversity of emerging hybridizing speech practices through contact with English, predominantly in Europe. Contributions to this collected volume originate from the DFG funded conference on language contact in times of globalization (LCTG4) and from members of the editor’s funded research group «Discursive Multilingualism».
Heteroglossia in the classroom
Abstract: The study serves as a heteroglossic analysis displaying situations of language contact in the CLIL classroom. It aims at examining how students in a German secondary school draw on their entire repertoire of local and translocal semiotic resources (rather than fixed and countable languages) to produce multimodal and polycentric written outputs and to fulfill particular communicative as well as education-related aims. Those resources are part of the students’ semiotic repertoire which is characterized as partial, truncated and unbalanced. Based on the assumption that systematicity and normativity are conceptualized as the result of socio-historical developments of the resources’ semiotic potential creating the idea of some features as belonging more closely together than others, standard English serves as what Blommaert (2010) termed a high mobility resource as well as the norm-providing learner target in this institutionalized context. However, the students acquire relevant subject-related concepts idiosyncratically by drawing on the entire repertoire of resources available and accessible to them to develop competences connected to the required subject-discipline. In doing so, they relocalize and reaccentuate the meaning potential of mobile resources in concrete interactions to create and recreate meaningfulness from a local perspective.
Keywords: heteroglossia, language contact, classroom, meaning potential
This paper examines semiotic practices in the CLIL classroom at a Berlin secondary school (Gymnasium). It intends to provide fresh perspectives in the CLIL approach by recognizing the mobility of semiotic resources and processes of joined meaning-making in learning in the institutionalized setting...
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