{"id":3696,"date":"2016-09-26T18:26:44","date_gmt":"2016-09-26T18:26:44","guid":{"rendered":"https:\/\/www.hawaii.edu\/sls\/?p=3696"},"modified":"2016-10-25T00:39:32","modified_gmt":"2016-10-25T00:39:32","slug":"dissertation-defense-phyak","status":"publish","type":"post","link":"https:\/\/www.hawaii.edu\/sls\/dissertation-defense-phyak\/","title":{"rendered":"Dissertation Defense"},"content":{"rendered":"

Announcing<\/p>\n

PhD in Second Language Studies Dissertation Defense<\/strong><\/p>\n

Prem Phyak<\/h4>\n

\u2018For our Cho:tlung\u2019: Decolonizing Language Ideologies\u00a0and
\n(Re)Imagining Multilingual Education Policies and Practices in Nepal<\/h4>\n

Chair: Kathryn A. Davis<\/strong><\/p>\n

12 October 2016, 2:00\u20135:00 p.m.<\/p>\n

Moore Hall, Room 258<\/p>\n

 <\/p>\n

Recent studies on \u2018the multilingual turn\u2019 (Conteh & Meier, 2014; May, 2014) reveal both the theoretical and pedagogical inadequacy of monolingual ideologies and instructional practices in language education. Yet, dominant language policies and pedagogical practices, including multilingual ones, are deeply influenced by monolingual habitus and biases (Benson, 2013; Gogolin, 1997; May, 2014) and monoglossic ideologies (Garc\u00eda & Kleyn, 2016) which both solidify \u2018inequalities of multilingualism\u2019 (Tupas, 2015) and delegitimize the use of minoritized languages and language practices in education. By putting \u2018language ideology\u2019 (Kroskrity, 2009; Makihara & Schieffelin, 2007; Pennycook, 2013; Woolard, 1998) at the center, this engaged ethnographic study analyzes decolonizing efforts (Maldonado-Torres, 2010; Quijano, 2007; Smith, 2012) with one group of indigenous people, Limbu, towards denaturalizing and transforming hegemonic language ideologies represented in Nepal\u2019s language education policies and practices. More specifically, this study emphasizes ideological analyses with indigenous villagers, teachers, and youth towards building critical ideological awareness, advocacy, and activism in (re)imagining equitable multilingual policies and pedagogical practices in Nepal.<\/p>\n

Building on engaged language policy (Davis, 2014; Davis & Phyak, forthcoming; Shohamy, 2015), this study adopts a multi-sited and multi-method approach (McCarty, 2011) to engage Limbu bi\/multilingual villagers, teachers, and youth in ethnographically grounded dialogue on language ideological issues. Informed by \u2018indigenous critical praxis\u2019 and \u2018indigenous epistemology\u2019 (Gegeo & Watson-Gegeo, 2002, 2013), dialogic engagement (Bakhtin, 1981; Freire, 1970) with the participants is grounded in collaborative ethnography, counter-narratives, critical language awareness workshops, and focus-group discussions. This study reveals that ethnographically grounded dialogue builds the participants\u2019 critical consciousness (Freire, 1970) of multiple language ideologies and further engages them in reclaiming their identities as a knower and transformative agent for creating multilingual school space. In particular, dialogic engagement contributes to \u2018ideological becoming\u2019 (Bakhtin, 1984; Ball & Freedman, 2004) which represents the participants\u2019 critical awareness about the hegemony of dominant nation-state and neoliberal ideologies and identities as social critics, advocates, and activists. This process further involves participants\u2019 \u2018ideological clarification\u2019 (Fishman, 2000; Kroskrity, 2009) about the hegemony of the nation-state and neoliberal ideologies in both dominant and resistance language policy discourses and practices.<\/p>\n

This study implies that dialogic engagement is necessary to denaturalize the colonial invention of language as a fixed, bounded, and monoglossic entity and to empower language minoritized people to take an activist position\u00a0towards\u00a0transforming monolingual language ideologies and educational practices. While indigenous villagers denaturalize the monolingual nation-state and hierarchical neoliberal ideologies, teachers\u00a0can\u00a0construct translanguaging pedagogies (Garc\u00eda & Li, 2014) towards supporting \u2018epistemic access\u2019 (Heugh, 2015; Kerfoot & Simon-Vandenbergen, 2015) of bi\/multilingual indigenous children. Similarly, indigenous youth\u00a0can\u00a0reclaim their multilingual identities and position themselves as counterpublics through dialogic engagement. This study further theorizes \u2018engaged language policy\u2019 (Davis, 2014; Shohamy, 2015) and contributes to knowledge in \u2018the multilingual turn\u2019, by integrating decolonizing efforts towards transforming monolingual ideologies in language education.<\/p>\n","protected":false},"excerpt":{"rendered":"

\n
\n

Announcing<\/p>\n

PhD in Second Language Studies Dissertation Defense<\/p>\n

Prem Phyak<\/h4>\n

 <\/p>\n

\u2018For our Cho:tlung\u2019: Decolonizing Language Ideologies\u00a0and
\n(Re)Imagining Multilingual Education Policies and Practices in Nepal<\/h4>\n

 <\/p>\n

Chair: Kathryn A. Davis<\/strong><\/p>\n

12 October 2016, 2:00\u20135:00 p.m.
\nMoore Hall, Room 258\n<\/p>\n<\/div>\n

Continue reading “Dissertation Defense”<\/span>…<\/a><\/div>\n<\/div>\n
Continue reading “Dissertation Defense”<\/span>…<\/a><\/div>\n","protected":false},"author":1,"featured_media":0,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"inline_featured_image":false,"_monsterinsights_skip_tracking":false,"_monsterinsights_sitenote_active":false,"_monsterinsights_sitenote_note":"","_monsterinsights_sitenote_category":0},"categories":[16],"tags":[],"acf":[],"yoast_head":"\nDissertation Defense - Department of Second Language Studies<\/title>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/www.hawaii.edu\/sls\/dissertation-defense-phyak\/\" \/>\n<meta property=\"og:locale\" content=\"en_US\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"Dissertation Defense - Department of Second Language Studies\" \/>\n<meta property=\"og:description\" content=\"Announcing PhD in Second Language Studies Dissertation Defense Prem Phyak   \u2018For our Cho:tlung\u2019: Decolonizing Language Ideologies\u00a0and (Re)Imagining Multilingual Education Policies and Practices in Nepal   Chair: Kathryn A. 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