Provides a sociolinguistic account of classroom interaction, based on research in an inner-city high school.

This major study develops a new account of modernity and its relation to the self. Building upon the ideas set out in The Consequences of Modernity, Giddens argues that 'high' or 'late' modernity is a post traditional order characterised by a developed institutional reflexivity. In the current period, the globalising tendencies of modern institutions are accompanied by a transformation of day-to-day social life having profound implications for personal activities. The self becomes a 'reflexive project', sustained through a revisable narrative of self identity. The reflexive project of the self, the author seeks to show, is a form of control or mastery which parallels the overall orientation of modern institutions towards 'colonising the future'. Yet it also helps promote tendencies which place that orientation radically in question - and which provide the substance of a new political agenda for late modernity. In this book Giddens concerns himself with themes he has often been accused of unduly neglecting, including especially the psychology of self and self-identity. The volumes are a decisive step in the development of his thinking, and will be essential reading for students and professionals in the areas of social and political theory, sociology, human geography and social psychology.

This book puts to the test the prominent claim that social class has declined in importance in an era of affluence, choice and the waning of tradition. Arguing against this view, this study vividly uncovers the multiple ways in which class stubbornly persists.

The Routledge Handbook of Language and Identity provides a clear and comprehensive survey of the field of language and identity from an applied linguistics perspective. Forty-one chapters are organised into five sections covering: theoretical perspectives informing language and identity studies key issues for researchers doing language and identity studies categories and dimensions of identity identity in language learning contexts and among language learners future directions for language and identity studies in applied linguistics Written by specialists from around the world, each chapter will introduce a topic in language and identity studies, provide a concise and critical survey, in which the importance and relevance to applied linguists is explained and include further reading. The Routledge Handbook of Language and Identity is an essential purchase for advanced undergraduate and postgraduate students of Linguistics, Applied Linguistics and TESOL. Advisory board: David Block (Institució Catalana de Recerca i Estudis Avançats/ Universitat de Lleida, Spain); John Joseph (University of Edinburgh); Bonny Norton (University of British Colombia, Canada).

This book is a historical study of modern Gujarat, India, addressing crucial questions of language, identity, and power. It examines the debates over language among the elite of this region during a period of significant social and political change in the late nineteenth and early twentieth centuries. Language debates closely reflect power relations among different sections of society, such as those delineated by nation, ethnicity, region, religion, caste, class, and gender. They are intimately linked with the process in which individuals and groups of people try to define and project themselves in response to changing political, economic, and social environments. Based on rich historical sources, including official records, periodicals, literary texts, memoirs, and private papers, this book vividly shows the impact that colonialism, nationalism, and the process of nation-building had on the ideas of language among different groups, as well as how various ideas of language competed and negotiated with each other. Language, Identity, and Power in Modern India: Gujarat, c.1850–1960 will be of particular interest to students and scholars working on South Asian history and to those interested in issues of language, society, and politics in different parts of the modern world.

This book examines language and identity among White American middle and upper-middle class youth who affiliate with Hip Hop culture. Hip Hop youth engage in practices that range from the consumption of rap music and fashion to practices like MC-ing (writing and performing raps or "rhymes"), DJ-ing (mixing records to produce a beat for the MC), graffiti tagging, and break-dancing. Cutler explores the way in which these young people stylize their speech using linguistic resources drawn from African American English and Hip Hop slang terms. She also looks at the way they construct their identities in discussions with their friends, and how they talk about and use language to construct themselves as authentic within Hip Hop. Cutler considers the possibility that young people experimenting with AAVE-styled speech may improve the status of AAVE in the broader society. She also addresses the need for educators to be aware of the linguistic patterns found in AAVE and Hip Hop language, and ways to build on Hip Hop skills like rhyming and rapping in order to motivate students and promote literacy.

This book examines language and identity among White American middle and upper-middle class youth who affiliate with Hip Hop culture. Hip Hop youth engage in practices that range from the consumption of rap music and fashion to practices like MC-ing (writing and performing raps or "rhymes"), DJ-ing (mixing records to produce a beat for the MC), graffiti tagging, and break-dancing. Cutler explores the way in which these young people stylize their speech using linguistic resources drawn from African American English and Hip Hop slang terms. She also looks at the way they construct their identities in discussions with their friends, and how they talk about and use language to construct themselves as authentic within Hip Hop. Cutler considers the possibility that young people experimenting with AAVE-styled speech may improve the status of AAVE in the broader society. She also addresses the need for educators to be aware of the linguistic patterns found in AAVE and Hip Hop language, and ways to build on Hip Hop skills like rhyming and rapping in order to motivate students and promote literacy.