• An analysis of the foundations of ideology
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What type of ideology is adopted by the government and the citizens in this culture?

An analysis of the foundations of ideology - chrysalis …

After Ideology Recovering The Spiritual Foundations Of …

Sep 11, 2001 · The Religious Foundations of Suicide Bombings Islamist Ideology
The ideologies held by both the teacher and the individual learners are rarely explored in as open and critical way as described in Fecho's classroom. Yet these ideologies lie at the heart of how the individuals in the classroom construct knowledge through their use of language as a cognitive, communicative tool (Vygotsky, 1978, 1986). If the ideologies at play in the classroom are not aligned, and indeed may be in opposition, then learning will be impeded. Fecho states, "a pedagogy is less than liberating if the only views given credence are those that match the ideology of the facilitator" (Fecho, 2000, p370). Classroom settings then become not only a situation of language contact, but by extension a situation of ideological contact as language and ideology are inescapably entwined. Situations of language contact reveal the socio-cultural ideals present through a study of the ideologies in the classroom.

Social 30-2: Foundations of Ideology Flashcards | Quizlet

Woolard, Kathryn A. and Babmi B. Schieffelin, 1994.
typically reflects certain political, social, and metaphysical views, and on close examination they are not worthy of the kind of tribute that is often paid to as representing an edifying vision of things.

 

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11/09/2001 · The Religious Foundations of Suicide Bombings Islamist Ideology
Thus Heath defines an everyday use of language in the classroom that reveals an ideology where language is used to "transmit", to "inform", to "tell" students what is important and what they need to know through a method of direct instruction where the teacher initiates and controls the language production. In this ideology, students are seen as "sponges" waiting to soak up knowledge from the authority figure. They are seen as passive recipients of knowledge. They are seen as incapable of constructing knowledge on their own terms. They are not allowed to author their own cognition and are thus detained from fully engaging in the learning process through a lack of engagement. Logically enough, this lack of engagement leads to incidences of counter-agendas and behavioral issues that perpetuate stereotypes of ethnic minorities in academic settings. Additionally, the students' own prior knowledge and experiences are seen as trivial or even worthless to the educational enterprise. Additional research in the field offers additional support of this view. (Adger, Christian, & Taylor, 1999; Delpit, 1988, 1992; Garcia & Otheguy, 1989; Goodwin, 1990; Heath, 1980, 1983, 1986, 1989, 2000; Morgan, 2002; Ogbu, 1982, 1990, 1999).

Homepage an analysis of the foundations of ideology of Teun A. 15-1-2015
"Linguistic/language ideologies have been defined as 'sets of beliefs about language articulated by users as a rationalization or justification of perceived language structure and use'; with a greater social emphasis as 'self-evident ideas and objectives a group holds concerning roles of language in the social experiences of members as they contribute to the expression of the group'; and 'the cultural system of ideas and social and linguistic relationships, together with their loading of moral and political interests''; and most broadly as 'shared bodies of commonsense notions about the nature of language in the world' " (Wollard & Schieffelin, 1994, p.57).


Ideological Foundations - Chinese Posters

Silverstein poses the following definition, "'linguistic ideology': a set of beliefs about language articulated by users as a rationalization or justification of perceived language structure and use" (Wollard & Schieffelin, 1994, p.57). Gee comments that ideology is an expression of "how people structure their language to express themes, values and a particular world view" (Gee, 1988, p 31).

Language Ideology in Schooling Practice - …

Linguists contend that their work "lays open" how speakers operate with grammatical competence that lies beyond conscious awareness. How a speaker chooses to use language –semantic choices made, syntactical arrangement, tone, nonverbal language, etc - to accomplish certain communicative ends is key to understanding the ideologies underlying the sociocultural context (Heath, 2000). In truth, speakers can be said to draw upon a "linguistic repertoire", defined by Gal as "co-varying linguistic variables which have their own appropriate uses and connotations" (Gal, 1978, p.3). Additionally, this repertoire may not be consciously evident to the speaker. "Our repertoire of oral (and written) speech genres is rich. We use them confidently and skillfully , and it is quite possible for us not even to suspect their existence " (Garrett, in press, p.8). This repertoire can be alternatively conceived as a continuum ranging from more standard to more dialectical, ethnically defined speech. In drawing on this repertoire, and in placing themselves along the speech continuum, speakers reveal much about themselves, their views on language, and the larger sociocultural environment. In other words, the agency of the speaker reveals the ideology being employed. Implicit in this anaylsis is Bourdieu's idea of habitus to be explored later.

The definition for language ideology set forth by Wollard and ..

While variously defined, the core concept of language ideology in the field of linguistics is that ideologies reflect the speaker's world view in a systematic, cohesive, and culturally bound manner, and this interpretation of the world is evident in the language choices made by the speaker. Judgments made by individuals in selecting and using language within a situation of language contact highlight the relative ideologies at play within the sociocultural context. Thus, an examination of individual agency in selecting and exercising relative language usage in a situation of language contact reveals the diverse language ideologies held within the culture as a reflection of both linguistic and sociocultural contexts. The focus of this study is to examine the choices made by teachers and students in academic settings in an attempt to uncover the language ideologies present in the classroom context.