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OverviewThis book offers a linguistic ethnographic account of secondary schooling in Umbria, Italy, examining the complex intersection of language, socioeconomic class, social persona, and school choice to provide a holistic portrait of the situatedness of student “success.” The book explores the everyday sociolinguistic practices at the three types of Italian secondary schools in Umbria—the lyceum, the technical institute, and the vocational school—and the language ideologies and de facto language policies associated with them. An analysis of narrative, interviews, and classroom discourse unpacks the ways in which students are socialized by both peers and teachers into specific academic discourses and specialized forms of knowledge throughout their school careers. In those close analyses of the micro-interactional contexts of three classrooms, drawing on a corpus of naturally occurring classroom discourse, the volume illuminates the ways in which certain forms of talk are exalted while others policed and how students either submit to or resist the social labels ascribed to them. This account contributes new insights into the ways in which educational institutions are constructed and maintained via talk. This book will be of interest to students and scholars interested in educational linguistics, linguistic anthropology, classroom discourse, streamed-tracked education systems, and education policy. Full Product DetailsAuthor: Andrea R. Leone-PizzighellaPublisher: Taylor & Francis Ltd Imprint: Routledge Weight: 0.312kg ISBN: 9781032074603ISBN 10: 1032074604 Pages: 204 Publication Date: 31 May 2023 Audience: College/higher education , Tertiary & Higher Education Format: Paperback Publisher's Status: Active Availability: In Print  This item will be ordered in for you from one of our suppliers. Upon receipt, we will promptly dispatch it out to you. For in store availability, please contact us. Table of Contents"LIST OF FIGURES LIST OF TABLES AND TRANSCRIPTS ACKNOWLEDGMENTS ABSTRACT CHAPTER 1: ENTERING THE WORLD OF SECONDARY EDUCATION IN ITALY Introduction Getting to know Cittadina and finding my place in it Gatekeeping at the three school field sites The development of the modern-day Italian secondary school system (1859–present) The contemporary tripartite Italian education system ""Lyceumization"" and the ""descending mobility reorientation"" Modern challenges for equitable education in Italy Infrastructure Logistics Human Resources Internationalization Macro-level policy vs. micro-level practices Research questions Overview of chapters CHAPTER 2: WHAT DOES AN ANALYSIS OF LANGUAGE TELL US ABOUT SCHOOL AND SOCIETY? Why this book? Language ideologies and la questione della lingua What does language use have to do with the social project of education? Constructing the self and others in academic spaces Performing academic knowledge Collecting data for a linguistic ethnography of education Getting to know the field sites Observing everyday life in the three classrooms Group interviews Analyzing the data for a linguistic ethnography of education Transcription Collaborative playback sessions Discourse analysis Analysis of narrative CHAPTER 3: SOCIAL PERSONAE AND SCHOOL CHOICE IN CITTADINA Introduction Representations of School Types Circulating via Social Media Student Narratives of School Choice The Technical School The Vocational School The Classical Lyceum Discussion CHAPTER 4: PUBLIC PERFORMANCES OF SCHOOLED KNOWLEDGE IN CITTADINA Introduction Data Presentation and Analysis Interrogazione in Latin Class at the Classical Lyceum Interrogazione in Mechanical Systems Class at the Technical Institute Lab Sessions in Fashion Design at the Vocational School Discussion CHAPTER 5: PEER-TO-PEER PERFORMANCES OF EXPERTISE Introduction Ventriloquating ""School Voice"" in Language Play ""Outside Voice"" for School Topics Using ""Nonstandard"" Language Features to Talk about Schoolwork Peer Commentary on the Surprise Performance of ‘Good Student’ Persona Refusing to Accept Expert Positioning Discussion: Underlife, Communicative Repertoire, and Double-Voicing in Peer-Peer Performances of Expertise CHAPTER 6: EVERYDAY DEFINITIONS AND EVALUATIONS OF ‘THE GOOD STUDENT’ ACROSS THE THREE SCHOOLS Introduction Defining Evaluative Terms: ""bravo"" and ""scolarizzato"" Uses of the Terms across the Three Schools Examples of bravo used spontaneously in the classroom Definitions of terms by teachers Other Ways of Describing Students and Student Performance When Casual Evaluations Become Formal Grades Conclusions and Implications of Using Overdetermined Language in Student Evaluations CHAPTER 7: CONCLUSION Overview Revisiting the Research Questions How are the student bodies of these three school types (co)constructed via narrative and metacommentary? How do students perform knowledge for peers and teachers? What does ""success"" look and sound like within and across the three school types? Implications and Future Directions Concluding Remarks"ReviewsAuthor InformationAndrea R. Leone-Pizzighella is a discourse analyst with an interest in the interplay of academic register and youth voices in adolescents’ socialization to participate in schooling. She received her Ph.D. in Educational Linguistics from the University of Pennsylvania in 2019. Tab Content 6Author Website:Countries AvailableAll regions |
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