Discursive constructions of language and identity: parents' competing perspectives in London Turkish complementary schools

In this paper, I draw on interview data to explore parents' constructions of language and identity in two London Turkish complementary schools. I examine parents' evaluative talk about standard Turkish, Cypriot-Turkish and other regional varieties of Turkish, the cultural values they attach to them and images of personhood these invoke. I demonstrate how parents brought up in Turkey and Cyprus tend to privilege standard Turkish and acknowledge the crucial role Turkish complementary schools play as one of the key vehicles for its spread and promotion. Some parents, however, especially those politically active in promoting Cypriot-Turkish language, culture and history to the British-born generation, voice an alternative discourse where Cypriot-Turkish is intimately linked to their sense of self. Moreover, I investigate parents' perspectives of their children and of their own Turkish language competence in the case of parents brought up in the UK. I illustrate how their Turkish and their children's are compared against a ‘native’ speaker norm firmly located in the countries of origin. The parents' accounts show how different self- and other-ascriptions of proficiency in Turkish are linked to claims of or lack of ‘Turkishness’, largely shaped by their migration histories and narratives, personal and professional transnational experiences

Why and how to integrate non-standard linguistic varieties into education: Cypriot Greek in Cyprus and the UK

• Greek Cypriot education remains largely oriented towards promoting standard language ideologies and only accepts Standard Greek as the language of teaching and learning. • Cypriot Greek, the students’ home variety, is still seen as an obstacle to academic achievement by teachers and educational authorities. • Cypriot Greek needs to be integrated into policies and practices of teaching and learning both in Cyprus and in the UK’s Greek Cypriot community. • This will: o hone pupils’ awareness of different varieties; o foster the development of their critical literacy; o facilitate the acquisition of Standard Greek; o counter negative perceptions, stereotypes and feelings of inferiority associated with the use of Cypriot Greek; and, o aid in the maintenance and intergenerational transmission of Cypriot Greek as a heritage and community language in the UK. • Teachers and learning activities should promote and cultivate: o awareness and respect of the different varieties spoken in class, Cypriot Greek and Standard Greek; and, o awareness of vocabulary and grammar in the contexts of use of the two varieties and their social meanings. •This approach will ultimately change the way we view language and literacy learning

Post-modern ‘languagers’: the effects of texting by university students on three South African languages

The present post-modern society has witnessed a growth spurt in technology, and with the development of Information and Communication Technologies (ICTs), mobile text messaging (texting) is now seen as the norm among the youth. For these late-modern languagers (Lytra and Jørgensen 2008: 5), it has become a common if not almost natural process to send and receive an SMS (Short Message Service) in different languages. Although some studies have examined the transformation and modification of the English language by mobile communication, hardly any, apart from Deumert and Masinyana (2008), have looked at how local South African languages are being reshaped and modified through this medium. Drawing on texting data from university undergraduate students, this paper examines the ways in which three South African languages – Afrikaans, isiXhosa and Setswana – are used, transformed and modified through this medium of communication. It is argued here that the intense creativity displayed by these young cell phone users as they play with the multilingual resources at their disposal may lead to some form of language revitalisation for these languages

Literacy under and over the desk: oppositions and heterogeneity

In this paper I argue that a dominant theme in New Literacy Studies research, the differences between literacy practices inside and outside school, has sometimes involved conflating ‘home literacy’ with private, unregulated ‘vernacular literacy’, and the use of an idealised abstract notion of schooled literacy to represent students’ actual everyday experience in the classroom. Drawing on linguistic ethnographic research in two British primary schools, I use examples of ‘unofficial’ and ‘official’ literacy activities from 10-11 year-olds to show that a wide range of different forms of literacy can be found in the classroom and I argue that the division between ‘vernacular’ and ‘schooled’ is not as clear-cut as is sometimes assumed. My analysis of children’s literacy activities suggests that, on the one hand, unofficial activities orientate towards and index official knowledges and the macro-level institutional order and, on the other hand, official activities are interpenetrated with informal practices and procedures. I also comment on some implications of using the New Literacy Studies ‘events and practices’ conceptual framework for understanding what is going on in classrooms

Where two worlds meet: language policing in mainstream and complementary schools in England

We compare language policing in two educational contexts in England: mainstream schools and complementary schools. We draw on a varied dataset (policy documents, in-class observations, interviews) collected from mainstream schools and Greek complementary schools in London. We find similarities in how the two types of schools control, regulate, monitor and suppress the language of school students. Both settings hierarchise standardised and non-standardised varieties in institutional policies that delegitimise the non-standardised varieties. Teachers become vehicles for language ideologies in enacting monovarietal policies drawing on discourses around academic success and the primacy of written language over spoken language, including regional varieties such as Cypriot Greek. Our findings suggest that multilingual and multidialectal students in England who attend both mainstream and complementary schools are exposed to similar kinds of prescriptive discourses across the whole spectrum of their educational experiences, which can have a range of negative effects on their learning and the construction of their self-image. We argue that more links need to be forged between the two educational settings and that these should include the development of integrated pedagogies and policies that legitimise students’ whole linguistic repertoires, encompassing both their standardised and their non-standardised varieties as well as their other linguistic resources

Static response of coated microbubbles: Modeling simulations and parameter estimation

The mechanical response of contrast agent microbubbles subject to a static load was investigated in force-deformation curves. Asymptotic relations are fitted with experimental AFM measurements of polymeric microbubbles available in the literature. The elastic modulus and shell thickness are estimated based on the transition from the classical linear (Reissner) to the nonlinear (Pogorelov) regime. The estimated value of the elastic modulus is in the order of GPa and the shell thickness in the order of nm, in good agreement with independent estimates. Numerical simulations recover the above transition and identify a third regime, dominated by the compressibility of the enclosed gas. © 2015 The Authors