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  • 151.
    Bagga-Gupta, Sangeeta
    Örebro universitet, Akademin för humaniora, utbildning och samhällsvetenskap.
    Meaning making processes in human communication: chaining in and between language codes and modalities2009Conference paper (Other academic)
    Abstract [en]

    This paper focuses dimensions of human communication in social practices that can be characterised by the use of more than one language code, modality or register. Conceptual ideas that arise from explorations based upon empirical analysis of situated bi- or multilingual oral talk, signed talk and literacy communication are presented. The examples used to illustrate the theoretical ideas raised in this article are taken from the literature available on oral, signed and written communication. Thus the purpose in this paper is to juxtapose analytically derived findings from traditionally segregated fields of study – (hearing) bilingualism, visually oriented (deaf) bilingualism, (multilingual) literacies and (hearing so-called) monolingual communication.

    The analysis of situated or context-bound mundane talk represents a perspective and interest in human communication in terms of meaning making semantic processes that can be distinguished from linguistic analysis of competencies or psychological measurements of cognitive resources or structures or the sociological analysis of attitudes or demographic patterns or analysis of competencies from a handicap or special educational perspective. Focusing social practices – what is communicated by human beings and the ways in which communication occurs – allows, it is suggested, for leaving behind a view of language as a static entity or a monological perspective on language.

  • 152.
    Bagga-Gupta, Sangeeta
    Örebro University, School of Humanities, Education and Social Sciences.
    Meaning making processes in human communication: chaining in and between language codes and modalities2009Conference paper (Refereed)
    Abstract [en]

    This paper focuses dimensions of human communication in social practices that can be characterised by the use of more than one language code, modality or register. Conceptual ideas that arise from explorations based upon empirical analysis of situated bi- or multilingual oral talk, signed talk and literacy communication are presented. The examples used to illustrate the theoretical ideas raised in this article are taken from the literature available on oral, signed and written communication. Thus the purpose in this paper is to juxtapose analytically derived findings from traditionally segregated fields of study – (hearing) bilingualism, visually oriented (deaf) bilingualism, (multilingual) literacies and (hearing so-called) monolingual communication.

    The analysis of situated or context-bound mundane talk represents a perspective and interest in human communication in terms of meaning making semantic processes that can be distinguished from linguistic analysis of competencies or psychological measurements of cognitive resources or structures or the sociological analysis of attitudes or demographic patterns or analysis of competencies from a handicap or special educational perspective. Focusing social practices – what is communicated by human beings and the ways in which communication occurs – allows, it is suggested, for leaving behind a view of language as a static entity or a monological perspective on language.

