53.037 - Is Superdiversity the Way Forward for Educational Linguistics?

Session Type: Symposium

Abstract

This panel examines the implications of the concept of super-diversity for research in educational linguistics. The first two papers will make the case for the utility of the concept of super-diversity in developing new theoretical and methodological tools to understanding the relationship between language and identity in contemporary US schools. The second two papers will point to some of the limits of super-diversity in capturing the racialized experiences of language-minoritized students in US schools. The final paper will attempt to bridge the theoretical and methodological insights offered by super-diversity as articulated by the first two papers with limitations related to super-diversity as articulated by the second two papers in an attempt at developing a new methodological framework for educational linguistics.

Sub Unit

• Division G - Social Context of Education / Division G - Section 3: Studies of the multiple languages and literacies of varied social contexts

Chair

• Nelson Flores, University of Pennsylvania

Papers

• Qualitative Research in Superdiverse Urban Schools - Christine Brigid Malsbary, Vassar College

• "Out Gay Boys? There's Like, One Point Seven Five": Negotiating Identity in Superdiversity - Susan Walker Woolley, Colgate University

• Latino Linguistic Repertoires in an Intensely Segregated Black and Latina/o High School: Is This Superdiversity? - Danny C. Martinez, University of California - Davis

• From Truncated to Sociopolitical Emergence: A Critique of Superdiversity in Sociolinguistics - Nelson Flores, University of Pennsylvania

• Cultivating Linguistic Flexibility in Contexts of Superdiversity - Marjorie Faulstich Orellana, University of California - Los Angeles