Ethnographies of Language Socialization: Resources for Teaching Undergraduate Anthropology

November 9, 2015 No Comments Diego Arispe-Bazán (SLA Web Assistant) Language Socialization, Teaching

See below for a list of recent ethnographies on language socialization, which will appeal to educators and students of anthropology, particularly at the undergraduate level, as well as to readers with a general interest in linguistic anthropology. These titles were suggested on the LINGANTH listserv by members of the Society for Linguistic Anthropology, and to make additional suggestions, please email: soclinganth@gmai.com or post your suggestions to LINGANTH. Ethnographies are listed in reverse chronological order of publication. Click on the images to learn more about each title.  Gilmore, P. (2015). Kisisi (Our Language): The Story of Colin and Sadiki. Wiley-Blackwell. García-Sánchez, I. M. (2014). Language and Muslim Immigrant Childhoods: The Politics

Why preschool hasn’t saved the world

Radio programs have recently celebrated a “new understanding” of the importance of preschool for success later in life. Related knowledge has been part of academic discussion for decades, but has had relatively little effect on how education is organized. To contribute to public understanding, I summarize Shirley Brice Heath’s “What no bedtime story means” (1982).

Gaelic-medium education outcomes in Scotland – Stuart Dunmore

Stuart Dunmore (U Edinburgh) introduces his research on the life trajectories of adults who were educated in Gaelic. He seeks to discover how such former students engage with the language today. This is the first in our series of graduate student guest posts.

Educating Tibetans in Tibetan?

A Fork in the Chinese Road: Educating Tibetans in Tibetan? Susan D. Blum December 23, 2011 Earlier this month a Tibetan monk set himself on fire. It was the twelfth incidence of Tibetan self-immolation by a monk or nun since March, according to unverified but plausible reports. These acts of desperation continue a long line of protests in China despite the Chinese government’s unyielding determination to keep Tibetans in line. What is called by protestors “cultural genocide” has many dimensions, not the least of which is language. When people’s religion, subsistence, and very language are attacked as unworthy, there are