Heteroglossia

Wayne Vucinic Book Prize 2007, "for the most important contribution to Russian, Eurasian, and East European studies in any discipline of the humanities or social sciences." 

Endorsement by Slavoj Zizek:

"Alexei Yurchak's Everything Was Forever, Until It Was No More immediately seduced me by its very title with a profound philosophical implication that eternity is a historical category--things can be eternal for some time. The same spirit of paradox runs through the entire book--it renders in wonderful details the gradual disintegration of the Soviet system from within its ideological and cultural space, making visible all the hypocrisy and misery of this process. I consider Yurchak's book by far the best work about the late epoch of the Soviet Union--it is not just history, but a pleasure to read, a true work of art." (Slavoj Zizek, author of In Defense of Lost Causes)

Abstract:

Soviet socialism was based on paradoxes that were revealed by the peculiar experience of its collapse. To the people who lived in that system the collapse seemed both completely unexpected and completely unsurprising. At the moment of collapse it suddenly became obvious that Soviet life had always seemed simultaneously eternal and stagnating, vigorous and ailing, bleak and full of promise. Although these characteristics may appear mutually exclusive, in fact they were mutually constitutive. This book explores the paradoxes of Soviet life during the period of "late socialism" (1960s-1980s) through the eyes of the last Soviet generation.

This chapter provides a broad overview of the study of sociopolitical issues in bilingual education. It begins by examining early concepts in the field and the ways that these early concepts continue to influence the study and practice of bilingual education today. It then examines the ways that more contemporary scholarship has critiqued the positivist and top-down approach of this early work and has instead advocated for a more politicized and bottom-up approach. This critique emerged in two stages. First, there was a critique of English linguistic imperialism and the advocating of linguistic human rights that guaranteed language-minoritized students mother-tongue education alongside access to dominant societal languages. Second, there was a critique of colonial language ideologies and an attempt to reconceptualize bilingual education outside of these ideologies. Though both of these stages have made significant contributions to the field, the bulk of this work has lacked an explicit theorization of the neoliberal political economy within which current bilingual education programs exist. This chapter turns to an exploration of the general literature on applied linguistics that connects issues of language to neoliberalism and examines the
implications of this literature in exploring sociopolitical issues in bilingual education. This chapter ends with a call for scholars of bilingual education to engage in more interdisciplinary work that considers insights from scholarship on neoliberalism as well as talks back to this work by using studies of bilingual education to clarify and refine current conceptualizations of neoliberalism.

The assessments designed for and analyzed in this study used a task-based language design template rooted in theories of language reflecting heteroglossic language practices and funds of knowledge learning theories, which were understood as transforming classroom teaching, learning, and assessment through continua of biliteracy lenses. Using a participatory action research model, we created assessment instruments for pre-service English teachers in Oaxaca, Mexico, integrating language practices from communities and classrooms into assessments. Participants completed two reading and writing tasks. Task 1 was intentionally designed to engage learners' English and Spanish languages resources. Task 2 was restricted to English-only. Our analyses indicated (1) that pre-service English teachers performed better on the multilingual task than the monolingual English task at a level of statistical significance and (2) that integrating multilingual resources within assessment design can allow test-takers to demonstrate more complex or high-order thinking skills in the language they are learning. We are offering some empirical evidence of an assessment approach that is consistent with the broadly supported principle of making use of all students' linguistic resources for the purpose of teaching and learning.

"Meaning, if Twain’s views regarding the rights of woman and gender inequality had shifted over the course of his literary career, this change would inherently appear in the reader’s perception of Pudd’nhead Wilson, based solely on the possibilities of the literary medium per se. One aspect of the novel’s narrative form is its “flexibility,” part of which allots the novel the capacity to be “immediately responsive to patterns of cultural change” (Frye 433). It should be further noted that even though the novel as a literary medium or form is incredibly prevalent today, it has had a historical and prominent association with women, and that even in Twain’s time, women associated with the novel in greater numbers, both as writers and readers. Most of Twain’s male literary contemporaries, with certain exceptions, opted for philosophical prose or experimented with poetry, short story, and essay. When we consider other major contributors to the canon of early American literature, men constitute the majority of the canon’s notable figures, such as Poe, Emerson, Thoreau, Whitman, and so on. Most of the novelists in this canon, also with certain exceptions, tend to be women, notably Harriet Beecher Stowe and Louisa May Alcott. Surely, then, one claim for the novel’s feminist possibilities stems from the novel’s popularity and frequency amongst the female reader and writer. Imagine, for example, the way in which one of Twain’s female contemporaries may have alternatively perceived Pudd’nhead Wilson, particularly if that woman had also read “In Defense…” or had a history of reading female-centric or female-authored novels, as was characteristic of that time. "

In today’s globalized multilingual classrooms, deficit ideologies tend to disregard the cultural capital and mobile semiotic resources that immigrant and culturally diverse students bring with them (Blommaert 2010). There is a growing need to focus on culturally sustaining pedagogies that reframe how we think about teaching multilingual learners (Paris and Alim 2017). By bringing two perspectives – Halliday’s systemic functional linguistics (SFL) (Halliday 1993) theory and García’s (2009) notion of translanguaging – into dialogue, we explore their conceptual alignments and complementarities. Building upon this, we envision culturally sustaining SFL as an integrative framework which holds the promise of fostering meaningful heteroglossic contexts of learning for multilingual learners in supporting their multiliteracies (see Khote 2017; Harman and Khote 2018). Data from one of the author’s English Language Arts (ELA) classroom will further illustrate: (a) how students’ complex linguistic repertoires were mobilized as a foundational resource for developing disciplinary literacy, and (b) how multilingual students engaged with the curriculum to interrogate discourses that diminish their authentic participation in the classroom.

