Multiple schools, languages, experiences and affiliations: ideological becomings and positionings

Maguire, M. and Curdt-Christiansen, X.-L. (2007) Multiple schools, languages, experiences and affiliations: ideological becomings and positionings. Heritage Language Journal, 5 (1). pp. 50-78. ISSN 1550-7076

Abstract/Summary

This article focuses on the identity accounts of a group of Chinese children who attend a heritage language school. Bakhtin’s concepts of ideological becoming, and authoritative and internally persuasive discourse, frame our exploration. Taking a dialogic view of language and learning raises questions about schools as socializing spaces and ideological environments. The children in this inquiry articulate their own ideological patterns of alignment. Those patterns, and the children's code switching, seem mostly determined by their socialization, language affiliations, friendship patterns, family situations, and legal access to particular schools. Five patterns of ideological becoming are presented. The children’s articulated preferences indicate that they assert their own ideological stances towards prevailing authoritative discourses, give voice to their own sense of agency and internally persuasive discourses, and respond to the ideological resources that mediate their linguistic repertoires.

Item Type	Article
URI	https://reading-clone.eprints-hosting.org/id/eprint/40484
Refereed	Yes
Divisions	Arts, Humanities and Social Science > Institute of Education > Language and Literacy in Education
Publisher	University of California, LA
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