  • 153.
    Bagga-Gupta, Sangeeta
    Örebro universitet, Institutionen för humaniora, utbildnings- och samhällsvetenskap.
    Mediation and a third position in deaf research: studies of languaging and subject positions2012Conference paper (Refereed)
  • 154.
    Bagga-Gupta, Sangeeta
    Örebro University, School of Humanities, Education and Social Sciences.
    Mediation and a third position in deaf research: studies of languaging and subject positions2012Conference paper (Refereed)
  • 155.
    Bagga-Gupta, Sangeeta
    Örebro universitet, Institutionen för humaniora, utbildnings- och samhällsvetenskap.
    Multilingual, Multimodal Languaging.: Theorizing Communication Across Sites.2013In: CROSSLING Symposium:Language Contacts at the Crossroads of Disciplines. 28 Feb – 1 March 2013.University of Eastern Finland, Joensuu, Finland., 2013Conference paper (Refereed)
  • 156.
    Bagga-Gupta, Sangeeta
    Örebro University, School of Humanities, Education and Social Sciences.
    Multilingual, Multimodal Languaging.: Theorizing Communication Across Sites.2013In: CROSSLING Symposium:Language Contacts at the Crossroads of Disciplines. 28 Feb – 1 March 2013.University of Eastern Finland, Joensuu, Finland., 2013Conference paper (Refereed)
  • 157.
    Bagga-Gupta, Sangeeta
    Örebro universitet, Institutionen för humaniora, utbildnings- och samhällsvetenskap.
    Människans språk och identiteter [Human language and identities]: utmaningar och en tredje position [Challenges and a third position]2012Conference paper (Other (popular science, discussion, etc.))
  • 158.
    Bagga-Gupta, Sangeeta
    Örebro University, School of Humanities, Education and Social Sciences.
    Människans språk och identiteter [Human language and identities]: utmaningar och en tredje position [Challenges and a third position]2012Other (Other (popular science, discussion, etc.))
  • 159.
    Bagga-Gupta, Sangeeta
    Jönköping University, School of Education and Communication, HLK, Learning Practices inside and outside School (LPS), Communication, Culture & Diversity @ JU (CCD@JU).
    Normalt språkande och medlemskap i olika livsvärldar. Om synliggörandet av vår besatthet vad gäller gränsdragning [Normal languaging and membership i different life-worlds. On making visible our obsession with demarcations]2019Conference paper (Refereed)
  • 160.
    Bagga-Gupta, Sangeeta
    Jönköping University, School of Education and Communication, HLK, Learning Practices inside and outside School (LPS), Communication, Culture & Diversity @ JU (CCD@JU). Örebro universitet, Institutionen för humaniora, utbildnings- och samhällsvetenskap.
    ”Om att göra det omöjliga möjligt”. Demokrati och delaktighet för vem och av vem? [”On making the impossible possible”. Democracy and participation for whom and by whom?]2017Conference paper (Other academic)
  • 161.
    Bagga-Gupta, Sangeeta
    Örebro University, School of Humanities, Education and Social Sciences.
    Om att ”göra det omöjliga möjligt” och att ”brinna för kultur, ungdomar och kaffe”. [About ”making possible the impossible” and ”burning for culture, young people and coffee”]: en tredje position i samtal om inklusion och kritiska tankar kring representations-didaktik. [A third position in conversations about inclusion and critical thoughts about representational-didactics]2015In: Perspektiver om inkludering [Perspectives on inclusion] / [ed] Karen Bjerg Petersen, Aarhus: CURSIV, Institut for Uddannelse & Pædagogik, Aarhus Universitet. , 2015Chapter in book (Refereed)
    Abstract [sv]

    Integrering, inkludering, jämställdhet och likvärdighet konstituerar fundamentala idéer inom ramen för demokratisering i stort i samhället och dess institutioner. Verksamheter som ungdomsskola, högskola, teater, vård, riksdag, mm men även arenor som professionsutbildningar och forskning (särskild inom tvärvetenskapliga fält såsom utbildningsvetenskap och vård och habilitering) är viktiga i detta sammanhang. Hur gränsdragningar sker i samtliga dessa arenor – skola, politik, vård, lärarutbildningen och inte minst forskning – spelar en viktig roll i vilka identiteter uppmärksammas som i längden har relevans för inklusion och det som jag kallar representations-didaktik.

    Tankar om pluralism och likvärdighet i ett samhället-för-alla, en-skola-för-alla och kultur-för-alla bygger på en grundläggande demokratisk idé om allas lika värde i dagens globaliserade tillvaro. Utbildningens nya kontext (och därmed även forskning om utbildningen i stort) i dagens globaliserade tillvaro utgör en dramatisk förändring som har konsekvenser för socialt liv och den mänskliga gemenskapen – från en möjlighet för några till en möjlighet för alla och från en kontext för en viss åldersgrupp till en kontext där hela livet innefattas. Även om de olika kulturella utrycksformer – dans, teater, musik, konst, mm – och dess konsumtion anses vara något för alla, förblir dessa stark begränsade till vissa i samhället. Det samma kan sägas om samhällets beslutsfattande institutioner i ”representativa demokratier”. Medan organ som riksdag, kommun fullmäktige, mm väls av alla och förväntas representera alla, finns det fortfarande en snäv representation av olikhet i dessa världen över.