This article finds in Joinville's late crusading narrative, the Vie de Saint Louis, evidence of past and continuing dialogues and a community of understanding between putative enemies in a theater of war. I argue that the text's mutually derived, Franco-Islamic references and syncretic customs attest to the everyday cross-fertilization and dialogue that took place in the medieval contact zone of Outre-mer irrespective of official crusading ideology emerging from Europe. I then turn to examining closely some of the Vie's many inter-confessional dialogues, showing how the cited Muslim voices of these dialogues reorient meaning within their linguistic environment, casting what Bakhtin called an unofficial “sideways glance” upon what would otherwise be monologic, Latin-Christian discourse. These unofficial, textual sideways glances both open up alternative perspectives within the Vie, and effectively cast an alternative image of the crusading endeavor itself, one in which Muslim and Christian values are mirrored in each other.

Corpo da luogo utopico a spazio eterotopico in direzione di una metodologia eroptica antropologica. Il corpo nella sua ambivalenza simbolica muta nelle contaminazioni del XXI secolo.
Foucault partendo da Marcel Proust cerca un luogo che sia il contrario di un’utopia. Quel luogo si chiama corpo. Esso si trova altrove, in uno spazio altro dal mondo, in una zona di frontiera, oltre il confine del Reale. Per Foucault sono i meccanismi di potere che si indirizzano al corpo che diventa forza utile solo quando è contemporaneamente corpo produttivo e assoggettato.
La tecnologia del potere investe sul corpo codificandolo e disciplinandolo.
Lo spazio si apre allo scarto, alla distanza e svela come il linguaggio sia la più ossessiva delle metafore. Lo spazio è un luogo altro, dislocato, come la nave che è l’eterotopia per eccellenza. Nella civiltà senza navi, i sogni si inaridiscono.
Gli spazi eterotopici sono connessi con tutti gli altri spazi in modo tale da sospendere, neutralizzare o invertire l’insieme  dei rapporti che essi stessi designano, riflettono o rispecchiano. Le utopie consolano, mentre le eterotopie inquietano. La transformazione silenziosa avviene tra un’utopia che si sviluppa nel suo valore ideale e lo spazio eterotopico in cui il corpo mantiene il suo corpus in un luogo senza luogo, per poi incarnarsi nel momento della connessione alla Rete in una dimensione virtuale: l’avatar. Nel Web il corpo si trans-forma, perde gender, gli organi si aprono al sex appeal dell’inorganico. Il corpo si guarda, si riempie di occhi e muove verso una metodologia eroptica. Il desiderio dello sguardo si moltiplica quando il corpo si connette nell’avatar. L’eroptica addestra lo sguardo nuovo, fornendo una riscrittura dell’occhio, aprendosi ad una condizione polisensoriale, dove l’avatar cambia la sua identità multi-individuale incorporata nei feticci digitali: occhio e desiderio erotico si mescolano. Lo sguardo non ha più bisogno della profondità prospettica per essere ingannato. La vertigine della simulazione non controlla più il corpo che cerca di superare la sua inadeguatezza ri-nnovandosi. È qui che una trans estetica gioca con la filosofia del sentire, spostando il suo grado in una zona di frontiera che supera lo schermo, entrando nel cyberspazio, dove il corpo si metamorfizza, transita e riceve altri corpi metaforici-mutanti e moltiplicati.

Language is both a means and an end in educational systems. As a means to learning, it manifests itself in countless, shifting modalities; while as an end or objective of learning, it is often perceived as an autonomous, formal entity. Through a case study of an interdisciplinary secondary school project in Luxembourg, this paper explores the tension between formal, standardizing ideologies of language and the diversifying realities found in many classrooms and beyond. Beginning with discussion of different ideological stances towards multilingualism, language education and classroom participation, this paper analyses ways in which these ideologies impact educational systems in general, and language education in Luxembourg in particular, and advocates for heteroglossic, inclusive approaches to language education. The case study presented illustrates successful heteroglossic pedagogy, marked by inclusion of numerous languages, numerous content areas, numerous modalities of expression, and shifts in school participation hierarchies. At the same time, analysis of this case also illustrates continued influences of standard, monoglossic language ideology and areas of difficulty that need to be addressed in order to further develop and normalize effective multilingual pedagogy.

This paper uses sociocultural theories of language learning to investigate how teachers and students navigate between monolingual institutional policies and the multilingual realities encountered in a rural Kenyan fourth-grade classroom. The paper addresses not only how learners’ communicative repertoires are deployed to make meaning in a foreign- language instruction context but also the sociocultural significance of these communicative practices. Results illustrate how the science teacher used heteroglossic practices to mediate students’ access to literacy, hence, supporting the content learning and language development of students. Both the science teacher and the students preferred a more flexible use of language to make sense of their multilingual realities as opposed to monolingual view of literacy imposed on them by the language policy. I argue for the potential of heteroglossic practices in multilingual classrooms to ease the cognitive load of English language learners in the process of learning in an additional language. The findings highlight the need for legitimizing fluid language practices in multilingual classrooms in the process of acquiring an additional language and preparing teachers for a multilingual reality.

