This study examines changing language loyalties of the sociopolitically most dominant ethnic group in Indonesia, the Javanese. Although Javanese language has the largest number of speakers, within the last five decades the language is gradually losing its speakers who prioritize the national language, Indonesian. This phenomenon led me to inquire into the extent to which their native language matters for their Javanese identity and how the language planning and policy (LPP) mechanism works to foster Javanese language. To collect data, I conducted a six-month ethnographic research project in Yogyakarta, Indonesia. The findings show that Javanese language shift occurs because of strong supports from the government toward Indonesian by emphasizing its role as a symbol to unify all ethnic groups in Indonesia into one nation. Consequently, interference in intergenerational language transmission, a limited scope of Javanese use, decrease language competence, and negative attitude toward Javanese are evident. Although Javanese language is still perceived as the most profound marker of Javanese identity, it is now challenging to maintain it because of its limited role in most domains. The study also indicates that the Javanese people are now strongly inclined to Islam reflected by their piety to Islamic rules such as positive attitude to learn liturgic Arabic, to leave behind Javanese tradition not in line with Islam, and to view religion as a panacea to heal social problems. This high regard for Islam is also evident in schools. Furthermore, the Javanese people value highly English although nobody uses it as a medium of daily communication. However, the fact that English is tested in the secondary education national exams and the university entrance exam makes it necessary

for people to learn it. In addition, English is regarded as a modern, intellectual, and elite language. In short, the Javanese people perceive English as an avenue to achieve academic and professional success as well as higher social status. Altogether, this study shows that shifting language loyalty among the Javanese people is an indication of societal transformation.

ABSTRACT

This study examines the language and literacy experiences of Kurdish minority children during their first year of mainstream schooling in a southeastern village in Turkey. I employed ethnographic research methods (participant observation, multi-modal data collection, interviewing, and focus groups) to investigate the language practices of the children in relation to language ideologies circulating in the wider context. I focused on the perspectives and practices of one 1st grade classroom (14 students) but also talked with seven parents, three teachers, and two administrators.

A careful analysis of the data collected shows that there is a hierarchy among languages used in the community—Turkish, English, and Kurdish. The children, their parents, and their teachers all valued Turkish and English more than Kurdish. While explaining some of their reasons for this view, they discussed the status and functions of each language in society with an emphasis on their functions. My analysis also shows that, although participants devalue the Kurdish language, they still value Kurdish as a tie to their ethnic roots. Another key finding of this study is that policies that appear in teachers’ practices and the school environment seemed to be robust mediators of the language beliefs and practices of the Kurds who participated in my study. School is believed to provide opportunities for learning languages in ways that facilitate greater participation in society and increased access to prestigious jobs for Kurdish children who do not want to live in the village long-term. Related to that, one finding demonstrates that current circumstances make language choice like a life choice for Kurdish children. While Kurds who choose Turkish are often successful in school (and therefore have access to better jobs), the ones who maintain their Kurdish usually have only animal breeding or farming as employment options. I also found that although the Kurdish children that I observed subscribed to ideologies that valued Turkish and English over their native language, they did not entirely abandon their Kurdish language. Instead, they were involved in Turkish- Kurdish bilingual practices such as language broking, language sharing, and language crossing.

This study provides insights into the nature of L2 writers' engagement with written corrective feedback (WCF) - how they process it and what they understand about the nature of the error - to explore its potential for language development. It also explores various factors, such as individual, socio-contextual, and pedagogical, which influence the extent of student engagement. Data include students' revisions recorded with screen-capture software and video-stimulated recall. The video-stimulated recall data were transcribed and coded for evidence of processing, error awareness, and error resolution. In addition, I conducted interviews with students and their instructors, and through a thematic analysis, I identified individual and socio-contextual factors that appeared to influence students' engagement.

The findings of the study indicate that the processing of WCF and error awareness may be affected by pedagogical factors, such as the type of feedback and its delivery method. In addition, I found that while socio-contextual factors, such as grading policy, may influence students' attitudes toward the importance of grammar accuracy in their writing or motivation to seek help with grammar outside of class, such factors do not appear to affect students' engagement with WCF at the time of revision.