    Den här artikeln tar avstamp i den forskningsverksamhet som jag ansvarar för inom ramen för det tvärvetenskapliga nätverket CCD (se www.oru.se/humes/ccd) och min egen forskning i såväl den globala Nord som den globala Syd (se www.oru.se/humes/sangeeta_bagga-gupta). Jag kommer, utifrån ett dekolonialt perspektiv och ett sociokulturellt ramverk kring människans kommunikation, lärande och identitet, specifikt att diskutera de föreställningar (eller metaforer) kring ”inkludering” och ”segregering” som vi lever med och som skapar förutsättningar för barn, unga och vuxna i en mängd olika institutionaliserade verksamheter. I artikeln tar jag upp exempel från mina projekt för att illustrera att våra uppfattningar om mänsklig identitet, mångfald och extrem-mångfald (En: super-diversity), inklusive ”en påhittad praxisgemenskap” (En: imaginary community, Andersson 1996), spelar en avgörande roll för samhällets planering och insatser för integrering, inkludering, jämställdhet och likvärdighet. I artikeln presenterar jag kort utgångspunkter som kännetecknar den härskande dikotomi inkludering-segregering, för att därefter gå vidare till ett tredje perspektiv kring människan och hennes potential till deltaganden i praxisgemenskaper. Jag argumenterar att det är väsentlig att gå bortom denna dikotomi såväl metaforisk som i hur samhället organiserar deltagande i sina institutioner. Jag introducerar en tredje position i samtalet om mänsklig gemenskap där omvänt-inklusion och representations-didaktik möjliggör nya föreställningar och institutionella ordningar när det gäller ett samhället-för-alla, en-skola-för-alla och kultur-för-alla.

  • 162.
    Bagga-Gupta, Sangeeta
    Jönköping University, School of Education and Communication, HLK, Learning Practices inside and outside School (LPS), Communication, Culture & Diversity @ JU (CCD@JU).
    On ”Making the impossible possible” – Democracy and Inclusion for whom and by whom2018Conference paper (Refereed)
  • 163.
    Bagga-Gupta, Sangeeta
    Örebro universitet, Institutionen för humaniora, utbildnings- och samhällsvetenskap.
    Performing and accounting language and identity: Agency as actors-in-(inter)action-with-tools2014In: Theorizing and Analyzing Agency in Second Language Learning: Interdisciplinary Approaches / [ed] P. Deters, Xuesong Gao, E. Miller and G. Vitanova-Haralampiev, Bristol: Multilingual Matters , 2014, p. 113-132Chapter in book (Refereed)
    Abstract [en]

    A sociocultural perspective on communication and development recognizes that artifacts and cultural tools, including language, the most significant of tools, (Lantolf, 2000; Perret-Clermont, 2009; Vygotsky, 1962) are in a mediational symbiotic relationship with actors (Säljö, 2012; Wertsch, 1998). A central tenant here is the irreducible actor-tool concert and mediation that frames cognition and agency. Drawing upon a sociocultural ”Mind as Social Action” position (Wertsch, 1998), the empirically framed analysis in this chapter shows that rather than being a dimension of individual actors, motivations or desires, agency has an intertwined situated, distributed nature (Hutchins, 1993; Lave & Wenger, 1991). Here communication is learning and is seen as “appropriating and sharing power, a more or less legitimate behavior not independent of social positions, including gender” (Perret-Clermont 2009:8). In other words, this locally situated (in the here and now) and distributed (across time, space, actors and tools) character of agency is embedded in social action.

    Taking these sociocultural views as points of departure, a multi-scaled approach (Bucholtz & Hall, 2005; Hult, 2010; Scollon & Scollon, 2004), informs my analysis of agency in a couple of specific ways here. First, I discuss agency analytically and empirically through the actorstools continuum. Second, I relate it specifically to fields that are conventionally clothed in terms of bi/multilingual and multimodal learning. Finally, the empirical explorations in this chapter highlight the situated and distributed nature of identity-positions and belonging (Antaki & Widdicome, 1998; Krzyzanowaki, 2010; Lave & Wenger, 1991; Näslund, 2013; Rogoff, 1990). My overall aim is to make visible how a theoretically framed analysis of agency and identity can be represented by focusing on multi-scaled empirical data.

