東華大學圖書館 |

What Is the 'E' in ESOL? Three Papers on Linguistic Borders, Normativity, and Race in Adult English Education.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	What Is the 'E' in ESOL? Three Papers on Linguistic Borders, Normativity, and Race in Adult English Education./
作者:	Swift, Kelsey.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2023,
面頁冊數:	140 p.
附註:	Source: Dissertations Abstracts International, Volume: 84-08, Section: A.
Contained By:	Dissertations Abstracts International84-08A.
標題:	Sociolinguistics. -
電子資源:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=30248465
ISBN:	9798374405606

What Is the 'E' in ESOL? Three Papers on Linguistic Borders, Normativity, and Race in Adult English Education.
Swift, Kelsey.

What Is the 'E' in ESOL? Three Papers on Linguistic Borders, Normativity, and Race in Adult English Education. - Ann Arbor : ProQuest Dissertations & Theses, 2023 - 140 p.

Source: Dissertations Abstracts International, Volume: 84-08, Section: A.

Thesis (Ph.D.)--City University of New York, 2023.

This item must not be sold to any third party vendors.

In this three-paper dissertation project, I explore how 'English' becomes a recognizable object within the context of adult ESOL education. Building on scholarship on named languages (Garcia, 2019; Makoni & Pennycook, 2006), the historical construction of languages (Bonfiglio, 2010; Irvine & Gal, 2000), and raciolinguistic ideologies (Flores & Rosa, 2015; Rosa & Flores, 2017), I analyze how language, both as an abstract concept and as a collection of linguistic features, is treated within adult ESOL, looking at specific contemporary classrooms, as well as historical texts. This work culminated in the three studies I present here - focused, in turn, on classroom discourse and pedagogical practices, curriculum, and language scholarship - as something of a "self portrait" of English (del Valle, Lauria, Orono, & Rojas, 2021).I start with "'The good English': The ideological construction of the target language in adult ESOL", a study which employs classroom-based ethnography and classroom discourse analysis (Rampton, 2006; Reyes, 2011; Rosa, 2019) to look at the construction of 'English' in a nonprofit, community-based adult ESOL program in New York. I argue that the structural conditions of the program promote reliance on a conception of 'English' shaped by linguistic racism, despite the program's progressive ideals. Drawing on ethnographic observation and interviews, I outline the discursive and pedagogical practices that uphold this conception of 'English', and how students destabilize it, with an eye toward possibilities for alternate conceptions and pedagogies.In the next paper, "English by the book: Linguistic (and social) normativity in adult English curriculum over time", I explore how the ideologies I observed in contemporary classrooms developed over time by looking at 12 adult English textbooks from the 20th and early 21st centuries. Drawing on raciolinguistic genealogy (Anais, 2013; Flores, 2021), metapragmatics (Cutler, 2020; Urban, 2006), and the discourse analysis of textbooks, I argue that while normativity remains a core focus of mainstream adult immigrant education from its early institutions into the contemporary moment, linguistic normativity has become increasingly more central to mainstream conceptions of adult English learning (and, therefore, immigrant socialization) than broader social normativity. I end with a discussion of the potential reasons for this shift, and the ways it perpetuates the marginalization of adult immigrants.In the last paper, "Whiteness as the standard: Shifting ideologies, race, and social context", I explore how these ideologies developed more broadly, analyzing historical language scholarship, again employing elements of raciolinguistic genealogy and metapragmatics. I find that while the linguistic features of 'nonstandard' English have remained remarkably consistent in the popular imagination, they became increasingly linked with Blackness, especially during and after white backlash to the Great Migration (and other cultural and political changes) in the mid-20th century. I argue that this represents a larger pattern in the relationship between language and race in the United States, and conclude with a discussion of the implications this has for adult immigrants and the ESOL classroom.With this dissertation, I aim to fill in gaps in my own syllabi, and to create helpful tools for the educational linguistics classroom. Together, I hope these studies help current and future educators better understand the connection between language norms and racism, and to be aware of the history they are inheriting and also their role in it now, so they can, with their students, imagine and co-create alternatives.

