Time
Thursday, Oct. 17, 2024, 9:30 am-5:00 pm
Format
The event features two lectures in the morning and two lectures following in the afternoon.
Each lecture is allocated 45 minutes and followed by a 15-minute discussion period.
Featuring
Allison Phipps (University of Glasgow), Antonella Sorace (University of Edinburgh),
Guofang Li (University of British Columbia), & Michael Newman (Queens College)
Allison Phipps
University of Glasgow
Alison Phipps is UNESCO Chair in Refugee Integration through Languages and the Arts
at the University of Glasgow and Professor of Languages and Intercultural Studies.
She was De Carle Distinguished Visiting Professor at Otago University, Aotearoa New
Zealand 2019-2020, Thinker in Residence at the EU Hawke Centre, University of South
Australia in 2016, Visiting Professor at Auckland University of Technology, and Principal
Investigator for AHRC Large Grant ‘Researching Multilingually at the Borders of Language,
the body, law and the state’; for Cultures of Sustainable Peace, and is now co-Director
of the Global Challenge Research Fund South South Migration Hub. She is Ambassador
for the Scottish Refugee Council. She received an OBE in 2012 and an Honorary Doctorate
from the University of Edinburgh in 2023. She is an academic, activist, educator and
published poet and a member of the Iona Community.
Enabling Environments, Fugitive Spaces, and Restorative Practices for Intercultural
Dialogue and Linguistic Justice:
Continue Reading...
Continue Reading...
|
The macro conditions for intercultural dialogue and peace building worldwide are not
favourable. The processes and structures for cultural diplomacy, for sustaining cultural
and linguistic rights are eroded and the institutions proposing global goals (Sustainable
development goals) are reporting the failure to make progress in the wake of escalating
violence, genocidal conditions in some regions and the Covid 19 pandemic. For institutions
which aim to sustain intercultural dialogue and peace, and to protect Human Rights
these are difficult times. How to live and how to language in such circumstances when the
macro, meso and micro structures seem inadequate at best?
In this lecture I will consider the macro conditions and introduce the work I have undertaken in 2020-2023 with UNESCO and UNCHR and with UNRISD on re-thinking
what makes for enabling environments for intercultural dialogue, and for languages
as critical constituent parts of these dialogues.
I will then turn to the level of context and bring forward work undertaken to create
enabling environments with migrant in the global south, both considering the embodiment of
resilience and refuge and also the work with fragile, meso-level institutions from
Morocco to Mexico; Ghana to Gaza; Zimbabwe to Aotearoa in order to sustain and protect cultural
and linguistic rights.
In so doing I will offer up methodological approaches, including affective methods,
which have used multilingualism as an enabler of intercultural dialogue and as conflict
transformational research methodology. Practice-led approaches which are restorative,
as opposed to extractive are at the core of my work, internationally as academic, activist
and also as artist and I’ll offer some examples of how these work.
Finally, I’ll speak of what it takes, to live with war, loss and grief, and to ‘stay’
as Haraway says, with the trouble. This lecture will use story and some drama to enact the ways
in which restorative realities can be strengthened and en-joy-ed.
|
|
Antonella Sorace
University of Edinburgh
Antonella Sorace is Professor of Developmental Linguistics at the University of Edinburgh
and Honorary Professor at University College London. She is internationally known
and has published widely on gradience in natural language and bilingualism across
the lifespan, where she brings together methods from linguistics, experimental psychology,
and cognitive science. She is also committed to bringing research on bilingualism
to people in different sectors of society: she is the founding director of Bilingualism
Matters (www.bilingualism-matters.org), a non-profit public engagement organisation
which currently has a large international network in four different continents.
The ecology of L2 learning and L1 change in bilingualism:
Continue Reading...
Recent research on the phenomenon of first-generation ‘attrition’ has shown that a
speaker’s first language (L1) changes in selective ways as a result of learning a
second language (L2). The question is whether there is a relationship between openness
of the L1 to change and level of L2 attainment, as research shows that the aspects
of L1 grammar affected by change are the ones that remain variable even in highly
proficient L2 speakers of the same language. Four provisional generalisations are
possible at this stage: first, we should treat L1 grammatical changes as a natural
and predictable consequence of language contact, in the bilingual brain and then in
multilingual communities; second, understanding the big picture requires serious consideration
of individual differences and of variation in the bilingual experience; third, we
need to discontinue the use of ‘native monolingual speakers’ as a point of reference,
both in research and in society; fourth, we need more interdisciplinary research on
different aspects of child and adult bilingualism that combines the insights of linguistic,
cognitive and social models. |
Guofang Li
University of British Columbia
Dr. Guofang Li is Professor and Tier 1 Canada Research Chair in Transnational/Global
Perspectives of Language and Literacy Education of Children and Youth, University
of British Columbia. Her research interests span longitudinal studies of bilingualism,
new literacies and technology-enhanced language teaching, language teacher education,
and language and educational policies in globalized contexts. Li’s recent works include
Handbook on Promoting Equity in Education for Inclusive Systems and Societies (2024, Routledge), Superdiversity and Teacher Education (2021, Routledge), Languages, Identities, Power and Cross-Cultural Pedagogies in Transnational Literacy
Education (2019, SFLEP), and Educating Chinese-heritage Students in the Global-Local Nexus: Identities, Challenges,
and Opportunities (2017, Routledge).
Monolingual Habitus Reproduction and Multilingual Children’s Monolingual Becoming:
Continue Reading...
How do multilingual learners become monolingual in multilingual societies? In this
presentation, I will first illustrate the complex workings of monolingual reproduction
by highlighting the power of language ideologies and habitus in the context of globalization
and superdiversity. I will then use data from several mixed-methods studies on mainstream teachers, afterschool reading
programs, and multilingual families’ language ideologies and practices to illustrate
how the overlooked and invisible monolingual habitus operates across multiple home,
school, and afterschool program spaces and shapes multilingual students’ monolingual
becoming in superdiverse schools and communities. I conclude with implications for
teacher, parent, and community education and call for concerted efforts to dismantle
the cycle of monolingual reproduction for a socially and linguistically just future
for multilingual learners. |
Micheal Newman
Queens College
Michael Newman is Professor and Chair of the Department of Linguistics and Communication
Disorders at Queens College/CUNY. His research focuses on the sociolinguistics of
immigration in New York and Barcelona. He is the author of articles in Language Variation
and Change, Language in Society, Journal of Sociolinguistics, American Speech and
other journals as well as three books including New York City English, part of the
DeGruyter’s English Dialects series.
Language accent and race in the history of New York City English:
Continue Reading...
When in contact languages exchange features and “mutations” accelerate with new language
acquisition (Mufwene’s 2001). For New York City English (NYCE) changing forms of racialization
and other intercommunal relationships have historically structured those contacts.
In the colonial period, NYCE formed with limited Lenape and Dutch features due to
conflicts with the two conquered peoples, one racialized and eliminated, the other
eventually absorbed. Much later, less extreme racialization of Jewish, Irish, and
Italian immigrants permitted entry of systemic exogenous features but fomented dialect-wide
linguistic stigma (Bonfiglio 2002). By the mid 20th century even endogenous features came to represent deficient Americanness through
New Yorkers’ perceived insufficient Whiteness. More recent multiracial immigration
occurs under new and contradictory racialization schemes. Features brought by African
Americans and immigrants— particularly Latinos—have created hierarchies of covert
and overt prestige that mirror this complexity. With rising cosmopolitanism, stigma
has largely vanished, yet traditional NYCE features are receding. |
