Constructing Inequality in Multilingual Classrooms / / Luisa Martín Rojo.

• Superior document: Title is part of eBook package: De Gruyter DGBA Backlist Complete English Language 2000-2014 PART1
• VerfasserIn: Martín Rojo, Luisa,
• MitwirkendeR: Alcalá, Esther,; Gutman, Irina Raskin,; Patiño-Santos, Adriana,; Relaño Pastor, Ana María,; Rojo, Luisa Martín,
• Place / Publishing House: Berlin ;, Boston : : De Gruyter Mouton, , [2010]; ©2010
• Year of Publication: 2010
• Language: English
• Series: Language, Power and Social Process [LPSP] , 27
• Physical Description: 1 online resource (422 p.)
• Other title: Frontmatter --; Contents --; Chapter 1 Journey around our classrooms --; Chapter 2 Educating in multilingual and multicultural schools in Madrid --; Chapter 3 Critical sociolinguistic ethnography in schools --; Chapter 4 The classrooms of Madrid: Shaping a new cultural map --; Chapter 5 Compensatory logic in the construction of knowledge --; Chapter 6 Constructing the “good” and “deficit” student through norms and assessment --; Chapter 7 Managing linguistic diversity in a traditionally monolingual area --; Chapter 8 Who is a “legitimate participant” in multilinugal classrooms? Essentialising and naturalising culture --; Chapter 9 Discipline and resistance in multilingual classrooms in Madrid --; Chapter 10 Facing inequality --; Backmatter
• Format: Mode of access: Internet via World Wide Web.
• ISBN: 9783110226645; 9783110238570; 9783110238457; 9783110636970; 9783110742961; 9783110233544; 9783110233551; 9783110233568; 9783110233605
• ISSN: 1861-4175
• DOI: 10.1515/9783110226645
• Access: restricted access
• Hierarchical level: Monograph
• Statement of Responsibility: Luisa Martín Rojo.

In her groundbreaking and innovative study, the author takes us on a fascinating journey through some of Madrid's multilingual and multicultural schools and reveals the role played by linguistic practices in the construction of inequality through such processes as what she calls "de-capitalization" and "ethnicization". Through a critical sociolinguistic and discourse analysis of the data collected in an ethnographic study, the book shows the exclusion caused by monolingualizing tendencies and ideologies of deficit in education and society.The book opens a timely discussion of the management of diversity in multilingual and multicultural classrooms, both for countries with a long tradition of migration flows and for those where the phenomenon is relatively new, as is the case in Spain. This study of linguistic practices in the classroom makes clear the need to rethink some key linguistic concepts, such as practice, competence, discourse, and language, and to integrate different approaches in qualitative research. The volume is essential reading for students and researchers working in sociolinguistics, education and related areas, as well as for all teachers and social workers who deal with the increasing heterogeneity of our late modern societies in their work.