Keywords: Heteroglossia; communicative practices; monolingual; multilingual; repertoire; indexicality

This chapter discusses the fraught relationship between Second Sophistic discourse and koinē fiction of the second and third centuries ce. Taking its point of departure from a comparison (synkrisis) of Dio of Prusa’s first oration On Kingship and the α-recension of the Greek Alexander Romance, the chapter goes on to argue that Second Sophistic
discourse and koinē fiction are not just two different bodies of contemporaneous writings that happened to appear side by side. Rather, they remain engaged in an intertextual agon where literary production in koinē—as opposed to Attic—Greek constitutes a dialectical negation of the overtly imperialist political agendas and monologic cultural
objectives that inform Second Sophistic composition. Further consideration of the Life of Sekoûndos and the Story of Aseneth shows how koinē fiction of this period not only aggressively contests the goals and priorities of the Second Sophistic, but pointedly turns its norms and ideals inside out.

Tracing both the critical relevance and translational migration of Mikhail Bakhtin's 1935 essay " Discourse in the Novel " in the Maghreb, this essay explores the theoretical landscape of the roman maghr ebin over the last 50 years with a particular emphasis on Morocco. Focusing on the critical concepts of heteroglossia and heterology, it argues that the Arabophone and Francophone Maghrebi novel continues to be written and theorized as pluralistic, polyphonic, and polysemic. The roman maghr ebin thus disrupts those monoglossic and monolithic assumptions that inform a view of the novel as the genre par excellence for the hegemonic institutionalization of national identity, language, and literature. As such, the roman mag ebin relies upon a literary-critical poetics of opacity and untranslatability that in turn engenders particular reading practices and publics. This rendering of the novel as always already under translation, and yet untranslatable, further serves to destabilize not only the formal category of the novel, but also false binaries of the secular/sacred, personal/political and private/public.

This article stems from a panel we jointly convened at the i-Docs 2018 Symposium, where we presented a series of provocations with a view to generating a new theoretical framework for i-docs. These provocations were inspired by all aspects of Mikhail Bakthin's concept of polyphony, from both a theoretical and a practical point of view. This article presents these provocations and reflects further on them. A number of key issues are documented, expanded and commented upon, as a potential framework for further research, including multiplicity, the chronotope, dialogism and interaction. We propose that these lead to new ways of approaching complexity. With the aim of using juxtaposition, nonlinearity and layering to break down binaries, the article demonstrates how complexity can be embraced and, crucially, how the simplicity within it can be revealed. In other words, a key proposition here is that we should accept and celebrate complexity as the natural order of things, without needing to deny simplicity. By investigating several theoretical aspects of Bakthin's wider idea of polyphony, this article identifies some areas for potential development and offers input for further research, particularly in relation to the concepts of heteroglossia, carnival and aesthetics. This article is an expanded version of our " provocations " , a series of ideas and stimuli designed to provoke debate and set the scene for a collaborative panel session on " The Poetics and Politics of Polyphony ". We organised and hosted this session at the i-Docs 2018 Symposium held in Bristol, UK on 21–23 March 2018, based on our combined long-term and ongoing research into the subject (Aston and Odorico). 1 In the spirit of the Russian philosopher Mikhail Bakhtin, our provocations were designed to start a dialogue between us, our guests and the audience, through which we endeavoured to create an equal and open platform for the generation and exchange of ideas. A number of key issues came out of this dialogue, which we document and comment upon here as framings for further research. The structure of this article is based on the order in which we presented our provocations, using our set of six slides from the symposium, followed by a list of keywords that emerged from the ensuing discussion. As we use this structure to talk through our ideas, this is not a typical linear essay, but a series of inputs for further analysis, with certain aspects focussed on in more detail. The article also includes a few additional slides, where we have expanded upon points we first made at the symposium. Overall, the aim of the article is to explore areas of synergy with Bakhtin's thinking on polyphony, and to begin to reflect on the theoretical and practical contribution of a dialogic approach to the field of i-docs.

The term "poetic grammar" refers to the formal patterns that distinguish poetic registers from other modes of speech: for example, patterns in meter and rhyme schemes. For many poetic traditions, function is also a distinguishing feature: epic poetry is a vehicle for heroic lore, for instance, and liturgical hymns convey entreaties to gods. Thus, poetic genres are characterized in terms of patterns in sound or typical topics; connections between form and function are most often left unexplored. My dissertation examines relationships between traditional formal "structuring devices" and the quite heterogeneous functions of a selection of hymns from the Rig Veda, the most ancient of Indic liturgical texts and one of considerable self-conscious poetic intricacy. Working in the traditions of interdisciplinary poetics pioneered by such figures as Roman Jakobson and Mikhail Bakhtin, and building on the insights of historical linguistics, I will explore how the phonological, grammatical and lexical patterns that comprise formal structuring devices are used to shape a discourse, and to further specific rhetorical goals of the Rigvedic poet Vasiṣṭha, among other speakers.

Contemporary public discourses are, despite the growing array of technologies and spaces for participation, becoming increasingly characterised by polarization-the formation of two distinct and relatively homogeneous 'sides'. However, while such polarization may be commonplace, it is not an inherent property of discourse but rather a result of strategic polarizing actions taken by specific actors in order to establish control over the debate. In order to describe the process of polarization in a public discourse about language policy in Slovenia, this paper presents a theoretical framework based on Bakhtin's concepts of heteroglossia (diversity of voices), polyphony (diversity of ideology) and dialogicality (relatedness of voices and ideologies) and on the central concepts of critical discourse studies (CDS). The case study is based on a qualitative analysis of a sample of 48 newspaper articles reporting on the language policy debate, collected from two major Slovene newspapers during 2016. Additionally, the case study also relies on field notes and transcripts obtained from a public hearing held in the Slovene parliament. The analysis of these two data sources uncovers a debate which was heavily polarized due to both ideological difference as well as continuous reinforcement of the Manichean dichotomy. In particular, the paper shows that this polarization was strengthened by explicit practices of identity construction and suppression of dissent which allowed the construction of a homogeneous Self and Other in discourse.

