A.

Education, class language, and ideology (1980s books)

http://catalog.hathitrust.org/Record/000300954#accessLinks the liking: translating the docs etc in teaching of summaries. (see smythe & Toohey, 2009). This is a study in a punjabi-sikh community in canada and use sociocultural theory for their model. They provide cultural framaing model, and hybridity model as linking tools http://www.aifs.gov.au/growingup/pubs/reports/krq2009/keyresearchquestions.html see the link above foor the bronfrenners ecological system what counts as good writing in ht e college and univeristies may not necessarily be predicting what the students do B. See han 2011 for the folk view of the immigrants, in achinese immigrant church ti seems that one can develop a folk view of the language standards too. This paper describes in detail and tries to conenc the ideolofies with the social processes. Heuses what he call sthe materialist and processual view of language learning. C. http://www.tandfonline.com/toc/rbeb20/12/2 this journal of bi n multi look there for a lot of resources lee (2000) in her composing critical pedagogies talks about power of writing as a tool for chainging the world. Teaching for the three zones of inquiry: place, work, and future: Composition and Sustainability: Teaching for a Threatened Generation (2001 by Derek owens). See a list at https://secure.ncte.org/store/books/series/refiguring Critical Literacy and the Aesthetic: Transforming the English Classroom (pststructuralist way of teachibng from Australia) Mina saughnasaey wrote in 1977 that teachres are having problem in teaching the new crowd. 4 dec: show that where cdoemeshing has worjed and in what way

See the foreword to code-meshing as worls English by lippi-green where she says I have seen code meshing works, she talksk about the linguistic and cultural coexistence (p. xii),
the artificial ideological walls between language varieties (xii) first it is better to srart from the cimmunity persepecitve but then mive to a postmodern one from pennycook etc. let us agree that opeoples still speak onle their variety of enlihs and do not change as per thir ongoing contact all my studnts seem to have these children must acquire in order to function in the wider world (xiii) mentality.

After many yaers of beoing tols that people tend ot believe that that is what their identity is ( I need a theory that backs how andwhy people believe what others have told them. Looks lije it is wher I van bring from Butler the idea if perfiormativity. As lippi-green saya : children who are taught, against their own best interests, to trivialize or reject the languages spoken in their homes (xiv) The disconnnet between what the school thinks English to be abd the language og the community: how does the school tend to look for and deciude that is the English that they are foing to teach. I guess it is humsnto look for whtt others have done but not necessarily being critical of ones own context. In Nepal the o=policy came from india, ehich inturn was the british imposition. Even when the policy is mde the local knowledge judt gets subsumed by tge fact that the forein experts are the ones who have a while say in the policy of country that they are guest just for the time of advising. However lippi grren proves the example of switzweland where code-meshing has thrived. How to teach studnets to be confiedent of their choices ? such things are possible, as hard as that is to imagine right now. (xiv)

Why we as teachers dont expect to learn from our own srtudents? Because that is what is we know that os hpw we wer trained and we think that we will fall short if we taught the other, our trainging has helped us to see that in such a way. Where in the worjd do you think you can practice the act of codemeshing? Its everywhere but the only thing is we censor it as still thin that we re teaching our students to meet the demand of the age. Look at the intro from the book whre young et al talk abiut and ak what would happen if we mix and in fact were allowed to brong in all the variety that we have in our repertoire. I think this is where we can bring in from blommaert. Young et al, also quote the definition of codemsehing as used in his book as mixing of codes, registers ans styles. THE LEGITIMACY OF MESHED CODES (xx) We will see the problem if we just see a piece of a text in isolation from the student, eg Amars text where he was briging in the idea of the story. A text that they have produced is just an enunciation from their repertoire. The teacher as if has all that and can successfully correct them uses the red ink. Students have been doing it already, but the problem is that we are indifferent to or even averse to listening to their performances. Five main main standards of literacy, what the National Council of Teachers of English (NCTE) and the
International Reading Association (IRA) describe as "reading, writing, speaking, viewing, and visually representing" (NCTFJIRA) (xxi). See the same page fro a resolution form the editors of the book.. learning the rules vs. asking the studnets to make strategic choices where they can combine the rulesthey dont have to be alienated from how can we solve this problem: if we teach that we will run conter to the expectaions of the studnts themselces and the wider international community? EVIDNECE FOR THAT. MIMICRY The idea of making our learners to conform to the rules to make them mimcry (Naipaul) but not teach them, this is quite a slave mentality. Bring in from ciritical pedagogy (gerouix and borudieu). CHOICE VS. BLENDING