ISBN: 9798374405606Subjects--Topical Terms:

524467
Sociolinguistics.
Subjects--Index Terms:

Adult education

What Is the 'E' in ESOL? Three Papers on Linguistic Borders, Normativity, and Race in Adult English Education.
LDR:05018nmm a2200421 4500 001 2397982
005 20240711092034.5
006 m o d
007 cr#unu||||||||
008 251215s2023 ||||||||||||||||| ||eng d
020 $a 9798374405606
035 $a (MiAaPQ)AAI30248465
035 $a AAI30248465
040 $a MiAaPQ $c MiAaPQ
100 1 $a Swift, Kelsey. $0 (orcid)0000-0003-3508-6089 $3 3767891
245 1 0 $a What Is the 'E' in ESOL? Three Papers on Linguistic Borders, Normativity, and Race in Adult English Education.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2023
300 $a 140 p.
500 $a Source: Dissertations Abstracts International, Volume: 84-08, Section: A.
500 $a Advisor: Cutler, Cecelia.
502 $a Thesis (Ph.D.)--City University of New York, 2023.
506 $a This item must not be sold to any third party vendors.
520 $a In this three-paper dissertation project, I explore how 'English' becomes a recognizable object within the context of adult ESOL education. Building on scholarship on named languages (Garcia, 2019; Makoni & Pennycook, 2006), the historical construction of languages (Bonfiglio, 2010; Irvine & Gal, 2000), and raciolinguistic ideologies (Flores & Rosa, 2015; Rosa & Flores, 2017), I analyze how language, both as an abstract concept and as a collection of linguistic features, is treated within adult ESOL, looking at specific contemporary classrooms, as well as historical texts. This work culminated in the three studies I present here - focused, in turn, on classroom discourse and pedagogical practices, curriculum, and language scholarship - as something of a "self portrait" of English (del Valle, Lauria, Orono, & Rojas, 2021).I start with "'The good English': The ideological construction of the target language in adult ESOL", a study which employs classroom-based ethnography and classroom discourse analysis (Rampton, 2006; Reyes, 2011; Rosa, 2019) to look at the construction of 'English' in a nonprofit, community-based adult ESOL program in New York. I argue that the structural conditions of the program promote reliance on a conception of 'English' shaped by linguistic racism, despite the program's progressive ideals. Drawing on ethnographic observation and interviews, I outline the discursive and pedagogical practices that uphold this conception of 'English', and how students destabilize it, with an eye toward possibilities for alternate conceptions and pedagogies.In the next paper, "English by the book: Linguistic (and social) normativity in adult English curriculum over time", I explore how the ideologies I observed in contemporary classrooms developed over time by looking at 12 adult English textbooks from the 20th and early 21st centuries. Drawing on raciolinguistic genealogy (Anais, 2013; Flores, 2021), metapragmatics (Cutler, 2020; Urban, 2006), and the discourse analysis of textbooks, I argue that while normativity remains a core focus of mainstream adult immigrant education from its early institutions into the contemporary moment, linguistic normativity has become increasingly more central to mainstream conceptions of adult English learning (and, therefore, immigrant socialization) than broader social normativity. I end with a discussion of the potential reasons for this shift, and the ways it perpetuates the marginalization of adult immigrants.In the last paper, "Whiteness as the standard: Shifting ideologies, race, and social context", I explore how these ideologies developed more broadly, analyzing historical language scholarship, again employing elements of raciolinguistic genealogy and metapragmatics. I find that while the linguistic features of 'nonstandard' English have remained remarkably consistent in the popular imagination, they became increasingly linked with Blackness, especially during and after white backlash to the Great Migration (and other cultural and political changes) in the mid-20th century. I argue that this represents a larger pattern in the relationship between language and race in the United States, and conclude with a discussion of the implications this has for adult immigrants and the ESOL classroom.With this dissertation, I aim to fill in gaps in my own syllabi, and to create helpful tools for the educational linguistics classroom. Together, I hope these studies help current and future educators better understand the connection between language norms and racism, and to be aware of the history they are inheriting and also their role in it now, so they can, with their students, imagine and co-create alternatives.
590 $a School code: 0046.
650 4 $a Sociolinguistics. $3 524467
650 4 $a English as a second language. $3 516208
650 4 $a Bilingual education. $3 2122778
650 4 $a Adult education. $3 543202
653 $a Adult education
653 $a ESL
653 $a ESOL
653 $a Immigrant education
653 $a Linguistic inequality
653 $a Raciolinguistic ideologies
690 $a 0636
690 $a 0441
690 $a 0282
690 $a 0516
710 2 $a City University of New York. $b Linguistics. $3 1022754
773 0 $t Dissertations Abstracts International $g 84-08A.
790 $a 0046
791 $a Ph.D.
792 $a 2023
793 $a English
856 4 0 $u https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=30248465