This thesis is dedicated to the cinema art of Kira Muratova with the focus on the theme of grotesque. Kira Muratova shot films of different genres; mixing styles, creating a new reality of cinema, mixing audio-visualization of people with animals, classical literature with slang, including photography and pornography, installation, performance, opera and ballet. Due to this fact, her films provide rich objects of research in Visual Culture Studies. This study is concerned with the audio-visual effects, images and scenes connected to the theme of grotesque in the auteur cinema of Kira Muratova.

Deliberately departing from the possible socio-historical context, the author of the project presents intertextuality of Muratova's film.This thesis includes a detailed analysis of images and shots of several films with a focus on grotesque and along with general description of the director’s main devices. It searches for meanings, denotations and connotations in the films’ images as the essential elements of the films. In addition to an overview of the whole art of director and auteur features, the project deals in more details with two recent films by Muratova— Two in One (2006) and Melody for a Street Organ (2009). Both films are examples of post-modern cinema, and represent ironically, controversially, abruptly, painfully, but truthfully, many important cultural and philosophical issues and essences: arts, man and his place in the world, his relation to other living beings. Semiotics, auteur theory, other theories of film studies, linguistics and psychoanalysis in their postmodern appearances have been applied to the analysis of Kira Muratova's film.

This dissertation provides an analysis of language attitudes of 1.3% of the adult population of the island of Pohnpei in the Federated States of Micronesia. It presents both quantitative survey and qualitative interview data collected July–August 2016 and July–August 2017. The results are situated within a poststructuralist, postcolonial theoretical framework that critically evaluates the colonial history of the island and its ideological effects on language use, as well as highlighting the diversity
of opinions found on the island. Because of this framework, the dissertation does not aim to construct a monolithic narrative of language attitudes on Pohnpei, but rather seeks diversity wherever possible.
To carry out these goals, the dissertation adapts quantitative methods (multidimensional scaling, cluster analyses, correspondence analysis, and poststratified Bayesian generalized hierarchical modeling)
and combines them with critical theoretical tools such as sociolinguistic scale and translanguaging. The results showed two main different ideological groups both in terms of language use and language
attitude patterns. Both groups highly value Pohnpeian, English, and other local languages generally. However, the first group values English over Pohnpeian and other local languages. They in general only use Pohnpeian to connect with Pohnpeians and in situations related to the soupeidi system, but use English for most other situations including education, work, media, and government. This group’s language use patterns with scale-based language ideologies, where local levels of scale (such as family and kousapw) are highly multilingual, but become increasingly monolingual as scale increases toward the translocal level. The other group, conversely, finds Pohnpeian to be the most
important language for them overall and tend to find Pohnpeian to be the most important language in every domain.
The results of the dissertation indicate a disconnect between the current mostly monolingual English-focused educational practices among both private and public schools on Pohnpei and the desire of the research participants for greater use of Pohnpeian and other local languages. The current educational system likewise devalues the symbolic resources of its students, which has perpetuated negative ideologies about local languages. These ideologies adversely affect both the students and
the linguistic future of local languages including Pohnpeian.

Resumen
El presente estudio tiene como objetivo analizar las similitudes y diferencias que se evidencian en los discursos de Benedicto XVI y su sucesor, Francisco I en materia de homosexualidad, aborto y pederastia. Se utilizará la Teoría de la Valoración (TV) y el Análisis Crítico del Discurso (ACD) como soportes metodológicos y teóricos para el análisis de un corpus compuesto por cinco discursos, mensajes, cartas pastorales y entrevistas. Se tomará al episodio como unidad de análisis los cuales serán seleccionados de acuerdo a la controversia que han generado entre católicos, así también como en grupos de resistencia y no creyentes. A través del análisis se evidencia que el comportamiento discursivo de Francisco I, si bien en apariencia parece más laxo, aún contempla rasgos conservadores que no fomentan el dialogismo abiertamente.
Palabras clave: Iglesia Católica, discurso religioso, Teoría de la Valoración, Análisis Crítico del Discurso.

Abstract
The purpose of this study is to analyse the differences and similarities in the discourse of the former Pope Benedict XVI and his successor, Francis I, regarding homosexuality, abortion and pederasty. A corpus composed of 5 speeches, messages, pastoral letters and interviews will be examined by means of the Appraisal Theory and Critical Discourse Analysis. For the purpose of this study, episodes will be used as units of analysis. These will be selected according to the controversy they created amongst Catholics, non-Catholics and resistance groups. It was found that although Pope Francis I seems to have adopted a more lenient discursive behaviour, the underlying conservative features of the Catholic Church are still present and these do not foster full dialogical exchanges.
Keywords: Catholic Church, religious discourse, Appraisal Theory, Critical Discourse Analysis

This article describes the bodily aesthetics, patterns of consumption, and daily linguistic practices undertaken by hip-hop affiliated youth in Rio de Janeiro in the late 1990s. I argue that through their participation in politically conscious hip hop, poor male Brazilian youth attempt to racially transform their bodies into a form of ‘modern blackness.’ I focus, in particular, on the quoting of rap lyrics in daily conversation, a linguistic practice that offers audible evidence of one’s consumption of hip hop style. I suggest that linguistic strategies of racial empowerment constitute forms of 'techniques of the self’ that allow speakers to manage the racial appearance of the body through an avoidance of the traits that are negatively associated with blackness in Brazil.