  • 164.
    Bagga-Gupta, Sangeeta
    Örebro University, School of Humanities, Education and Social Sciences.
    Performing and accounting language and identity: Agency as actors-in-(inter)action-with-tools2014In: Theorizing and Analyzing Agency in Second Language Learning: Interdisciplinary Approaches / [ed] P. Deters, Xuesong Gao, E. Miller and G. Vitanova-Haralampiev, Bristol: Multilingual Matters, 2014, p. 113-132Chapter in book (Refereed)
    Abstract [en]

    A sociocultural perspective on communication and development recognizes that artifacts and cultural tools, including language, the most significant of tools, (Lantolf, 2000; Perret-Clermont, 2009; Vygotsky, 1962) are in a mediational symbiotic relationship with actors (Säljö, 2012; Wertsch, 1998). A central tenant here is the irreducible actor-tool concert and mediation that frames cognition and agency. Drawing upon a sociocultural ”Mind as Social Action” position (Wertsch, 1998), the empirically framed analysis in this chapter shows that rather than being a dimension of individual actors, motivations or desires, agency has an intertwined situated, distributed nature (Hutchins, 1993; Lave & Wenger, 1991). Here communication is learning and is seen as “appropriating and sharing power, a more or less legitimate behavior not independent of social positions, including gender” (Perret-Clermont 2009:8). In other words, this locally situated (in the here and now) and distributed (across time, space, actors and tools) character of agency is embedded in social action.

    Taking these sociocultural views as points of departure, a multi-scaled approach (Bucholtz & Hall, 2005; Hult, 2010; Scollon & Scollon, 2004), informs my analysis of agency in a couple of specific ways here. First, I discuss agency analytically and empirically through the actorstools continuum. Second, I relate it specifically to fields that are conventionally clothed in terms of bi/multilingual and multimodal learning. Finally, the empirical explorations in this chapter highlight the situated and distributed nature of identity-positions and belonging (Antaki & Widdicome, 1998; Krzyzanowaki, 2010; Lave & Wenger, 1991; Näslund, 2013; Rogoff, 1990). My overall aim is to make visible how a theoretically framed analysis of agency and identity can be represented by focusing on multi-scaled empirical data.

  • 165.
    Bagga-Gupta, Sangeeta
    Örebro universitet, Institutionen för humaniora, utbildnings- och samhällsvetenskap.
    Privileging identity positions and multimodal communication in textual practices: intersectionality and the (re)negotiation of boundaries2012In: Literacy practices in transition: perspectives from the Nordic countries / [ed] Anne Pitkänen-Huhta, Lars Holm, Bristol: Multilingual Matters , 2012, p. 75-100Chapter in book (Refereed)
  • 166.
    Bagga-Gupta, Sangeeta
    Örebro University, School of Humanities, Education and Social Sciences.
    Privileging identity positions and multimodal communication in textual practices: intersectionality and the (re)negotiation of boundaries2012In: Literacy practices in transition: perspectives from the Nordic countries / [ed] Anne Pitkänen-Huhta, Lars Holm, Bristol: Multilingual Matters, 2012, p. 75-100Chapter in book (Refereed)
  • 167.
    Bagga-Gupta, Sangeeta
    Jönköping University, School of Education and Communication, HLK, Learning Practices inside and outside School (LPS), Communication, Culture & Diversity @ JU (CCD@JU).
    Quality and equity in global academic publishing for whom, by whom and other sticky issues2019Conference paper (Refereed)
  • 168.
    Bagga-Gupta, Sangeeta
    Örebro universitet, Akademin för humaniora, utbildning och samhällsvetenskap.
    Reflections and issues on language, culture and identity in the 21st century2010Conference paper (Refereed)
  • 169.
    Bagga-Gupta, Sangeeta
    Örebro University, School of Humanities, Education and Social Sciences.
    Reflections and issues on language, culture and identity in the 21st century2010Conference paper (Other academic)
  • 170.
    Bagga-Gupta, Sangeeta
    Örebro universitet, Institutionen för humaniora, utbildnings- och samhällsvetenskap.
    Reflektioner kring flerspråkighet & kulturfrågor i hörande & Döva sammanhang [Reflections on multilingualism and cultural issues in hearing and deaf contexts]2006Conference paper (Other academic)
  • 171.
    Bagga-Gupta, Sangeeta
    Örebro University, School of Humanities, Education and Social Sciences.
    Reflektioner kring flerspråkighet & kulturfrågor i hörande & Döva sammanhang [Reflections on multilingualism and cultural issues in hearing and deaf contexts]2006Other (Other academic)
    Abstract [en]

