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</o:shapelayout></xml><![endif]--></head><body lang=EN-US link=blue vlink=purple><div class=WordSection1><p class=MsoNormal align=center style='text-align:center;line-height:115%'>Edu T&L 925.19 (24801): Seminar on Language and Literacy Ideologies<o:p></o:p></p><p class=MsoNormal align=center style='text-align:center;line-height:normal'>Professor Marcia Farr<o:p></o:p></p><p class=MsoNormal align=center style='text-align:center;line-height:normal'>Spring, 2012 / Tuesdays, 4:30 pm – 6:48 pm<o:p></o:p></p><p class=MsoNormal align=center style='text-align:center;line-height:normal'>200a Ramseyer Hall<o:p></o:p></p><p class=MsoNormal style='text-indent:0in;line-height:normal'><b>Description<o:p></o:p></b></p><p class=MsoNormal style='line-height:115%'>Language ideologies are beliefs about language that link kinds of language use with categories of human beings, placing them in particular positions in the social world. These beliefs can be explicit and consciously articulated by people, or they can be implicit and only able to be inferred from discourse and other social practices of people. Language ideologies are not simply about language, but also involve social and cultural conceptions of personhood, citizenship, morality, quality and value, etc. (defining, for example, who is a “good” speaker, person, citizen, etc.). Because of this, language ideologies have material effects in the world and thus are particularly important to understand. <o:p></o:p></p><p class=MsoNormal style='line-height:115%'>Whereas research on language ideologies has burgeoned within the last two decades, little such research has explored the written side of language use, or literacy practices. In this seminar we explore both the literature on language ideologies and some new studies on literacy ideologies. Together we will develop and differentiate ideologies that inhere in beliefs about language and those that inhere in beliefs about literacy, especially since ideologies about language heavily impact literacy practices. This exploration will include attention to the history of Standard English, following the advent of printing and mass literacy, and the rise of nation-states in Europe in the 17<sup>th</sup> and 18<sup>th</sup> centuries. We will also consider particular European-origin language and literacy ideologies that have accompanied European colonialism around the world, investigating contemporary language and literacy practices and ideologies in a global context. <o:p></o:p></p><p class=MsoNormal style='text-indent:0in;line-height:normal'><b><o:p> </o:p></b></p><p class=MsoNormal style='text-indent:0in;line-height:normal'><b>Texts<o:p></o:p></b></p><p class=MsoNormal style='margin-left:.5in;text-indent:-.5in;line-height:115%'>Blommaert, Jan. 2008. Grassroots literacy: Writing, identity and voice in Central Africa. New York and London: Routledge. <o:p></o:p></p><p class=MsoNormal style='margin-left:.5in;text-indent:-.5in;line-height:normal'>Kroskrity, Paul V. (ed.) 2000. Regimes of language: Ideologies, polities, identities. Santa Fe, New Mexico: School of American Research Press.<o:p></o:p></p><p class=MsoNormal style='margin-left:.5in;text-indent:-.5in;line-height:normal'>Bambi B. Schieffelin, Kathryn A. Woolard & Paul. V. Kroskrity (eds.). 1998. Language ideologies: Practice and theory. Oxford: Oxford University Press. <o:p></o:p></p><p class=MsoNormal><o:p> </o:p></p></div></body></html>