This study examined the use of a student-driven inquiry-based science education instructional approach designed specifically to meet the contextualized needs of Luxembourg primary schools. The key issues, namely an increasing linguistically diverse student population and limited instructional time for science, were considered in the design of the instructional approach. Drawing on theories of dialogic inquiry, the instructional approach engages students in asking questions and designing investigations to build their science understanding. This interpretive qualitative study utilized a multi-perspective approach to analyse how teachers used the instructional approach in their classrooms and
explored two overarching research questions, first, what instructional opportunities does Science Workshop, an inquiry-based student-driven science instructional approach, afford when used in Luxembourg primary classrooms? And second, what does analysis of interactions in these contexts reveal about inquiry-based science instruction in multilingual classrooms?

Qualitative methodologies, specifically case studies of classroom implementation, were used to examine the use of the program teachers’ adaptations of the program in their classrooms. Bakhtinian notions of heteroglossia and dialogic pedagogies were used as lenses to
examine the instructional opportunities afforded. Interaction analysis was used to examine instruction in a focal classroom when the inquiry-based approach was used. Analyses rooted in sociocultural theoretical frameworks of science and language learning revealed
three key contributions toward the use of IBSE in Luxembourg primary schools. First, the key characteristics of teacher professional learning opportunities that supported teachers’ use of the program in Luxembourg, which included workshops, material support, and opportunities to share implementation cases were identified. Second, the ways in which ritualized
instructional components afford students spaces to engage on micro-scales in building synchronous interactions during science investigations were revealed. Third, that the science notebooks can position students to engage in dialogic discussions surrounding science investigations was shown through detailed analysis. Taken together, these interrelated points contribute to an understanding of the use of student-driven instructional approaches in multilingual science classrooms in general, while revealing implications for the use of inquiry-based science instructional approaches in Luxembourg primary schools specifically.

In this paper, I analyse the highly heteroglossic lyrical and musical practice of a recent hip hop group in Hong Kong, 24 Herbs.  Through analysing their multi-voiced translanguaging lyrical practice, I analyse their “structure of feeling” (Williams, 1961) and their simultaneously trans-local and local identity in their uniquely postcolonial Hong Kong performance modes.  For instance, “Do you know me” is the name of a new song in 24 Herbs’ new album in 2011.  “Do you know me” also subtly indexes the familiar Cantonese slang expression, “Diu neih louh mei” (literally meaning: ‘Fuck your mother’).  This multi-voiced translanguaging not only evokes structures of feelings of both glossy metropolitan identities and forceful streetwise local Hong Kong identities, but also destabilizes the conventional boundaries between Cantonese and English, “low” and “high” social languages, all in the arty and artful act of hip hop poetic meaning-making.  24 Herbs’ hip hop heteroglossic translanguaging practice as both pleasure and public pedagogy is discussed.
To cite:  Lin, A. M. Y. (2014). Hip-hop heteroglossia as practice, pleasure, and public pedagogy: Translanguaging in the lyrical poetics of “24 Herbs” in Hong Kong. In A. Blackledge, & A. Creese (Eds.), Heteroglossia as practice and pedagogy (pp. 119-136). Dordrecht: Springer.

The idea for this special issue of Alphaville originated at the i-Docs 2018 Symposium, held in March 2018 in Bristol, UK, where we jointly convened a discussion on the potential engagement of the interactive documentary (i-doc) form with Mikhail Bakthin's expanded concept of polyphony. As part of this, we presented a series of provocations with a view to generating a new theoretical framework for i-docs. 1 These provocations were inspired by all aspects of Bakthin's polyphony, from both a theoretical and a practical point of view. Much like Giulio Camillo's " Memory Theatre " (Yates xi), which brings order into the complexity of the universe (of the media, in our case), we argue that i-docs can be considered as a method that facilitates intervention in our societies, cultures and knowledge. Hence, this contemporary digital form can be also described and defined as a complexity of methods that find their space of action, dialogue and completion within the concept of polyphony. This issue's general focus, indeed, is on i-docs as often complex projects that embrace, within their structures and production processes, multiple voices that interact together in the creation of content. This brings us to what Bakhtin has written about the polyphonic and multivocal novel, which, he claims, " is constructed not as the whole of a single consciousness, absorbing other consciousnesses as objects into itself, but as a whole formed by the interaction of several consciousnesses, none of which entirely becomes an object for the other " (18). We believe that Bakhtin's theory, which gives account of this plurality, is well suited to i-docs and, although his work has been mentioned before in the literature (Daniel; Aston, " Direct " ; Aston and Matthews; Zimmermann and De Michiel), it still has a lot to offer to the field, especially due to its multifaceted nature. This special issue, accordingly, aims to analyse, reflect and raise questions on approaches to polyphony and complexity within i-docs. It also aims to begin to critically theorise this within the wider context of how media research methods can influence knowledge generation across different disciplines. We are interested in the use of i-docs as an interventionist form in any area of research, whether it is part of a participatory process, a tool for data analysis or activism, a reflexive exploration of new and creative methodologies or a dialogical machine. Furthermore, we are interested in how the creation of a theoretical tool within a Bakthinian framework of analysis

Amorim, Aline dos Santos; Moura, SML. (Advisor). ‘Fanfics and Identities: What do our Fan Stories unveil?’. Rio de Janeiro, 2016, p. Monograph – Departamento de Letras, Pontifícia Universidade Católica do Rio de Janeiro.