  • 172.
    Bagga-Gupta, Sangeeta
    Örebro universitet, Akademin för humaniora, utbildning och samhällsvetenskap.
    Representations as mediation: revisiting understandings of language and identity in present day northern settings2010Conference paper (Refereed)
  • 173.
    Bagga-Gupta, Sangeeta
    Örebro University, School of Humanities, Education and Social Sciences.
    Representations as mediation: revisiting understandings of language and identity in present day northern settings2010Conference paper (Other academic)
  • 174.
    Bagga-Gupta, Sangeeta
    Örebro universitet, Akademin för humaniora, utbildning och samhällsvetenskap.
    Representations of diversity and culture: critically understanding identity through the analysis of a Swedish national project "Exemplary schools for diversity"2009Conference paper (Refereed)
  • 175.
    Bagga-Gupta, Sangeeta
    Örebro University, School of Humanities, Education and Social Sciences.
    Representations of diversity and culture: critically understanding identity through the analysis of a Swedish national project "Exemplary schools for diversity"2009Conference paper (Refereed)
  • 176.
    Bagga-Gupta, Sangeeta
    Örebro universitet, Pedagogiska institutionen.
    Research areas and globalisation [1] och Forskningsområde och globalisering [2]: en engelsk och en svensk expertrapport till University Sign Language utredning2003Report (Other academic)
  • 177.
    Bagga-Gupta, Sangeeta
    Örebro University, Department of Education.
    Research areas and globalisation [1] och Forskningsområde och globalisering [2]: en engelsk och en svensk expertrapport till University Sign Language utredning2003Report (Other academic)
  • 178.
    Bagga-Gupta, Sangeeta
    Jönköping University, School of Education and Communication, HLK, Learning Practices inside and outside School (LPS), Communication, Culture & Diversity @ JU (CCD@JU).
    Researching 21st century institutional trajectories2019In: Book of abstract: EARLI 2019, 2019, p. 1-2Conference paper (Refereed)
    Abstract [en]

    21st century mobilities across and within Northern and Southern places and spaces call for according visibility to the global circulation of discourses with the specific intent of (re)viewing conceptual “webs-of-understandings” that mark and perpetuate the continuing naturalization of North-centric hegemonies on the one hand and enabling ways of widening dialogical apertures in the Educational Sciences on the other hand. This paper offers analytical reflections vis-à-vis recent (re)discoveries of the performative dimensions of “languaging” in North-centric places, highlighting how these conceptualizations appropriate what is “normal diversity” and “normal languaging” in Southern places while continuing to exclude South-centric conceptual framings. It also calls attention to the compartmentalized disciplinary domains in which these discussions take place. Such theorizing can be understood as a Second Wave of Southern Perspectives that center-stages identity-diversity and linguistic-diversity across Northern and Southern places and spaces, highlighting the need to globalize dialogues within the Educational Sciences and Language Studies. Inspired by a more overarching “turn towards turns” (Bagga-Gupta 2019) in general, and a linguistic-, boundary- and decolonial-turn more specifically, this paper thus center-stages issues related to the need for destabilizing North-centric knowledge regimes and 1 engaging analytically with global-centric alternative epistemologies where Southern framings and scholarship are brought into conversations. Here challenges of researching children and adults’ trajectories across institutional settings in the 21st century appear to be imprisoned in 20 th century educational conceptual framings.

