Language in Late Modernity: Interaction in an Urban School

By Ben Rampton. 2008

610 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/27f51300a103c598fb1a921577e88281b3d2bb26

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Citations in the corpus

Social inclusion and metrolingual practices (2011, background): “As our (Otsuji and Pennycook 2010) and other recent research (Dirim and Hieronymus 2003; Heller 2007b; Jørgensen 2003; Rampton 2006, 2009) has shown, we also need to incorporate the creative ways in which language users cross linguistic and cultural boundaries to form new linguistic and cultural…”
“Low Ability,” Participation, and Identity in Dialogic Pedagogy (2017, unknown): “involved moving slowly through the transcript and video recording, analyzing the interaction turn by turn, asking at each moment, for example, ‘‘What is the speaker doing?’’ ‘‘Why that, now?’’ ‘‘What else might have been done here but wasn’t?’’ ‘‘What next?’’ (Rampton, 2006; ten Have, 1999).”
Changing Classroom Practice Through the English National Literacy Strategy: A Micro-Interactional Perspective (2008, methodology): “10I would like to thank Roxy Harris for this interpretation (unpublished correspondence; see also Rampton, 2006).”
Multilingual Communication and Language Acquisition: New Research Directions. (2011, background): “Notions such as performativity and crossing acknowledge the fact that in the context of migration and globalization, people can employ language tokens for issues of identity and community even when they do not have advanced competence in a language (Rampton, 2008).”
Participatory Design Research as a Practice for Systemic Repair: Doing Hand-in-Hand Math Research with Families (2016, methodology): “The research team conducted preliminary interaction and discourse analyses (Goodwin, 1990; Rampton, 2006), then brought selected videos to the consortiummeetings to gather ideas about what the various stakeholders saw.”
Polylingual Languaging Around and Among Children and Adolescents (2008, background): “…attention from sociolinguistics, particularly with respect to the extended use of features taken to belong to ‘different languages’, i.e. polylingualism, and its relation to identity work (Hvenekilde & Nortier, 2001; Jørgensen, 2003, Kotsinas, 2000; Rampton, 2006; see also Wortham, 2006).”
Problematizing ethnolects: Naming linguistic practices in an Antwerp secondary school (2008, background): “…best intentions, one reproduces the identification of such linguistic uses as nonmainstream or traditional, which rationalizes the exclusion of “ethnolect” speakers on the public floor which is reserved for standard language use (Stroud, 2004, and see Calvet, 2006, p.241ff.; Rampton, 2006, p.16).”