This monograph was shaped with the objective of understanding how identities arise from fan fictions produced by high school students from a public institution in Rio de Janeiro, Colégio Estadual Compositor Luiz Carlos da Vila, after introducing the genre at school as a Pop, creative and personal resource to stimulate English learning. Sections include theory background on Applied Linguistics, Reflective Teaching, Fan Fiction and Identity; methodology include the collection of interviews after the presentations of eleven outstanding stories based on Universal Studios’ Jurassic World, collected throughout the months of November and December of 2015, respectively. Fan fiction writers try to portray characters’ identities, but they can also portray personal experiences in stories, borrowing elements from their own lives. This dialogic phenomenon is present in all the analyzed stories, and it may be noticed in other texts related to the genre.

Key words: Applied linguistics, creative writing, fan fiction, identities, pop culture.

Using Jacques Rancière's notion of dissensus and Mikhail Bakhtin’s conceptualization of the carnivalesque and heteroglossia this article focuses on how Pussy Riot’s use of different speech types and variable modes of aesthetic practice are marshaled to challenge systems of exclusion legitimized in contemporary Russian political life. Within this framework, aesthetics refers to the meeting place between art practices and political practices; it is a space of the sensible in which the common boundaries between art and politics are broken down and Pussy Riot’s work operates in this space of dissensual aesthetics.

This paper focuses on the lack of impact on language education of recent paradigm shifts in the study of language and society such as the recognition of the ideology of language[s] as stable, discrete or bounded entities and the reality of heteroglossic languaging and semiotic practices in everyday life. Using South Africa as a case, the paper explores the implications of heteroglossic concep-tualising of language as social practice for language education through three ethnographically informed case studies of classroom discourse. I will argue that monoglossic orientations which ironically underpin both monolingual and "multilingual" approaches have wide-ranging constraining effects on how children are positioned in schooling, and on children's participation in classrooms, resulting in a form of 'epistemic injustice' (Fricker, 2007).

Media artist Sharon Daniel has been involved with the i-Docs community since its inception—having presented her online documentaries and works in progress at all five i-Docs symposia that have taken place since 2011. We consider her to be a central and inspirational figure within this community, for whom the concepts of polyphony and heteroglossia are key to her ongoing practice. Here we build on her own previous references to these terms, in order to explore with her in more depth how polyphony and heteroglossia play out through her work. We also ask how and why she sees this approach to " cultural democracy " as an ever-more-urgent form of activism and intervention. ASTON: Could you start by describing how you position yourself as a media artist? What is it about the i-Docs community that appeals to you as a forum through which to present and discuss your work? DANIEL: When I heard about the first i-Docs conference I was thrilled. My work didn't really fit into the digital arts world (because my focus is on social justice, not technological innovation as such). It also didn't fit into the documentary film world (because my work does not emerge out of cinema and it is not storytelling). So, after creating interactive interfaces to online audiovisual archives (that I had come to think of as interactive documentaries) in a kind of disciplinary isolation over a period of about ten years, I was eager to find a community of other makers and theorists committed to new forms of (and new ethics in) documentary practice. I-Docs has helped to create that kind of intellectual community.

My study is based on an ethnography of two groups of young people from working-class neighbourhoods in Barcelona. I was interested in researching the impact of Catalan language policies on the identities of young people of Spanish-speaking immigrant families. I sought to go beyond the constraints of traditional structuralist approaches in Sociolinguistics in order to make my analysis relevant to people working for gender equality, the promotion of the Catalan language, or other social causes. I combine ideas from Bakhtin, Bourdieu, Fairclough, Foucault and Goffman to build a dialectical, historical, process-centred perspective that conceptualises practices in terms of social and political struggles.

I analyse young people's peer-group activities in terms of their significance for the construction of gender identities. I propose a variety of forms of masculinity and femininity according to the various ways in which members organised their gender displays in face-to-face interaction.

I also show how their use of argot and dialectal Spanish was part of the processes whereby members defined their relationships, constructed particular subject positions in interaction and struggled to legitimate their own values.

I explore the meanings constructed through Catalan and Spanish by looking into the code-switching practices of my participants. I analysed their talk in terms of narratives that present particular sequential dramatisations of events for conversational audiences. These narratives follow the expressive intention of the author, and are populated with multiple voices of animated characters. I argue that, in the groups I studied, Catalan was generally not used to animate the voices that were central to the identities of the peer-group, and particularly to masculine identities.

In order to contextualise these practices within the wider society, I also look into the processes of language choice in face-to-face encounters. I argue that existing conventions made it difficult for people to find opportunities to speak Catalan. I also pointed to the difficulties that my participants had to find employment, which were particularly acute amongst the more politically aware individuals. I conclude that these young working-class people had little possibilities of investing in more egalitarian forms of identity given their lack of resources and opportunities to develop their identities in other social spaces, such as the workplace.

This essay answers the call for intersectional examinations of difference constitution/negotiation. I outline a dialogic framework of difference, actively accomplished via communication in conjunction with material conditions of object, site and body. The essay draws from an ethnography with Sri Lankan Tamil refugees in India. It finds that the refugees use dialogic domains of segregation–assimilation, safety–risk, and agency–passivity to make sense of their tenuous social position as outsiders within. The project adds to our understanding of difference as multi-layered, simultaneously straddling agency/structure, and discourse/materiality.

