Papers by Lyn Wright (Fogle)
https://bloomsburycp3.codemantra.com/viewer/5f525371dc0e82000176faba
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This study examines the evaluation of place in orientation sequences of narratives of internal mi... more This study examines the evaluation of place in orientation sequences of narratives of internal migration to the Southern United States. Unlike other narratives of displacement, narratives of internal migration foreground talk about the here and now in which tellers evaluate place as an important aspect of narrative meaning-making. The current study draws on five narratives of internal migration told during research interviews about growing up bilingual in the South to examine how the South (and other places) are evaluated by young bilingual adults in the region. This study demonstrates how evaluations of place provide a resource for constructing narrators’ authority, moral positions, and belonging in relation to two main stereotypical narratives of the South, i.e. as a racialized and racist place or as a moral and hospitable place. The study has implications for understanding the construction of place and self identity in narrative as well as processes of migration of immigrant families within the U.S.
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Journal of Language and Sexuality, 2017
Recent work in language and sexuality has emphasized globalization and multilingualism as importa... more Recent work in language and sexuality has emphasized globalization and multilingualism as important areas of investigation (Bucholtz & Hall 2006, Leap & Boellstorff 2003, Murray 2014). Concomitantly, other scholars have employed the construct of sexual fluidity as a metaphor for linguistic fluidity (Otsuji & Pennycook 2010, Pennycook & Otsuji 2015). Few studies, however, have examined how sexual and linguistic fluidity intersect in individual experience. This paper examines metalinguistic discourse in three fictional novels involving bisexual, bilingual characters in order to understand how talk about language informs representations of sexualities. In these texts bilingualism functions in constructing access to queer communities, authenticity, belonging, and emotional control for bisexual characters. Further, sexual and linguistic fluidity are portrayed as lifespan processes embedded in specific time periods. Such understandings point to a need for historical approaches to fluidity that capture longer timescales and multiple dimensions of linguistic and sexual desire, practice, and identity.
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Journal of Language, Identity and Education, 2017
Foreign language (FL) and English as a Second Language (ESL) teaching present considerable challe... more Foreign language (FL) and English as a Second Language (ESL) teaching present considerable challenges in the rural U.S. South. Local language ideologies, budgetary considerations, and challenges in other curricular areas (e.g., math and science) lead to marginalizing both FL and ESL in schools. This article examines the personal and professional trajectories of in-service language teachers in K–12 settings in the state of Mississippi to better understand how participants conceptualize their practice and their roles in schools. By analyzing the interview discourse of nine teachers, we found that both ESL and FL teachers positioned themselves against dominant ideologies and educational policies and constructed themselves as agents of change in the classroom, school, and community at large. This study contributes to the argument for integrating FL and ESL in rural areas, where both groups need support, and provides suggestions for ESL-FL teacher collaboration in rural schools.
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Learning the language of global citizenship: Strengthening service-learning in TESOL, edited by James Perren and Adrian Wurr
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Studies in family language policy (FLP) point to the important role children play in negotiating ... more Studies in family language policy (FLP) point to the important role children play in negotiating and shaping parents’ language ideologies and practices. This chapter focuses on how adult children perceive themselves as agents in shaping FLP and how they represent their own processes of becoming bilingual with an emphasis on experiences children had outside of the home that shaped their bilingual identities.
The study examines data from interviews with five young adults (ages 18–26) who identified as bilingual and had attended at least 1 year of grade school in the Southern United States. The analysis focuses on the linguistic construction of agency as well as self and other identities that function to explain family language policy processes in the context of the individual’s telling of life experiences (e.g., moving, starting school, etc.).
Racial, ethnic and linguistic identities and ideologies are intertwined for young bilinguals in the South and discussions of place contextualize bilinguals’ depictions of their language competence. In this study participants suggested that passive bilingualism is not solely the result of poorly planned policies or the use of less effective strategies on the parents’ part, but rather the result of constraints placed on children for displaying and claiming a bilingual identity and thus potentially a result of the ideologies of bilingualism in place.
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Family language policy refers to explicit and overt decisions parents make about language use and... more Family language policy refers to explicit and overt decisions parents make about language use and language learning as well as implicit processes that legitimize certain language and literacy practices over others in the home. Studies in family language policy have emphasized the ways in which family-internal processes are shaped by and shape societal level realities. By examining the interview discourse of 11 transnational adoptive parents about their language and education decisions for older, native Russian-speaking adoptees, this article shows how parents draw on categorizations and descriptions of their children to explain their language and education policies. The parental ethnotheories embedded in these categorizations represent a mediating link between societal level discourses on adoptive parenting and adoptees and parents’ individual language planning decisions. The data from transnational adoptive parents presented here indicate that, although adoptive parents’ language policy decisions were reflective of larger discourse processes in society such as monolingual normativity, parents themselves saw their FLP decisions in relation to their children’s particular cognitive and emotional capacities, educational needs, and desire to form a family bond.
