Posh Talk: Language and Identity in Higher Education PDF
Preview Posh Talk: Language and Identity in Higher Education
Posh Talk Language and Identity in Higher Education Siân Preece Posh Talk This page intentionally left blank Posh Talk Language and Identity in Higher Education Siân Preece EducationInitiativeCentre,UniversityofWestminster,UK ©SiânPreece2009 Softcover reprint of the hardcover 1st edition 2009 978-0-230-57398-7 Allrightsreserved.Noreproduction,copyortransmissionofthis publicationmaybemadewithoutwrittenpermission. Noportionofthispublicationmaybereproduced,copiedortransmitted savewithwrittenpermissionorinaccordancewiththeprovisionsofthe Copyright,DesignsandPatentsAct1988,orunderthetermsofanylicence permittinglimitedcopyingissuedbytheCopyrightLicensingAgency, SaffronHouse,6-10KirbyStreet,LondonEC1N8TS. Anypersonwhodoesanyunauthorizedactinrelationtothispublication maybeliabletocriminalprosecutionandcivilclaimsfordamages. Theauthorhasassertedherrighttobeidentified astheauthorofthisworkinaccordancewiththeCopyright, DesignsandPatentsAct1988. Firstpublished2009by PALGRAVEMACMILLAN PalgraveMacmillanintheUKisanimprintofMacmillanPublishersLimited, registeredinEngland,companynumber785998,ofHoundmills,Basingstoke, HampshireRG216XS. PalgraveMacmillanintheUSisadivisionofStMartin’sPressLLC, 175FifthAvenue,NewYork,NY10010. PalgraveMacmillanistheglobalacademicimprintoftheabovecompanies andhascompaniesandrepresentativesthroughouttheworld. Palgrave®andMacmillan®areregisteredtrademarksintheUnitedStates, theUnitedKingdom,Europeandothercountries. ISBN 978-1-349-36501-2 ISBN 978-0-230-24536-5 (eBook) DOI 10.1057/9780230245365 Thisbookisprintedonpapersuitableforrecyclingandmadefromfully managedandsustainedforestsources.Logging,pulpingandmanufacturing processesareexpectedtoconformtotheenvironmentalregulationsofthe countryoforigin. AcataloguerecordforthisbookisavailablefromtheBritishLibrary. AcatalogrecordforthisbookisavailablefromtheLibraryofCongress. 10 9 8 7 6 5 4 3 2 1 18 17 16 15 14 13 12 11 10 09 For Cesario Born in Santas, Galicia in 1882, my grandfather, Cesario Conde, spent his childhood as a cowherd. At the dawn of the twentieth century, he leftSpaininsearchofabetterlife.Atthesameageasmanyoftheyoung peopleinthisbook,heworkedhispassagefirsttoLiverpool,thenNew- foundland and finally to Cardiff. On landing in Wales, he found work inMerthyrTydfil,firstasanavvy,buildingroads,andthenstokingthe furnacesinthelocalIronWorks,whereheworkedbeforeandafterthe Great Depression of the 1930s. So he came to settle in South Wales, where he married my grandmother, Florence Dean, a baker’s daughter, andraisedtwochildren,myuncleJoséandmymother,Gloria.Having received no formal education, or English language lessons, my grand- father was limited to the manual labouring jobs available at the time. DuringtheDepression,alongwithmanythousandsofworkersinSouth Wales, he was made redundant and was unemployed for eleven years before resuming work at the Iron Works. During these years, he sup- portedthefamilywithproducefromhisallotmentsandbypickingcoal, alife-threateningactivityduetotheprecariousstructureofthetunnels thatthecoal-pickersduginthemountainside.Hisexperiencesgavehim thehopethateducationcouldimprovetheprospectsofhischildrenand freethemfrompoverty.Thisbookisdedicatedtohissacrificeandefforts toimprovethelotofhisfamily,tothemillionsofmigrantsaroundthe worldwhoseekabetterlifeforthemselvesandtheirfamilies,andtothe powerofeducationtorealisesomeoftheirdreams. This page intentionally left blank Contents ListofTables ix Acknowledgements x TranscriptionConventions xi Introduction 1 Researchethos 6 Thestructureofthebook 8 1 WideningParticipation 11 Introduction 11 Expansionoftertiaryeducation 11 Inequalitiesinaccess 13 Blackandminorityethnicstudents 14 Linguisticdiversityandwideningparticipation 18 Thelocalcontext:MillenniumUniversity 20 AsnapshotoflinguisticdiversityatMillennium 22 Conclusion 25 2 TheorisingandAnalysingIdentity 27 Introduction 27 Discourse 28 Discoursingsubjects 29 Positioning 30 Thetheory/practiceinterface 33 Spokeninteractions 35 Communitiesofpractice 37 Conclusion 38 3 ApproachestoAcademicWriting 40 Introduction 40 Skills 41 Socialisation 44 Literacies 49 Conclusion 52 vii viii Contents 4 MultilingualMasculinitiesintheClassroom 55 Introduction 55 Presentationsofselfandfellowundergraduates 56 Representationsofacademiclanguageandliteracypractices 68 Identificationswithlanguage 77 Conclusion 82 5 MultilingualFemininitiesintheClassroom 84 Introduction 84 Presentationsofselfandfellowundergraduates 85 Representationsofacademiclanguageandliteracypractices 94 Identificationswithlanguage 99 Conclusion 107 6 MultilingualMasculinitiesinLecturer/Student Interactions 109 Introduction 109 Identificationwithlanguage 110 Identificationwithreading 123 Conclusion 138 7 MultilingualFemininitiesinLecturer/Student Interactions 140 Introduction 140 Identificationwithlanguage 141 Identificationwithreading 155 Conclusion 168 8 TowardsInclusion 170 Introduction 170 Performancesofgender 171 Orientationtotheacademiccommunity 173 Towardsinclusion 176 Approachestostudentwriting 181 Attitudestotheperspectivesandlinguisticrepertoiresof multilinguallearners 185 Finalthoughts 191 Notes 193 Bibliography 196 Index 209 List of Tables 1 Languagesusedathomeandwithpeersamong British-bornmales 110 2 Malestudentsbornoverseas 117 3 Languagesusedathomeandwithpeersamongmale studentsbornoverseas 118 4 Readingofchoiceathomeformalestudents 123 5 Languagesusedathomeandwithpeersamong British-bornfemales 141 6 Femalestudentsbornoverseas 144 7 Languagesusedathomeandwithpeersamongfemales bornoverseas 145 8 Readingofchoiceathomeforfemalestudents 156 ix
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