  • 179.
    Bagga-Gupta, Sangeeta
    Örebro universitet, Institutionen för humaniora, utbildnings- och samhällsvetenskap.
    (Re)searching languaging and identity positions: Perfomances and accountings2013Conference paper (Refereed)
  • 180.
    Bagga-Gupta, Sangeeta
    Örebro University, School of Humanities, Education and Social Sciences.
    (Re)searching languaging and identity positions: Perfomances and accountings2013Conference paper (Refereed)
  • 181.
    Bagga-Gupta, Sangeeta
    Örebro universitet, Akademin för humaniora, utbildning och samhällsvetenskap.
    Re-thinking human diversity & multilingualism in Europe: critical reflections from empirical research on oral, written & signed communication2011Conference paper (Refereed)
  • 182.
    Bagga-Gupta, Sangeeta
    Örebro University, School of Humanities, Education and Social Sciences.
    Re-thinking human diversity & multilingualism in Europe: critical reflections from empirical research on oral, written & signed communication2011Conference paper (Other academic)
  • 183.
    Bagga-Gupta, Sangeeta
    Jönköping University, School of Education and Communication, HLK, Learning Practices inside and outside School (LPS), Communication, Culture & Diversity @ JU (CCD@JU).
    Revisiting and questioning the circularity and taken-for-grantedness of older and newer concepts in the Language and Educational Sciences2019Conference paper (Refereed)
  • 184.
    Bagga-Gupta, Sangeeta
    Örebro universitet, Akademin för humaniora, utbildning och samhällsvetenskap.
    (Re)visiting borderlands: learning, communicating, identities inside and outside school settings2010Conference paper (Refereed)
  • 185.
    Bagga-Gupta, Sangeeta
    Örebro University, School of Humanities, Education and Social Sciences.
    (Re)visiting borderlands: learning, communicating, identities inside and outside school settings2010Conference paper (Other academic)
  • 186.
    Bagga-Gupta, Sangeeta
    Jönköping University, School of Education and Communication, HLK, Learning Practices inside and outside School (LPS), Communication, Culture & Diversity @ JU (CCD@JU).
    Re-visiting "turn" positions and making languaging visible2016Conference paper (Refereed)
  • 187.
    Bagga-Gupta, Sangeeta
    Örebro universitet, Institutionen för humaniora, utbildnings- och samhällsvetenskap.
    'Scaffolding identities and learning at construction sites': literacies and representations as mediation across time and space in an Indian NGO2012Conference paper (Refereed)
  • 188.
    Bagga-Gupta, Sangeeta
    Örebro University, School of Humanities, Education and Social Sciences.
    'Scaffolding identities and learning at construction sites': literacies and representations as mediation across time and space in an Indian NGO2012Conference paper (Refereed)
  • 189.
    Bagga-Gupta, Sangeeta
    Örebro universitet, Institutionen för humaniora, utbildnings- och samhällsvetenskap.
    Scaffolding social developmental trajectories in an Asian megacity: NGO’s as sites for sustainable change2012Conference paper (Refereed)
  • 190.
    Bagga-Gupta, Sangeeta
    Örebro University, School of Humanities, Education and Social Sciences.
    Scaffolding social developmental trajectories in an Asian megacity: NGO’s as sites for sustainable change2012Conference paper (Refereed)
  • 191.
    Bagga-Gupta, Sangeeta
    Örebro University, School of Humanities, Education and Social Sciences.
    Signed Languages and Bilingual Education2014In: Bilingual Education / [ed] Stefan May, Rotterdam: Springer, 2014Chapter in book (Refereed)
    Abstract [en]

    The terms bilingualism and bilingual education (BE) have been recognized over time as being simplistic, if not miss-representative of the complex and diverse set of human behaviors that they index (Baker 2006, Garcia 2009, Grosjean 1982). A concern here relates to moving beyond dominating (colonially) framed mololingual, monoglossic understandings of bounded language systems, to recognize the fluidity inherent in languaging and translanguaging, including multimodalities that comprise the heteroglossic nature of human communication (Hasnain et al 2013, Blackledge & Creese 2014, García 2009, Linell 2009). In addition, different BE models like two-way bilingual programs, content and language-integrated programs, plurilingual/multilingual programs, segregated programs, etc, are ideologically framed sites of contestation and are not uncommonly connected to academic fields of expertise in either the Language Sciences or the Education Sciences. This means that the institutional activity system of BE is often seen as an extension of the theoretically framed domain in research called BE (Bagga-Gupta 2012).

