Tentative Order of Handbook Chapters for 2009 LING534 handbook

 

**please note: “x” indicates no ordering can be indicated until all chapter ideas have been submitted**

 

This document is meant to provide the class with a general idea of the topics on which each student is writing, for purposes of collaboration, cross-referencing and organization of the larger handbook. It will be updated as chapter ideas are fleshed out.

 

 

Chapter I:  Introduction (Alicia)

- Topic summary for LING534, 2009

- Organization of the 2009 handbook

- Enduring questions:

               - language “on the tie”: what different approaches do we find in the sociolinguistics network literature to modeling

               language structure, use, and community membership?

 

 

 

Chapter 2: Rethinking the notion of network integration for studies of longstanding bilingual populations (Galen)

- How do we study network structure differences in situations where the speakers aren't migrants, but bilingualism and biculturalism are normative in the community

- What are the referential networks of such speakers, and how do we develop a model that probes the "reach of their networks" (enlarged networks in Bortoni's sense) in comparison to those of older (more monocultural) speakers?

- Bott: ideas best applied in bounded clusters with homogeneity

- Kirke: ideas best applied where tug-of-war between two competing norm enforcement mechanisms may be observed (but not where the heterogeneity is normative and it doesn't make sense to talk of bias or orientation towards one or other normset)

 

Chapter 3: Geographic mobility (Wendy)

- Bortoni-Ricardo; Wassink & Galvin 2005; Petrescu-Prahova, 2009

 

Chapter 4: A survey of research assessing the influence of teachers' and students' social networks on school-situated language use.

(Eric)

 

This paper surveys research on social networks in school settings, particularly those that focus on learning contexts of multilingual, immigrant students.  I aim to tie the ethnographic methodologies of constructing network strength scales and of collecting data specific to talk-in-interaction (e.g., the research of Blom and Gumperz, 1972) to studies that address power exchange markers between teachers and international and/or immigrant students.

 

Supplemental articles:

Maroulis, S., & Gomez, L. (2008). Does "connectedness" matter? Evidence from a social network analysis within a small-school reform. Teachers College Record, 110(9), pp. 1901-1929.

 

Raschka, C., Wei, L., & Lee S. (2002). Bilingual development and social networks of British-born Chinese children. Int'l. J. Soc. Lang. 153, pp. 9-25.

 

3rd TBD- I would like to find a study that focuses on teachers' social networks, and on changes in their following of linguistic norms.  If I can't find a study as such, I'm considering this:

Zentella, A. C. (1981). Ta bien, you could answer me in cualquier idioma: Puerto Rican codeswitching in bilingual classrooms. In R. Duran ed., Latino language and communicative behavior. Norwood, N.J.: Ablex   Publishing Corporation, 109-32.

 

Referencing class readings: Blom & Gumperz, 1972; Bortoni-Ricardo, 1985; Breiger, 1988; Milroy, 1987; Milroy & Milroy 1978, 1997; Wasserman & Faust, 1993

 

Chapter 5: Using Event History Analysis to research learning and reactivation of knowledge in a high-school focus group (Giovanna)