Based on the insights gained from this study, I suggest that direct feedback may be more beneficial if it is provided in a comment or in the margin of the paper, and that both direct and indirect feedback may be more effective if a brief explanation about the nature of the error is included. In addition, students may need to be provided with guidelines on how to engage with their instructors' feedback. I conclude by suggesting that if WCF is provided, students should be held accountable for making revisions, and I recommend ways in which this can be done without penalizing students for not showing immediate improvements on subsequent writing projects.

This study investigates the uses of English in advertising in Brazil and the attitudes of Brazilians towards the use of different difficulty levels of English in advertising. Using a two part, mixed-methods approach, drawing from quantitative and qualitative methods, I utilized a corpus study to examine English uses in Brazilian magazines and a survey to investigate the difficulty of English slogans as a determinant for people's attitudes towards English in advertising. For the first part, three major Brazilian news magazines, Veja, Época, and ISTOÉ were used. From three issues of each magazine, results showed that 57% of the advertisements in all nine magazines contained English in different parts of the advertisements, with most occurrences in the product name, followed by the body copy, headline, subheadline, and slogan. English was used to advertise a number of different product types, but was especially used for advertising cars, electronics, events, and banks. It was also found that the majority of English was used for its symbolic representations of modernity, prestige, globalization, and reliability. Using a survey for the second part of the study, I investigated how Brazilian participants judged four advertisements that featured English slogans that were comparable to slogans judged to be easy or difficult to understand in a similar study conducted by Hornikx, van Meurs, and de Boer (2010). Participants were offered attitudinal choices to mark off on a 4-point Likert scale, where they indicated their attitudes towards the English slogans provided. They were also asked to determine if they understood the slogans and to translate them to indicate their actual understanding of the slogans. Participants showed more positive attitudes towards the uses of English than negative attitudes. The survey provided evidence that with the very low numbers of correctly translated slogans, many participants believed they understood the slogans, which could prove to be more of an indicator of positive attitudes than their actual understanding of the slogans. This project provides an example from one Expanding Circle context touched by the far-reaching influences of World Englishes.

This study investigates how university instructors from various disciplines at a large, comprehensive university in the United States evaluate different varieties of English from countries considered "outer circle" (OC) countries, formerly colonized countries where English has been transplanted and is now used unofficially and officially to varying degrees. The study was designed to address two gaps in the research: (1) how instructors in increasingly internationalized U.S. universities evaluate different written varieties of English, since many international students may be writing in an L1 other than American English, and (2) how instructors' first language and/or disciplinary backgrounds appear to affect their evaluations. Through a comparison of rankings and qualitative analysis of interview data, the study examines whether the participating instructors value the same features and characteristics in writing, such as text and organization features, found in American English and varieties of OC written English. In addition, it examines whether one's first or native language or one's disciplinary training affects the perception and evaluation of these particular varieties of English. This study showed that what is currently valued and expected by instructors from various disciplines in U.S. universities is what may be identified as an "American" style of writing; participants expected an organization providing a clear purpose up front, including paragraphs of a certain length, and containing sentences perceived as more direct and succinct. In addition, given the overall agreement on the element of good writing demonstrated in how composition and content area professors ranked the writing samples, my study suggests that what is being taught in composition is preparing student for the writing expected in content area classes. Last, my findings add to World Englishes (WE) research by adding a writing component to WE attitudinal research studies, which have previously focused on oral production. Almost equal numbers of Native and Non-Native English Speakers (NESs and NNESs) participated, and the NNESs appeared more tolerant of different varieties, unlike the preference for inner circle norms noted in previous studies. This study, therefore, has implications for writing research and instruction at U.S. colleges and universities, as well as informing the field of World Englishes.