    Different Signed Languages (SLs) have also been, and continue to be, framed in simplistic/reductionist terms in both the popular imagination as well as in some dominating scientific domains. Different SLs have evolved and exist in different communities where large numbers of members are deaf (Groce 1985), in similar fashion as different oral languages have evolved in hearing communities. In other words, SLs are, at least since the 1960s, recognized within science, and since the 1990s in national policy contexts, as unique human languages, similar and just as complex in their make up as oral/articulated languages (OLs). Five types of cheremic unit variation in SLs, similar to phonological variation in OLs, are recognized: handshapes, sign location, palm orientation, movements and non-manual embodied features. While SLs are often denied recognition and continue to be contested in policy as well as in some scientific domains, they have existed in different formats in communities worldwide, and especially so within deaf education (DE) even in institutional settings where they have been formally forbidden.

    This chapter aims to identify and account for the place and meaning of SLs in BE broadly and DE specifically. While I will give an account of the field, I will steer clear of the binary hegemonic ideologies that have continued to frame understandings related to SLs on the one hand, and BE, including DE on the other. Using brush strokes across the canvas (rather than specific areas on the canvas or individual colors or lines), my aim here is to trace salient developments and make visible the multiplicity of mainstream academic domains that contribute to and intersect in the field SLs in BE.

  • 192.
    Bagga-Gupta, Sangeeta
    Jönköping University, School of Education and Communication, HLK, Learning Practices inside and outside School (LPS), Communication, Culture & Diversity @ JU (CCD@JU).
    Signed Languages in Bilingual Education2017In: Bilingual and multilingual education / [ed] Ofelia García, Angel M. Y. Lin, Stephen May, Cham: Springer, 2017, 3, p. 131-145Chapter in book (Refereed)
    Abstract [en]

    The terms bilingualism and bilingual education (BE) have been recognized over time as being simplistic, if not miss-representative of the complex and diverse set of human behaviors that they index (Baker 2006, Garcia 2009, Grosjean 1982). A concern here relates to moving beyond dominating (colonially) framed mololingual, monoglossic understandings of bounded language systems, to recognize the fluidity inherent in languaging and translanguaging, including multimodalities that comprise the heteroglossic nature of human communication (Hasnain et al 2013, Blackledge & Creese 2014, García 2009, Linell 2009). In addition, different BE models like two-way bilingual programs, content and language-integrated programs, plurilingual/multilingual programs, segregated programs, etc, are ideologically framed sites of contestation and are not uncommonly connected to academic fields of expertise in either the Language Sciences or the Education Sciences. This means that the institutional activity system of BE is often seen as an extension of the theoretically framed domain in research called BE (Bagga-Gupta 2012).

    Different Signed Languages (SLs) have also been, and continue to be, framed in simplistic/reductionist terms in both the popular imagination as well as in some dominating scientific domains. Different SLs have evolved and exist in different communities where large numbers of members are deaf (Groce 1985), in similar fashion as different oral languages have evolved in hearing communities. In other words, SLs are, at least since the 1960s, recognized within science, and since the 1990s in national policy contexts, as unique human languages, similar and just as complex in their make up as oral/articulated languages (OLs). Five types of cheremic unit variation in SLs, similar to phonological variation in OLs, are recognized: handshapes, sign location, palm orientation, movements and non-manual embodied features. While SLs are often denied recognition and continue to be contested in policy as well as in some scientific domains, they have existed in different formats in communities worldwide, and especially so within deaf education (DE) even in institutional settings where they have been formally forbidden.

    This chapter aims to identify and account for the place and meaning of SLs in BE broadly and DE specifically. While I will give an account of the field, I will steer clear of the binary hegemonic ideologies that have continued to frame understandings related to SLs on the one hand, and BE, including DE on the other. Using brush strokes across the canvas (rather than specific areas on the canvas or individual colors or lines), my aim here is to trace salient developments and make visible the multiplicity of mainstream academic domains that contribute to and intersect in the field SLs in BE.

