Table of contents for Crossing : language & ethnicity among adolescents / Ben Rampton.


Bibliographic record and links to related information available from the Library of Congress catalog. Note: Contents data are machine generated based on pre-publication provided by the publisher. Contents may have variations from the printed book or be incomplete or contain other coding.


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Contents
Acknowledgments
Transcription symbols and conventions
Part I: Introductory
Chapter 1
Introduction: language, ethnicity and youth in late industrial Britain
 1.1 Starting points in sociolinguistics and sociology
 1.2 Competing grounds for political solidarity
 1.3 Distinctive concerns in the present study
 1.4 Descriptive and theoretical concepts
 1.5 Siting within sociolinguistics
 1.6 Fieldwork, methods and data-base
 1.7 The town, neighbourhood and networks
 1.8 The chapters that follow
 Notes
Chapter 2
Local reports of language crossing
 2.1 Reports of interracial Creole
 2.2 Interracial Panjabi
 2.3 Comparison of crossing in Panjabi and Creole
 2.4 Stylised Asian English
 2.5 Comparison of SAE, Panjabi and Creole
 2.6 Summary and overview: a local and historical setting 
 for language crossing
 Notes
Part II: Interaction with adults: contesting stratification
Chapter 3
Stylised Asian English (i): interactional ritual, symbol and politics
 3.1 Linguistic features marking speech as SAE
 3.2 Interview reports
 3.3 Incidents observed
 3.4 Ritual, symbol and politics in interaction
 3.5 Interaction and social movements
 Notes
Chapter 4
Panjabi (i): interactional and institutional participation frameworks
 4.1 Panjabi in conflictual interaction with adults
 4.2 Panjabi crossing in non-conflictual adult-adolescent 
 interaction
 4.3 Adult-adolescent participation frameworks in Panjabi 
 and SAE
 4.4 Bystanding as a contingent relationship
 4.5 The institutional embedding of interactional 
 relations
 Notes
Chapter 5
Creole (i): links to the local vernacular
 5.1 Interview reports
 5.2 Evidence from interaction
 5.3 The correspondence between interactional and 
 institutional organisation
 5.4 Interactional evidence of Creole's incorporation with 
 oppositional vernacular discourse
 5.5 Creole and the local multiracial vernacular
 5.6 Correction by adults
 5.7 Summary
 5.8 Conclusion to Part II: crossing, youth subcultures, 
 and the development of political sensibilities
 Notes
Part III: Interaction with peers: negotiating solidarity
Chapter 6
Stylised Asian English (ii): rituals of differentiation and consensus
 6.1 SAE in criticism
 6.2 Critical SAE to adolescents with lower peer group 
 status
 6.3 Critical SAE between friends and acquaintances
 6.4 SAE in structured games
 6.5 Summary: SAE to adults, to adolescents and in games
 6.6 Rituals of disorder, differentiation and consensus
 6.7 Games
 Notes
Chapter 7
Panjabi (ii): playground agonism, 'language learning' and the liminal
 7.1 Panjabi in the multiracial playground repertoire
 7.2 Playground Panjabi in games
 7.3 Jocular abuse
 7.4 Not-so-jocular abuse
 7.5 Self-directed playground Panjabi
 7.6 Mellowing over time
 7.7 Girls and playground Panjabi: 
 cross- and same-sex interactions
 7.8 Overview: opportunities, risks and 
 the enunciation of 'tensed unity'
 7.9 Language crossing and the 'liminal'
 Notes
 
Chapter 8
Creole (ii): degrees of ritualisation in Ashmead and South London
 8.1 Hewitt's analysis
 8.2 Crossing with degrees of ritualisation
 8.3 Evidence from Ashmead
 8.4 Interracial Creole: summary
 8.5 Conclusion to Part III: the polyphonic dynamics of 
 language and social identity
 Notes
Part IV: Crossing and performance art
Chapter 9
Creole and SAE (iii): Rituals of morality and truth, falsity and doubt
 9.1 Sound systems and black music
 9.2 Crossing and black music in Ashmead
 9.3 Sound systems, ritual and liminality
 9.4 Charting other-ethnic Creole
 9.5 SAE in Drama
 Notes
Chapter 10
Panjabi (iii): looking beyond the borders
10.1 Bhangra in Britain
10.2 Bhangra in Ashmead
10.3 Bhangra's local interethnic spread
10.4 An inter-ethnic conversation about bhangra
10.5 Competitive incentives and obstacles
 to white participation
10.6 Playground and bhangra crossing compared
10.7 Interactional practices facilitating access to 
 bhangra
10.8 Gender relations and movement towards bhangra
10.9 Summary
 Notes
Part V: Conclusions
Chapter 11
Crossing and the sociolinguistics of language contact
11.1 Crossing as a form of code-switching
11.2 Crossing as a distinct but neglected practice
11.3 Crossing's generality
11.4 Crossing's value as a sociolinguistic concepts
11.5 The contribution to SLA
11.6 Revising sociolinguistic conceptions of ethnicity
 Notes
Chapter 12
Crossing, discourse and ideology
12.1 Discourse, consciousness and ideology: a map
12.2 Discourse, consciousness and ideology: code crossing
12.3 The influence of established ideology
12.4 Local ideological creativity
12.5 From behavioural to established ideology?
 Notes
Chapter 13
Educational discourses on language
13.1 Educational discourses on multilingualism in England
13.2 SAE and TESL orthodoxy
13.3 Panjabi crossing and bilingual education
13.4 Language education, code crossing, and competing 
 conceptions of ethnic identity
13.5 Language awareness as a curriculum subject
13.6 The trouble with the 'native speaker'
13.7 Expertise, affiliation and inheritance
 Notes
Appendix I
Appendix II
Bibliography




Library of Congress Subject Headings for this publication: Code switching (Linguistics) Great Britain, Sociolinguistics Great Britain, Languages in contact Great Britain, Youth Great Britain Language, Language and education Great Britain