This is a qualitative case study using ethnographic methods of how one school community has been able to negotiate Arizona's restrictive English only language policies. Drawing from classroom and school-wide observations, extensive interviews, and document collection, this case study explores three key questions in relation to this school's negotiation process: 1) What characterizes the curriculum for English learners (ELs) and bilingual students at the case study school? 2) How do key actors, processes, and cultural practices at the case study school support the negotiation of Proposition 203 and House Bill 2064? and 3) What are the perspectives of key school community stakeholders in relation to the curriculum supporting bilingualism and the policy negotiation process? Findings show that by sharing certain key beliefs and practices, the school community has been able to work together, at times through struggle and perseverance, to negotiate for what they believe to be most important in school. They do so by sharing such key beliefs as the importance of seeing the whole child and teaching in ways that are real and meaningful. They also negotiate by engaging in a set of shared practices, which include: the use of Spanish campus-wide both for instruction and for the life and operation of the school, the cultivation of relationships amongst all school community members, and key curricular practices. These practices include providing a variety of learning experiences, especially those based upon the Arts, as well as a curriculum that focuses on providing opportunities to examine real world issues in an integrated and in-depth manner, to learn by integrating students' language, families, and experiences into the curriculum, and has a final goal of creating students who are critical thinkers, self-advocates, and agents within their own lives. All of these beliefs and practices contribute to a strong sense of community. It is this sense of community and the shared beliefs and practices, along with the increased agency this interconnectedness creates for all stakeholders, which has facilitated the successful use of parent waivers. These parent waivers have enabled parents to continue choosing alternative language education programs to those mandated by the state, namely integrated content and English instruction within the mainstream K-4 classroom and the Spanish/English dual language program option at the 5-8 grade levels.

The present study investigates some of the different ways in which English has been conceptualized in Brazil since the beginning of intensified globalization in the 1990s, and proposes how such conceptualizations relate to sociocultural, political and historical phenomena in the country. To this end, central texts (governmental documents, musical lyrics, cultural messages, educational policies, and language school commercials) of three domains of language regulation and use (political discourse, pop culture, and English language teaching) were examined through discourse analytical tools, text mapping, and content analyses. The investigation of each domain was supplemented by analyses of additional data (media texts, artistic work, and teacher interviews) that either confirmed or problematized results. Findings showed that the symbolic meanings of English in Brazil are caught in a heteroglossic web of discourses, which reflect diverse understandings of global processes, of the spread of English, and of Brazil itself. Tensions between authoritative and internally persuasive discourses, and between centripetal and centrifugal forces are revealed not only across different texts and realms - as reported in studies of English in other contexts - but also within domains, and within the discourses of the same people and institutions. It is argued that legislative authority, the role of the state, and the contradictions between discourses of mobility and empowerment and unsuccessful educational practices play a central role in the way English is understood and experienced in Brazil, confirming previous claims of an identity crisis, and revealing other crises of power, democracy, politics, and education. The study adds to the literature on English conceptualizations by bringing an understanding of the case of Brazil, which has not been as extensively investigated as other contexts. Moreover, the individual analyses presented bring new perspectives on the political discourses that have attempted to regulate loanword use in Brazil, and on the nature of language teaching in the country, besides emphasizing the role of pop culture in the understanding of English in that context. Further implications include the discussion of how the study of the spread of English may connect with different understandings of globalization, and the presentation of how the results contribute to language education.

This empirical study aims to identify and analyze the accumulated literacies and multilingual repertoires of three Karenni refugee families originally from the highlands of Burma but who had lived in refugee camps in Thailand before arriving in Phoenix, Arizona. Through participant observation in the families' households and neighborhood, artifact collection, and individual and group interviews, I observe, document, and examine the everyday literacy practices of these three families in order to understand how these literacies are used to foster new understandings and social networks while maintaining transnational connections. The data analysis demonstrates that there are similarities and differences between the literacy practices and language choices of the sixteen individuals who participated and that there are significant differences across generations as well as across the three families. The findings shed light on the complicated relationship between migration and language learning, ideologies of language, literacy practices, and various modes of communication (face-to-face and digital). Building on a long tradition of ethnographic work that examines language learning and literacy in relation to educational access and opportunity, this research is relevant to educational researchers, policy makers, and teachers who are committed to rethinking what counts as literacy, for whom, in what contexts, and with what kinds of consequences. In a time of increased movement of people across borders, and increased use of information and communication technologies, this investigation has important implications for teacher preparation, theories of language learning and literacy development, and educational research.