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... Contents List of Illustrations vii Introduction 1 Kendall A. King, Natalie Schilling-Estes, L... more ... Contents List of Illustrations vii Introduction 1 Kendall A. King, Natalie Schilling-Estes, Lyn Fogle, Jia Jackie Lou, and Barbara Soukup PART I: DEFINING 1. Linguistic Diversity, Sustainability, and the ... Language Development in Eritrea: The Case of Blin 145 Paul D. Fallon 11. ...
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CALdigest Series, Jan 1, 2006
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Language and Linguistics …, Jan 1, 2008
This article describes the newly emerging field of family language policy, defined as explicit an... more This article describes the newly emerging field of family language policy, defined as explicit and overt planning in relation to language use within the home among family members, and provides an integrated overview of research on how languages are managed, learned, and negotiated within families. A comprehensive framework for understanding family language policy is sketched by bringing together two independent and currently disconnected fields of study: language policy and child language acquisition. Within such a framework, this article reviews research on the role of language ideologies in shaping family language practices, and on the connection between different family language policies, such as the one person–one language approach, and child language outcomes. We argue that family language policies are important as they shape children's developmental trajectories, connect in significant ways with children's formal school success, and collectively determine the maintenance and future status of minority languages.
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International Journal of Bilingual Education and …, Jan 1, 2006
This paper investigates how parents explain, frame and defend their particular family language po... more This paper investigates how parents explain, frame and defend their particular family language policies. We focus here on 24 families who are attempting to achieve additive Spanish-English bilingualism for their children, an aim which in many cases requires parents to use and to teach a language that is not their first language, nor the primary language of the home or wider community. We explore how parents make these decisions; how parents position themselves relative to ‘expert’ advice and other members of their extended families; and how these decisions are linked to their identities as ‘good’ parents. Our data suggest that parents draw selectively from expert advice and popular literature, using it to bolster their decisions in some cases while rejecting it in others. Extended families, in contrast, generally were raised in the interview discourse as points of (negative) contrast. Overall, we find that parents primarily relied on their own personal experiences with language learning in making decisions for their children. Our data further suggest that family language policies for the promotion of additive bilingualism have become incorporated into mainstream parenting practices, but also that these parents' efforts could be better supported.
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In Philp, J., Oliver, R. & Mackey, A. (Eds.). Child’s play? Second language acquisition and the younger learner (279-301). Amsterdam: John Benjamins. , Jan 1, 2008
Home-school connections for internationaladoptees Repetition in parent-child interaction Lyn Wrig... more Home-school connections for internationaladoptees Repetition in parent-child interaction Lyn Wright Fogle Georgetown University Studies have found that second language-learning children can benefit aca-demically from a variety of interactions outside of traditional ...
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Book Reviews by Lyn Wright (Fogle)
Jackie Jia Lou, Jan 1, 2009
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Language and Education, Jan 1, 2010
Problematizing identity: everyday struggles in language, culture, and education offers both theor... more Problematizing identity: everyday struggles in language, culture, and education offers both theoretical and empirical perspectives on identity from diverse fields and areas of inquiry. The book is focused on identity politics in particular and how 'big'identities (ie class, ...
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Talks by Lyn Wright (Fogle)
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Papers by Lyn Wright (Fogle)
The study examines data from interviews with five young adults (ages 18–26) who identified as bilingual and had attended at least 1 year of grade school in the Southern United States. The analysis focuses on the linguistic construction of agency as well as self and other identities that function to explain family language policy processes in the context of the individual’s telling of life experiences (e.g., moving, starting school, etc.).
Racial, ethnic and linguistic identities and ideologies are intertwined for young bilinguals in the South and discussions of place contextualize bilinguals’ depictions of their language competence. In this study participants suggested that passive bilingualism is not solely the result of poorly planned policies or the use of less effective strategies on the parents’ part, but rather the result of constraints placed on children for displaying and claiming a bilingual identity and thus potentially a result of the ideologies of bilingualism in place.
Book Reviews by Lyn Wright (Fogle)
Talks by Lyn Wright (Fogle)
The study examines data from interviews with five young adults (ages 18–26) who identified as bilingual and had attended at least 1 year of grade school in the Southern United States. The analysis focuses on the linguistic construction of agency as well as self and other identities that function to explain family language policy processes in the context of the individual’s telling of life experiences (e.g., moving, starting school, etc.).
Racial, ethnic and linguistic identities and ideologies are intertwined for young bilinguals in the South and discussions of place contextualize bilinguals’ depictions of their language competence. In this study participants suggested that passive bilingualism is not solely the result of poorly planned policies or the use of less effective strategies on the parents’ part, but rather the result of constraints placed on children for displaying and claiming a bilingual identity and thus potentially a result of the ideologies of bilingualism in place.