The aim of this paper is to shed light on the particularities of the linguistic, social and
cultural action of young Finns in translocal new media spaces, and the ways in which
they themselves make sense of and account for their actions. We present findings from 4
case studies, each of which illustrates aspects of translocality in young Finns’ new media
uses. Theoretically and methodologically the case studies draw on sociolinguistics, discourse
studies, and ethnography, making use of the concepts of language choice and linguistic
and stylistic heteroglossia. Through the 4 cases in focus, the paper shows how young
people’s linguistically and textually sophisticated new media uses are geared by and express
translocal affective, social, and cultural alignments and affinities.

doi:10.1111/j.1083-6101.2009.01482.x
Int

In the movement known as Spiritualism, successful performances of "mental mediumship" are rarely smooth. At services held by the Canberra Spiritualist Association, mediums attempt to provide evidence of life after death by describing a deceased person's character in ways recognizable to audience members. A medium's verbal performance de-emphasizes heteroglossia while developing vivid spirit characters. Audience members sometimes do not understand or accept what the medium says, but small "failures" in performance help build a larger sense that mediums and audiences are working to gather evidence. As they work, mediums foreground and background their agency at the same time, displaying their fluency in spirit

Nel presente contributo si porta una testimonianza concreta d'uso di strumenti nati dalla collaborazione fra le cosiddette " scienze esatte " e il sapere umanistico, che si sono rivelati di grande aiuto durante il lavoro di ricerca di dottorato in Storia della lingua e della letteratura italiana sull'epistolario italiano del pittore fiammingo Jan Brueghel il Vecchio. I data base on line dedicati agli scritti di Vasari e di Leonardo (l'Archivio Scritti Vasariani e E-LEO) e i relativi lemmari di riferimento sono stati infatti molto utili nell'analisi e contestualizzazione del lessico tecnico impiegato da Brueghel. Tuttavia, la ricerca negli archivi digitali non ha sempre dato buon esito: resta aperto, infatti un enigma lessicale da cui si è scelto di prendere le mosse. Questo non per dare un tono pessimistico alla riflessione, ma al contrario per ribadire l'importanza di iniziative di digitalizzazione del patrimonio testuale dei secoli passati che stanno prendendo piede negli ultimi tempi e che interessano sia corpora letterari, che scritture meno sorvegliate come gli epistolari. This study presents a concrete example of use of instruments created thanks to the collaboration between " exact sciences " and humanities. These instruments have been really precious during the PhD research in History of Italian Literature and Language focused on the flemish painter Jan Brueghel the Elder's Italian letters. The databases of Vasari and Leonardo's writings (Archivio Scritti Vasariani and E-LEO) and their glossaries have been useful for the analysis of technical words Brueghel used. However, the quests in these archives sometimes failed. In fact, a lexical enigma, which is presented at the beginning of the paper is still unsolved, but this doesn't mean a pessimistic point of view. Contrariwise, it's a way to affirm the importance of recent digitization projects concerning literary works and correspondences, which could make the past textual heritage more accessible. Nelle proficue giornate del convegno palermitano «Saperi umanistici nella contemporaneità» sono stati affrontati temi rilevanti, con particolare attenzione all'apporto delle nuove tecnologie alla ricerca umanistica nell'era digitale. In questa sede posso offrire un contributo circoscritto alla riflessione, soffermandomi su una piccola impasse capitata durante l'analisi delle lettere italiane del pittore fiammingo Jan Brueghel il Vecchio, conservate presso la Biblioteca Ambrosiana di Milano.

This study investigates the use of Arabic numerals by Chinese internet users to create meanings beyond the numerals' cardinal/ordinal values. Numerals are often used – individually, or in combination with other symbols – to convey a range of communicative meanings such as farewells, agreements, and compliments, as well as paralinguistic features. Over a three­month period, data were collected from three different types of social media sites: WeChat and QQ (online chatting software), Weibo (the Chinese version of Twitter), and bilibili.com (a video­sharing website). A total of 3,021 instances of non­cardinal/ordinal Arabic numeral uses were identified and classified into four categories: numeric homophones of Mandarin pinyin, numeric homophones that include other languages, onomatopoeia, and symbolic numeric conventions. These uses demonstrate complex linguistic/semiotic hybridity and a dialogic nature, facilitated by the technological affordances of the CMC context.

Please visit Language@Internet (http://www.languageatinternet.org/articles/2017/zhang) for this paper.

Narratives focusing on People of Color often suffer from neocolonial treatment with narrow focus on race at the expense of character development, working with stereotypical monoliths rather than complex individuals. These types of narratives tend to use Whiteness as a “neutral” reference point. In this thesis, I demonstrate how novelist Junot Díaz crafts The Brief Wondrous Life of Oscar Wao around a universe that explores narratives and value systems that normalize and center around People of Color. I examine how Díaz presents a multigenerational nebulous investigation of decolonial liminality through the lens of what I term the “decolonized chronotope,” a device for analyzing texts and their cultures in a way that addresses and delinks from colonialist power structures. I analyze the novel dialogically by looking at the interplay of the underlying diaspora, the oscillations––or shifts––between genre, language(s), time, space, perspective), and what the novel’s various internal interactions convey about the larger whole. Using theories from M.M. Bakhtin, alongside Gayatri Spivak, John Muthyala, Theodor Adorno, and Walter Benjamin, among others, I deconstruct the oscillations that power the decolonized chronotope, as well as examine the nature of diaspora, hegemonic cultural control, and colonialism in the novel.

