Language as a Local Practice

By A. Pennycook. 2010

1,265 citations recorded by the source corpus.

Subfields: Language and Linguistics, Literature and Literary Theory

View Paper: https://www.semanticscholar.org/paper/8bd0225025ed0934207137c78d060497d6852865

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Language and Linguistics

1. Luis E. Poza
2. Kate Menken
3. E. Otsuji
4. Li Wei
5. Nicos Sifakis
6. Ofelia García
7. Mileidis Gort
8. R. Pontier

In Literature and Literary Theory

1. Luis E. Poza
2. Kate Menken
3. Nicos Sifakis
4. Ofelia García
5. E. Otsuji
6. Mileidis Gort
7. R. Pontier
8. Wallis Reid

Citations in the corpus

• Pedagogies and Practices in Multilingual Classrooms: Singularities in Pluralities (2011, background): “…by moving away from conceptualizations of language as a monolithic construct made up of discrete sets of skills to a conceptualization of language as a series of social practices that are embedded in a web of social relations that maintain asymmetries of power (Pennycook, 2010; Street, 1984).”
• Coordinated Translanguaging Pedagogy as Distributed Cognition: A Case Study of Two Dual Language Bilingual Education Preschool Coteachers’ Languaging Practices During Shared Book Readings (2016, background): “Despite what is known of normative bilingual behavior, DLBE program design is rooted in second language acquisition research, which conceptualizes individual languages as distinct structures or systems to be drawn on (Pennycook, 2010).”
• Multilingual Communication and Language Acquisition: New Research Directions. (2011, background): “From this perspective, the separation of languages with different labels is a construct of order to identify one‘s community and identity (Pennycook, 2010); Multilingual users treat all the codes in their repertoire as a continuum, and not separated from each other; they draw from all of them for…”
• Social inclusion and metrolingual practices (2011, background): “In the same way that Butler (1997, 1999) argues that gender is not pre-given but is a sedimentation of performative acts, metrolingualism is premised on the view that language is the sedimentation of communicative acts (Pennycook 2010) that are constantly on the move, motivated by both a fixed view ”
• Emergent bilingual students in secondary school: Along the academic language and literacy continuum (2013, background): “…flexible bilingualism (Blackledge & Creese 2010), plurilingualism (Council of Europe 2000), third spaces (Gutiérrez 2008), metrolingualism (Otsuji & Pennycook 2010; Pennycook 2010), fluid lects (Auer 1999), heterography (Blommaert 2008), hybrid language practices (Gutiérrez, BaquedanoLópez &…”
• Multilinguality, multimodality, and multicompetence: code- and modeswitching by minority ethnic children in complementary schools (2011, background): “By approaching multilingual and multimodal practices from a multicompetence perspective, I hope to have contributed to an emerging body of evidence of new multilingualism (e.g., Cenoz & Gorter, 2006; Pennycook, 2010), especially among young people (e.”
• Intercultural awareness: modelling an understanding of cultures in intercultural communication through English as a lingua franca (2011, background): “Again though with the caveat in which discourse is approached from the more dynamic positions taken by writers such as Kramsch (2009) and Pennycook (2010) rather than structuralist perspectives.”
• Metrolingualism: fixity, fluidity and language in flux (2010, background): “…of the users, and the different struggles to represent language in one way or another; an understanding of language as a practice (Heller, 2007a; Pennycook, 2010) allows for a view that language is not an entity used in different contexts but rather is an emergent property of various social…”
• Across Languages, Modes, and Identities: Bilingual Adolescents’ Multimodal Codemeshing in the Literacy Classroom (2015, background): “Languages are not autonomous sets of rules, structures, or discreet skills to be acquired but are tools for negotiating and constructing meaning between individuals and products of social relations (Pennycook, 2010).”
• ELF awareness as an opportunity for change: a transformative perspective for ESOL teacher education (2014, background): “Critical pedagogy is invaluable in our attempt to understand the complex processes of the global spread of English and the intricate ways in which it continues to be localized and relocalized (Pennycook 2010).”
• Translanguaging: Definitions, Implications, and Further Needs in Burgeoning Inquiry (2017, positive): “Canagarajah (2012) also uses the term translingual practice to refer to more multimodal communication, while Otsuji and Pennycook (2010) speak of metrolingualism in reference to the complex language practices within urban centers.”
• Teaching and Learning Argumentative Reading and Writing: A Review of Research (2011, background): “Such practices are held not only in the minds of a group of people but are also in the material structure, space, and organization of a particular literacy event (cf. Bloome et al., 2005; Pennycook, 2010).”
• The symbolic dimensions of the intercultural (2010, background): “Non-native speakers transform the native speaker’s culture in persistent and subtle ways, and not only through rational dialogue and negotiation of meaning but through silences, and through verbal and non-verbal art forms (see, for example, Blommaert 2005; Pennycook 2010).”
• Clarifying translanguaging and deconstructing named languages: A perspective from linguistics (2015, methodology): “We then use these tall tales of kitchen and tongue as the basis for restating the definition of a named language as a socially constructed rather than a linguistic object (Heller 2007; Jørgensen et al. 2011; Makoni and Pennycook, 2010).”