Chapter 1 Introduction to heteroglossia and language play in multilingual speech
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Elaine Tarone
Abstract
This chapter introduces the theoretical framework for this edited volume, which is grounded in Bakhtin’s constructs of heteroglossia and language play, as these are applied to the study of multilingual speech and the development of multilingualism in second language acquisition. This volume is part of a recent movement in the field of applied linguistics away from a narrow, decontextualized, cognitivist approach focused on a linguistic analysis of learner language and towards a more transdisciplinary framework for the study of second language acquisition and use (e.g., Douglas Fir Group 2016). In this approach, what multilingual learners internalize through ludic (meaning, enjoyable or fun) language play is not so much disembodied linguistic systems, but rather systems which are best represented as sets of personalized ‘voices’ or complexes of linguistic as well as non-linguistic features that embody and represent particular speakers’ roles, stances, and (ultimately) identities. The learner’s ability, through ludic language play, to imitate and play with such different roles, stances, and identities in multilingual environments can lead to the internalization of heteroglossic voices that can then be used as tools to enact the learner’s chosen roles, stances, and identities in subsequent oral interactions; of course, such a spirit of play and creativity may also promote language learning. Following this discussion, this chapter previews the contributions of the authors of the volume, who make use of the sociocultural constructs of ludic language play and heteroglossic roles, stances, and identities to study and theorize the oral productions of multilingual learners in interaction with each other and with core members of diverse cultural groups.
Abstract
This chapter introduces the theoretical framework for this edited volume, which is grounded in Bakhtin’s constructs of heteroglossia and language play, as these are applied to the study of multilingual speech and the development of multilingualism in second language acquisition. This volume is part of a recent movement in the field of applied linguistics away from a narrow, decontextualized, cognitivist approach focused on a linguistic analysis of learner language and towards a more transdisciplinary framework for the study of second language acquisition and use (e.g., Douglas Fir Group 2016). In this approach, what multilingual learners internalize through ludic (meaning, enjoyable or fun) language play is not so much disembodied linguistic systems, but rather systems which are best represented as sets of personalized ‘voices’ or complexes of linguistic as well as non-linguistic features that embody and represent particular speakers’ roles, stances, and (ultimately) identities. The learner’s ability, through ludic language play, to imitate and play with such different roles, stances, and identities in multilingual environments can lead to the internalization of heteroglossic voices that can then be used as tools to enact the learner’s chosen roles, stances, and identities in subsequent oral interactions; of course, such a spirit of play and creativity may also promote language learning. Following this discussion, this chapter previews the contributions of the authors of the volume, who make use of the sociocultural constructs of ludic language play and heteroglossic roles, stances, and identities to study and theorize the oral productions of multilingual learners in interaction with each other and with core members of diverse cultural groups.
Chapters in this book
- Frontmatter I
- Contents V
- Chapter 1 Introduction to heteroglossia and language play in multilingual speech 1
- Chapter 2 Getting serious about language play: Language play, interlanguage variation and second language acquisition 17
- Chapter 3 Voice, stance, and role in Chinese immersion second graders’ language use 43
- Chapter 4 Escríbalo en tu own words, güey 67
- Chapter 5 Pedagogical language play in a beginning L2 Chinese classroom 91
- Chapter 6 Translanguaging and language play 117
- Chapter 7 Language play and social positioning in L2 narrative retells 137
- Chapter 8 Channeling Charlie: Suprasegmental pronunciation in a second language learner’s performance of others’ voices 161
- Chapter 9 Coda: Pedagogical implications and applications for language play beyond second/foreign language learning 191
- Subject Index 205
Chapters in this book
- Frontmatter I
- Contents V
- Chapter 1 Introduction to heteroglossia and language play in multilingual speech 1
- Chapter 2 Getting serious about language play: Language play, interlanguage variation and second language acquisition 17
- Chapter 3 Voice, stance, and role in Chinese immersion second graders’ language use 43
- Chapter 4 Escríbalo en tu own words, güey 67
- Chapter 5 Pedagogical language play in a beginning L2 Chinese classroom 91
- Chapter 6 Translanguaging and language play 117
- Chapter 7 Language play and social positioning in L2 narrative retells 137
- Chapter 8 Channeling Charlie: Suprasegmental pronunciation in a second language learner’s performance of others’ voices 161
- Chapter 9 Coda: Pedagogical implications and applications for language play beyond second/foreign language learning 191
- Subject Index 205