  • 193.
    Bagga-Gupta, Sangeeta
    Örebro universitet, Akademin för humaniora, utbildning och samhällsvetenskap.
    Social interaction in learning and instruction: joining fources, losing focus?2009In: Fostering Communities of Learners, 2009Conference paper (Refereed)
  • 194.
    Bagga-Gupta, Sangeeta
    Örebro University, School of Humanities, Education and Social Sciences.
    Social interaction in learning and instruction: joining fources, losing focus?2009In: Fostering Communities of Learners, 2009Conference paper (Refereed)
  • 195.
    Bagga-Gupta, Sangeeta
    Örebro universitet, Institutionen för humaniora, utbildnings- och samhällsvetenskap.
    Språk och identiteter i skolmiljöer [Language and Identities in school environments]: Flerspråkiga, mångkulturella kommunikativa undervisningspraktiker i början av 2000-talet [Multilingual, multicultural communicative instructional practices in the begining of the 21st century]2012In: Resultatdialog 2012, Stockholm: Vetenskapsrådet , 2012, p. 23-32Chapter in book (Refereed)
    Abstract [sv]

    Vad är språk (inklusive literacies) och identitet i skolan? Vilka språk ochidentiteter skapas, används, orienteras mot, marginaliseras etc. i dagenssvenska skola och historiskt? Genom att föra samman traditionellt åtskildaforskningsfält och kunskapsområden utmanar resultatet från dettaprojekt den traditionella kategoriseringen av både språk och elevgrupper.Etnografiska studier av livet i olika typer av ”språkskolor” och kursplanersedan 60-talet har möjliggjort jämförande kartläggningar som har storbetydelse för diskussioner avseende lärande och likvärdighet å ena sidanoch (om)organisering av skolan å den andra – för alla elever, oavsett omde anses tillhöra minoriteter (inklusive funktionshindrade) eller majoriteten.

  • 196.
    Bagga-Gupta, Sangeeta
    Örebro University, School of Humanities, Education and Social Sciences.
    Språk och identiteter i skolmiljöer [Language and Identities in school environments]: Flerspråkiga, mångkulturella kommunikativa undervisningspraktiker i början av 2000-talet [Multilingual, multicultural communicative instructional practices in the begining of the 21st century]2012In: Resultatdialog 2012, Stockholm: Vetenskapsrådet , 2012, p. 23-32Chapter in book (Other academic)
    Abstract [sv]

    Vad är språk (inklusive literacies) och identitet i skolan? Vilka språk ochidentiteter skapas, används, orienteras mot, marginaliseras etc. i dagenssvenska skola och historiskt? Genom att föra samman traditionellt åtskildaforskningsfält och kunskapsområden utmanar resultatet från dettaprojekt den traditionella kategoriseringen av både språk och elevgrupper.Etnografiska studier av livet i olika typer av ”språkskolor” och kursplanersedan 60-talet har möjliggjort jämförande kartläggningar som har storbetydelse för diskussioner avseende lärande och likvärdighet å ena sidanoch (om)organisering av skolan å den andra – för alla elever, oavsett omde anses tillhöra minoriteter (inklusive funktionshindrade) eller majoriteten.

  • 197.
    Bagga-Gupta, Sangeeta
    Örebro universitet, Pedagogiska institutionen.
    Språk och lärande i visuellt orienterade flerspråkiga pedagogiska miljöer i Sverige2003Conference paper (Refereed)
  • 198.
    Bagga-Gupta, Sangeeta
    Örebro University, Department of Education.
    Språk och lärande i visuellt orienterade flerspråkiga pedagogiska miljöer i Sverige2003Conference paper (Other academic)
  • 199.
    Bagga-Gupta, Sangeeta
    Örebro universitet, Akademin för humaniora, utbildning och samhällsvetenskap.
    Språk, språkande och människa [Language, languaging and human beings]: Reflektioner kring demokrati och delaktighet [Reflections on democracy and participation]2010Conference paper (Other (popular science, discussion, etc.))
  • 200.
    Bagga-Gupta, Sangeeta
    Örebro University, School of Humanities, Education and Social Sciences.
    Språk, språkande och människa [Language, languaging and human beings]: Reflektioner kring demokrati och delaktighet [Reflections on democracy and participation]2010Conference paper (Other (popular science, discussion, etc.))
1234567 151 - 200 of 427
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