Thus the difference that Young and Canagarajah see between code-switching and code-meshing is that the former arises from traditional English-only ideologies that require multilingual! multidialectical students to choose one code over another while privileging codes associated with

dominant races and further alienating the codes of traditionally oppressed peoples. However, code-meshing promotes linguistic democracy, as students are not called to choose but are rather allowed to blend language and identities. (xxiv) LAY PEOPLES VIEWS ON LANGUAGE From Lippi-green 1997: D Cameron Milroy & Milroy Preston Harris

TRANSLANGUAGING Just some moments: it is not necessary to use the various codes as we suppoise from difference languages but it could be from the same langage. So try to see the issue of the register and style and so forth. When a lg is used in such awidespred way, it is inevitle that we allow varieties in the performance.

Look also the book by pavlentko and .. . on emotion and bilingualism, the book published in 2006 is particularly imp for the methodology on the semiotics of meaning making by the multilingual.

METHODOLOGY See duffs study in south Africa as reported in Paltirdige and Pakhiti (2010) continuum guide to research in aplng. She mentions that her RQ was broadly based (p. 59) and they got refined later. In my study as well, I was first interested what should be done when the world is going global and we need more than hust a languge in the comp classrooms? Duff describes why the black studentrs didinot succeed in comparison to their white peers in a sociology class, where generic acaddmic skills were not helping them studnets adequately For methos see dorneyi and the continnum companion above. Michael Agar in the circle and the field calls ethnography having roots of folk description (54). (see the course packet dr Kin) See below fromhttp://search.proquest.com.ezaccess.libraries.psu.edu/publication/41411 Chika, A. (2011). Digital gaming and social networking: English teachers perceptions, attitudes and experiences. Pedagogies: An International Journal, 6(2), 154166. [ this one can be applied how teachers attitudes etc hinder stduents practices} English teachers can improve student writing by creating a third space in which out-of-school literacy practices are integrated into the classroom. IN[ Dredger, K., Woods, D., Beach, C., & Sagstetter, V. (2010). Engage me: Using new literacies to create third space classrooms that engage student writers. Journal of Media Literacy Education 2(2), 85101.] importance of developing a global consciousness in English education and exploring the implications of globalization for literacy and language learning. Study conductd in india [Hull, G. A., Stornaiuolo, A., & Sahni, U. (2010). Cultural citizenship and cosmopolitan practice: Global youth communicate. English Education, 42(4), 331367.]

the disciplinary divide seems fraught with various linatations. While there is a differnet forum for the English education targrted for the K-12 readership , there is also the RTE cited above that carters for all levels of education. Saxena, M. (2009). Construction & deconstruction of linguistic otherness: Conflict & cooperative code-switching in (English/) bilingual classrooms. Changing English: Practice and Critique, 8(2), 167187. pittam, G., Elander, J., Lusher, J., fox, p., & payne, N. (2009). Student beliefs and attitudes about

authorial identity in academic writing. Studies in Higher Education, 34(2), 153170. daisey, p. (2009). The writing experiences and beliefs of secondary teacher candidates. Teacher Education Quarterly, 36(4), 157172. See trainor 2008 the emotional power of racism: an ethnographic portrait In her article Kalajs(1995) nicely reviews the meatacof=genitive koweldge ogf the studnets and proposes an alternative discourse of studying htem. Rather than seeing beliefs as cogntvei and stable, she sasksto see them as constructed and variable, similarly rather than using the questionnaire and interviews, she asks to move to discourse analysis. In this case the discourse of analysiss would be See the link for the beliefs revisted http://www.sciencedirect.com.ezaccess.libraries.psu.edu/science/journal/0346251X/39/3