Public engagement in a sociolinguistic study on diasporic education: A Birmingham case

Jing Huang

Research output: Chapter in Book/Report/Conference proceedingConference contribution

Abstract

This paper discusses public engagement in a sociolinguistic study on
Chinese migration and multilingual education within the city of
Birmingham. The research investigates Chinese adult migrants’
multilingual practices within and around a large Birmingham Chinese
complementary school (CCS), focusing on the changing constructions
of ideology and identity in the diasporic educational context. The study
applies dialogical, indexical, and historical perspectives from
heteroglossia (Bakhtin, 1981a; 1981b; 1986) to document and interpret
the impact of globalisation on the changing structure of Birmingham
Chinese diaspora, the shifting dynamic in English-Chinese
bilingualism, and the intra-Chinese diversity in transnational contexts.
In the process of conducting the research, ethnographic researcher’s
reflexivity in researching sociolinguistics has proved to be very helpful
for establishing different scopes of public engagement. The researcher
has contributed to various domains and levels of public work for the
Birmingham Chinese community, a large AHRC funded research
project, and the UK-China comparison research symposium held by the
Chinese embassy in London.
Original languageEnglish
Title of host publicationProceedings of the 2016 STORIES Conference
Subtitle of host publicationi2i - Inquiry to impact
Place of PublicationOxford
PublisherUniversity of Oxford
Pages31 - 37
Number of pages7
Publication statusPublished - 2016
EventOxford STORIES Conference 2016: i2i: Inquiry to Impact - Oxford, UK United Kingdom
Duration: 15 Mar 201616 Mar 2016

Conference

ConferenceOxford STORIES Conference 2016
CountryUK United Kingdom
CityOxford
Period15/03/1616/03/16

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  • Cite this

    Huang, J. (2016). Public engagement in a sociolinguistic study on diasporic education: A Birmingham case. In Proceedings of the 2016 STORIES Conference: i2i - Inquiry to impact (pp. 31 - 37). University of Oxford. https://ora.ox.ac.uk/objects/uuid:59bb2e7c-7f02-4642-9500-6d1ddf20e4bb