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The Practice Of Everyday Life

Learning the lessons.

Social meaning in linguistic structure: code- switching in Norway

We survey 146 papers analyzing "bias" in NLP systems, finding that their motivations are often vague, inconsistent, and lacking in normative reasoning, despite the fact that analyzing "bias" is an inherently normative process. We further find that these papers' proposed quantitative techniques for measuring or mitigating "bias" are poorly matched to their motivations and do not engage with the relevant literature outside of NLP. Based on these findings, we describe the beginnings of a path forward by proposing three recommendations that should guide work analyzing "bias" in NLP systems. These recommendations rest on a greater recognition of the relationships between language and social hierarchies, encouraging researchers and practitioners to articulate their conceptualizations of "bias"---i.e., what kinds of system behaviors are harmful, in what ways, to whom, and why, as well as the normative reasoning underlying these statements---and to center work around the lived experiences of members of communities affected by NLP systems, while interrogating and reimagining the power relations between technologists and such communities.

Language (Technology) is Power: A Critical Survey of "Bias" in NLP

This article draws on qualitative data from two Spanish-English dual language elementary classrooms to explore how teachers in these classrooms made sense of the everyday practice of bilingualism. Methodologically, this study relied on participant observation, video recording, and semi-structured interviews. Conceptually, this article draws on the notion of translanguaging to describe how these teachers and their students moved fluidly across multiple languages and dialects in their everyday interactions. Drawing on language ideological inquiry, this article illustrates that these teachers’ perspectives on translanguaging sometimes echoed ideologies of linguistic purism that emphasize language separation, while also reflecting counterhegemonic ideologies that privilege Spanish and promote bilingualism. Teachers’ everyday language use and instructional practices both reflected and contrasted with their stated ideologies. It is argued that a more nuanced understanding of teachers’ complex language ideologie...

Unpacking Ideologies of Linguistic Purism: How Dual Language Teachers Make Sense of Everyday Translanguaging.

This article reports findings from a qualitative study of SpanishEnglish code-switching or Spanglish among bilingual Latina/ Latino sixth graders ata middle school in East Los Angeles. Analysis of the data revealed significant parallels between the skills embedded in students' everyday use o/Spanglish and the skills that they were expected to master according to California's sixthgrade English language arts standards. In particular, students displayed an impressive adeptness at (1) shifting voices for different audiences, and (2) communicating subtle shades of meaning. It is argued that this skillful use o/Spanglish could potentially be leveraged as a resource for helping students to further cultivate related academic literacy skills. The article concludes with a discussion of specific implications for how teachers might begin to leverage Spanglish as a pedagogical resource by helping students to recognize, draw on, and extend the skills already embedded in their everyday use of language.

https://www.jstor.org/stable/info/40997087

Spanglish as literacy tool: Toward an understanding of the potential role of Spanish-English code-switching in the development of academic literacy

This review poses an increasingly common—and increasingly urgent—question in the field of teacher education: How can teachers best be prepared to educate Latina/o bilingual learners? The answers that we offer here challenge some of the prevailing assumptions about language and bilingualism that inform current approaches to teacher preparation. To work effectively with bilingual learners, we argue, teachers need to develop a robust understanding of bilingualism and of the interactional dynamics of bilingual classroom contexts. Unfortunately, the conceptions of language and bilingualism portrayed in much of the teacher-directed literature fall short of offering teachers access to such understandings. In this review, we will make the case for developing materials for teachers that reflect both more up-todate theoretical understandings of language practices in bilingual communities and a more critically contextualized understanding of the power dynamics that operate in bilingual classroom contexts. We recognize that helping teachers come to these more robust understandings of bilingual language practices and the interactional dynamics of bilingual contexts implies an ideological shift for educators—and teacher educators—in the United States. Having made the case for rethinking how we talk to teachers about bilingualism in classroom contexts, we will venture to explore why this matters: What will teachers be better positioned to do once equipped with these understandings? It is our contention that such understandings will better position teachers to manage their classrooms for equity and learning for all students. Indeed, these more robust understandings of language and interaction are necessary if teachers are to capitalize on the flexibility and intelligence displayed by bilingual students as they engage in hybrid

Ramón Antonio Martínez

Papers

Unpacking Ideologies of Linguistic Purism: How Dual Language Teachers Make Sense of Everyday Translanguaging.

Spanglish as literacy tool: Toward an understanding of the potential role of Spanish-English code-switching in the development of academic literacy

Teacher Agency in Bilingual Spaces A Fresh Look at Preparing Teachers to Educate Latina/o Bilingual Children

Reading the world in Spanglish: Hybrid language practices and ideological contestation in a sixth-grade English language arts classroom

Beyond the English Learner Label: Recognizing the Richness of Bi/Multilingual Students’ Linguistic Repertoires