This article examines how essentializing ideologies of language and identity in Toronto’s Portuguese ethnic market, constructed as monolingual and monocultural within the larger mainstream market of English-speaking Canada, provide the background for humorous sociolinguistic performances that playfully acknowledge, reproduce, and challenge ethnolinguistic stratification.
After more than sixty years, the dominant spaces of the local Portuguese market continue to exclude most Portuguese-Canadian youth by rarely legitimizing the use of English, bilingual code-switching, or ‘broken’ or ‘Azorean’ Portuguese. By choosing YouTube as a space in which to engage audiences in ideologies of language and identity through performances of sociolinguistic caricatures, three young Portuguese-Canadian amateur comedians negotiate sociolinguistic boundaries with an ambivalent agency. The mocking performances are legitimized by the performers’ in-group status and reveal, among other things, how a stigmatized variety of Azorean Portuguese and certain ethnolinguistic stereotypes can be reappropriated and reinforced relative to sociolinguistic hierarchies.
Keywords: Language ideologies, ethnic humor, performativity, heteroglossia

La présente conférence s'inscrit dans une démarche de recherche théorique (penser la traduction) entreprise depuis fort longtemps, dès mes toute premières années d'enseignement universitaire, à la Faculté de Traduction et d'Interprétation de Mons, [qui s'appelait alors seulement EII, École d'Interprètes Internationaux], une démarche toujours associée à trois autres pratiques : celle de la traduction littéraire, celle de l'écriture littéraire (en plus d'une langue), et celle de l'analyse, de l'histoire et de l'interprétation comparative des textes et de la communication littéraire groupées sous le nom français de discipline « Littérature Générale et Comparée ».

Esta contribución muestra un cambio de ideología lingüística generacional al interior de familias latinoamericanas o mixtas (padre suizo y madre latinoamericana) que radica en el paso de una ideología monoglósica y purista de las madres latinoamericanas, y que además son las transmisoras del español en casa, a otras ideologías lingüísticas alternativas que muestran las mujeres de segunda generación, y que no sólo reconocen las prácticas heteroglósicas como una forma normal de comunicación, sino que la reivindican como una forma identitaria y creativa. Este fenómeno lingüístico ha sido observado también por otros especialistas desde marcos epistemológicos que se ajustan a las nuevas realidades socioculturales influenciadas y moldeadas por la globalización (Dovchin 2016; Sultana et al. 2015; Ag y Jørgensen 2012; Otsuji y Pennycook 2010; Blackledge & Creese 2008; Pennycook 2007). Efectivamente, las constelaciones que llevan el sello de la globalización han desdibujado la conexión inequívoca entre espacios y lenguas e individuos; la enorme diversificación étnica y lingüística y la expansión de las comunicaciones transnacionales que permiten las nuevas tecnologías no hacen ya posible trazar conexiones simples y claras entre estas tres dimensiones.

El artículo se basa en un estudio realizado a partir de un set de datos de 14 conversaciones como parte de un corpus bastante más amplio desarrollado en el marco de un proyecto exploratorio cuyo objetivo es indagar sobre la ideologías e identidades (lingüísticas) de persona que se adscriben al colectivo latinoamericano en la Suiza germanoparlante. Para este estudio se han utilizado aproximaciones teórico-metodológicas de la sociolingüística de la globalización y de migración (Zimmermann y Morgenthaler 2007), que privilegia una perspectiva glotopolítica, y de la sociolingüística cognitiva (Caravedo 2014; Kristiansen 2001), centrando así la mirada en los cambios perceptivos y su impacto en las ideologías e identidades (lingüísticas) en contextos de migración.

Our ethnographic action research case study addresses the unique concerns that arise when expanding bilingual education methods within teacher education for non-ESL preservice teachers concerning ideological and practice-based shifts in pedagogy. The conceptual framework connects language ideologies and pedagogical practices. The qualitative analyses of three key assignments document preservice teachers' ideological leanings as tending toward heteroglossia, tending toward monoglossia, or ideologies in flux. Our findings illustrate the attempts by preservice teachers to engage in practices along continua of heter-oglossic and monoglossic language ideologies and the importance of defining concrete practices that value bilingual community knowledge.

Following Hill’s investigation of the “permeability of language” that includes the heteroglossic mixing of Spanish phrases into English, I examine here the “permeability of race,” focusing on racial shifts in and out of whiteness. I begin by arguing that the construction of racial difference hinges on the perception of one’s ability to display a disciplined body, and I illustrate how language becomes a critical site for the racial disciplining of bodies. Next, I show how nonwhites can be “racially improved” and assimilate into whiteness through performances of standard English and control over their Spanish. Conversely, I demonstrate how white people who engage in intentional or unavoidable contact with latinos and Spanish speaking risk a loss of whiteness. Finally, I make the claim that white English speakers who embrace Mock Spanish actually “lose whiteness” as they “flirt” with the disorder of nonwhiteness. Here the temporary loss of whiteness that accompanies the display of a lack of linguistic refinement and control is readily exchanged for the positive associations of jovial and relaxed amiability. I thus argue that Mock Spanish helps us better understand the role of language in the moment-by-moment racial shifts speakers make in and out of whiteness. [Mock Spanish, race, whiteness, discipline, the body]