Alison Sealey

Languages, nations and identities

This article reviews a range of ways in which issues of national identity have been shown to be linked with the topic of language. We suggest that there is scope for development both of the theoretical underpinning to claims made about the nature of these links, and also, in consequence, to the methodological approaches appropriate to empirical investigations of them. Here, we explore the ways in which aspects of the social world such as those summarised above are understood theoretically. The first part of the paper argues that debates about the relationship of languages to forms of social identity, particularly those associated with nationalisms, often make a number of assumptions – about languages, about collectivities and about social agency. The second part interrogates these assumptions and proposes the utility of realist theory in evaluating claims in this area. In the final part of the paper, we outline the methodological implications of our argument.

‘What do you call the dull words?’ Primary school children using corpus-based approaches to learn about language

Abstract This article reports on a study in progress which is exploring the potential for teaching Key Stage 2 pupils about the grammar and vocabulary of English with materials based on an electronically stored corpus of texts and associated software. It includes examples of the teaching activities used and extracts of discussions between the researcher and two groups of pupils. It illustrates children beginning to explore the distinction between ‘open’ and ‘closed’ classes of words.

Corpus, Concordance, Classification: Young Learners in the L1 Classroom

This paper reports on an ESRC-funded project that investigated the use of corpus-based activities in a primary-school context, with children aged 8–10 years. The study explored the contributions that could be made by a corpus - comprising language written for a child audience – and a modified version of the associated software, in helping these children (all L1 English speakers) to learn about language. Activities were devised which complied with educational policies in England, so the interactions recorded often involved classification of linguistic items. The paper presents a qualitative analysis of these interactions, identifying aspects of the approach which prompted metalinguistic discourse. It suggests that, in contrast with textbooks and other reference resources, this approach may provide a flexible route into metalinguistic understanding, which maintains links with an authentic discourse.

Don’t be cheeky’: Requests, directives and being a child

The study described in this article collected naturalistic data from six children aged eight to nine talking with their relatives and friends. The article focuses on directives and requests used by the children and their interlocutors in informal conversations. It proposes that – as previous research has found – some requests and directives are distinctive because of the children’s social status as children, but also suggests that, since ‘being a child’ is a relational and socially negotiated role, its significance varies across different interactions.

Realist social theory and multilingualism in Europe

This paper outlines a theoretical approach to multilingualism in Europe that draws on recent work in realist social theory (RST). It sets out the key concepts of culture, structure and agency, and develops a view of language as a cultural emergent property - that is, as an outcome of the dynamic interplay between these ontological components of the world. The paper provides an indication of the relevance of these ideas for language policy and planning in Europe and explores the methodological implications of our particular account of RST. It also provides an introduction to the subsequent papers, which discuss empirical examples of various European contexts where multilingualism is a feature.

Being an English academic: a social domains account

ABSTRACT This paper considers the differential placements of social actors in the contemporary English university, as practices consistent with neoliberal ideologies become increasingly influential. It uses Layders theory of ‘social domains’ and the first-hand experiences of the author to explore how the options available – to students, those on precarious conditions of employment, and those occupying more influential roles in the institution – change in relation to alterations in structured social relations. Examples are provided of interventions by people opposed to both the rhetoric and the reality of developments in the sector, and reasons for their limited effectiveness are also discussed.

BAAL/CUP Seminars 2010

The event (co-ordinated by Alison Sealey and Paul Thompson, University of Birmingham) was divided so that the first day focused mainly on the use of corpus-informed teaching with L1 learners and the second on additional language teaching contexts.

Exploring Vocabulary with Young L1 Learners: the Contribution of a Corpus

While there have been many studies of the initial acquisition of L1 vocabulary in infancy, comparatively little research has been conducted on young L1 vocabulary learners in the school context. Of this research, very little demonstrates the influence of developments in corpus linguistic analysis and description. Literature in this field is instead dominated by studies of learners of additional languages, and, consequently, most research findings concern learners in the secondary or tertiary phases of education, leaving the primary learner somewhat neglected. This chapter therefore discusses, with particular reference to young learners of English as a first language, some key themes that emerge from the literature on lexis and on vocabulary learning, and then reports on a study conducted in two primary (elementary) school classrooms with monolingual speakers of English aged between eight and ten years. The study investigated ways in which a corpus can be used in this context: by teachers to supplement their intuitions about vocabulary and to prepare teaching materials and opportunities; and by pupils, as a resource for exploring the wider lexico-grammatical behaviour of the vocabulary items they encounter.

Models of Language, Models of Childhood in the English National Curriculum

This paper explores the versions of language and of childhood which implicitly underpin the official National Curriculum for English at Key Stages 1 and 2. It considers the politically charged context of debates about ‘grammar’ and ‘standards’ within which a standardised curriculum is imposed, and the assumptions about language, learning and children which are involved in assessing childrens talk. Finally, the article draws on an empirical study of the informal talk of six 8‐ and 9‐year‐old children to present some alternative perspectives on children, language and learning.

What do they mean?:an analysis of one young child’s language awareness

RésuméL’article présente une analyse des exemples du langage d’un jeune enfant qui ont été enregistrés lorsqu’il avait entre 4.4 ans et 6.3 ans. L’article commence par une discussion de la littérature en notant qu’il y a relativement peu de recherche conduite qui vient du langage des enfants dans des situations quotidiennes, mais seulement des expériences. Les exemples de langage des enfants sont analysés. Une des conclusions que les exemples suggèrent est une importante relation entre l’exploration du langage lui-même et son intérêt à participer aux relations sociales et aux pratiques culturelles.ResumenEl artículo presenta un análisis de las muestras del lenguaje utilizado por un niño, muestras que fueron grabadas cuando contaba con 4.4 años y 6.3 años. El inicio de dicho artículo trata de la bibliografía existente sobre el tema, y concluye con que hay relativamente pocas investigaciones sobre el lenguaje de los niños en situaciones cotianas, unicamente algunas experiencias. Se analizan ejemplos del lenguaje utilizado por los niños. Una de las conclusiones sugerida por estos ejemplos, es la relación importante entre la exploración del lenguage en sí mismo y el interés de que participe en las relaciones sociales y en las prácticas culturales.