By Rebecca D. Freeman
A common advent to bilingualism, bilingual schooling, and minority schooling within the usa, and an ethnographic/discourse analytic learn of ways one "successful" dual-language programme demanding situations mainstream US academic progammes that discriminate opposed to minority scholars and the languages they converse. Implications for learn perform and perform in different tuition and neighborhood contexts are emphasised.
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Example text
These abstract, underlying institutional discourses are never neutral; they are always structured by ideologies (see also Fairclough, 1989, 1992; Gee, 1991; Lemke, 1989, 1993). An intertextual approach to discourse analysis allows the researcher to piece together actual spoken and written texts in order to make the underlying ideological discourses explicit. According to Fairclough (1993: 84): Intertextuality is basically the property texts have of being full of snatches of other texts, which may be explicitly demarcated or merged in, and which the text may assimilate, contradict, ironically echo, and so forth.
The fact that there is no mention of an official language in the Constitution suggests that a linguistically and culturally diverse United States was not considered terribly problematic at that time. In fact, Schiffman (1996) argues that the British perceived the articulation of a language policy to be something French, not English. Given the problems of the French Revolution and a desire not to be associated with France, no policy was stipulated in the US Constitution. Although there is no mention of official language in the US Constitution, there is evidence that large numbers of speakers of one language concentrated in the same geographic location was cause for some concern.
The teacher's statement -'You know, it's much more than language'led me, first, to critically examine my own assumptions as a researcher and, second, to develop an understanding of Oyster's perspective on how their program functioned within this particular sociopolitical context. < previous page page_26 next page > < previous page page_27 next page > Page 27 Chapters 5-10 provide an emic analysis of Oyster's dual-language program, and argue that Oyster Bilingual School has organized itself to provide an alternative to mainstream US educational discourse with respect to language use, participation rights, and intergroup relations.