Papers by Debbie Cole
Persona Studies, 2021
This article explores how playing and co-creating games in higher education contexts contributes ... more This article explores how playing and co-creating games in higher education contexts contributes to expanding learner personas and facilitating a multimodal learning experience. Working from the interdisciplinary perspectives of media/games studies, pedagogy, and linguistic anthropology, we conceptualize in-class learning as the making and playing of games, reporting on game experiments and playful practices targeted at learning key theoretical concepts in our disciplines. Game-based modifications to established educational practices involved: replacing lectures with Educational Live Action Role Play (Bowman 2014) sessions, using acting/performance games (Flanagan 2009) to critically reflect on ideas of community and collective identity, and introducing Twine (Werning 2017; Wilson & Saklofske 2019) to defamiliarize the expected structures and media modalities of academia. Based on evidence from participant reflections and classroom ethnographies, we argue that games can serve as a r...
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Contact Talk, 2019
Written by a wide range of highly regarded scholars and exciting junior ones, this book critiques... more Written by a wide range of highly regarded scholars and exciting junior ones, this book critiques and operationalizes contemporary thinking in the rapidly expanding field of linguistic anthropology. It does so using case studies of actual everyday language practices from an extremely understudied yet incredibly important area of the Global South: Indonesia. In doing so, it provides a rich set of studies that model and explain complex linguistic anthropological analysis in engaging and easily understood ways. As a book that is both accessible for undergraduate students and enlightening for graduate students through to senior professors, this book problematizes a wide range of assumptions. The diversity of settings and methodologies used in this book surpass many recent collections that attempt to address issues surrounding contemporary processes of diversification given rapid ongoing social change. In focusing on the trees, so to speak, the collection as a whole also enables readers to see the forest. This approach provides a rare insight into relationships between everyday language practices, social change, and the ever-present and ongoing processes of nation-building.
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Studies in Anthropological Linguistics, 2013
This chapter documents the development of a university-level Blackfoot language course in which m... more This chapter documents the development of a university-level Blackfoot language course in which many of the students are linguistic inheritors (Rampton 1990) of Blackfoot. In attempting to integrate “the study of the culture of language into documentary linguistics” (Hill 2006: 113), we observe how varied language ideological patterns among speakers and learners of different linguistic repertoires came to be organized for the purposes of formal language instruction. Analysis of classroom discourse reveals conflicting language ideologies between variationism (Kroskrity 2009b) and standard (Hill 2008). We propose a model of “Language Ideological Variation and Emergence” (LIVE) to clarify how participant affiliations to competing language ideologies can emerge and shift as different language ideologies come into contact during discourse.
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Journal of Linguistic Anthropology, 2010
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ED454711 - Coyote Papers: Working Papers in Linguistics from AZ, Volume 10. ... Coyote Papers: Wo... more ED454711 - Coyote Papers: Working Papers in Linguistics from AZ, Volume 10. ... Coyote Papers: Working Papers in Linguistics from AZ, Volume 10. ... Fountain, Amy, Ed.; Hendricks, Sean, Ed.; Ohno, Sachiko, Ed.; Miyashita, Mizuki, Ed.; Cole, Debbie, Ed.
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Rapport and the Discursive Co-Construction of Social Relations in Fieldwork Encounters, 2019
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Language in Society, 2012
We observe that mediatization (Agha 2011b) creates and maintains the conditions by which some mes... more We observe that mediatization (Agha 2011b) creates and maintains the conditions by which some messages and uptake formulations remain unavailable to larger audiences while others are continuously recycled and increasingly accessible. We argue that the maintenance of the unequal divisions of semiotic labor in ways that mirror socioeconomic inequalities at an increasingly global scale can be facilitated by mediatization as currently practiced. An analysis of the way that the uptake formulations of a mediatized fragment of a register-shifting event varied in its pre- and postmediatized contexts reveals how premediatized value projects can be systematically replaced during mediatization, limiting the availability of premediatized value projects for wider uptake. We observe that value projects attached to mediatized fragments work to maintain the hierarchy of perduring semiotic registers (Goebel 2010) in US public discourse in which Standard English repertoires continue to dominate all o...
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Persona Studies, 2020
This article explores how playing and co-creating games in higher education contexts contributes ... more This article explores how playing and co-creating games in higher education contexts contributes to expanding learner personas and facilitating a multimodal learning experience. Working from the interdisciplinary perspectives of media/games studies, pedagogy, and linguistic anthropology, we conceptualize in-class learning as the making and playing of games, reporting on game experiments and playful practices targeted at learning key theoretical concepts in our disciplines. Game-based modifications to established educational practices involved: replacing lectures with Educational Live Action Role Play (Bowman 2014) sessions, using acting/performance games (Flanagan 2009) to critically reflect on ideas of community and collective identity, and introducing Twine (Werning 2017; Wilson & Saklofske 2019) to defamiliarize the expected structures and media modalities of academia. Based on evidence from participant reflections and classroom ethnographies, we argue that games can serve as a r...
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Studies in Anthropological Linguistics, 2013
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Language Learning & Language Teaching, 2013
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Anthropology News, 2007
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In this paper, we use acoustic evidence to establish that a line containing 8 moras is the metric... more In this paper, we use acoustic evidence to establish that a line containing 8 moras is the metrical template for traditional Japanese poetry: Lines that have been previously analyzed as having 5 or 7 moras are underlyingly octo- moraic. We do this by demonstrating that pauses function as additional moras in the meter to regulate line length. We also argue that phonetic data should be used in metrical studies (by consulting native speakers’ productions of metered texts) because they provide information about metrical structure not available in traditional text-based approaches, which view reader intu- itions as unreliable. We make a needed contribution to metrical studies by analyzing meter in Japanese, a prominence insensitive language, meaning a language without stress accent. Japanese meter lacks an alternating pattern of strong and weak positions because stressed or unstressed syllables do not exist in the phonology of Japanese.
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Within the current social scientific trend of studying globalization, border crossing, and cosmop... more Within the current social scientific trend of studying globalization, border crossing, and cosmopolitanism, we continue to struggle against our own complicity in maintaining an unequal representational economy. This article responds to Blommaert’s (2010) proposal for a new approach to “the sociolinguistics of globalization” by applying his conceptual framework to the analysis of a multi-vocalic performance in Central Java, Indonesia. Data collected using par- ticipant observation and structured interviews demonstrate how vocal performances constructing diverse identities are performed and perceived adequatively in their original context. The mobilization of these examples of naturally occur- ring cosmopolitanism into an academic text in English provides the opportunity for critical reflection on our practices of presentation and analysis of the semiotics of others’ identity practices. This exercise has implications for how to better retain the values and functions accorded to linguistic resources in their local con- texts when we mobilize them across representational boundaries in sociolinguistic work.
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Linguistics for intercultural education in language learning and teaching. Fred Dervin and Anthony Liddicoat, eds. Amsterdam: John Benjamins. , 2013
Even though intercultural educators recognize that essentialism is detrimental to their goals, th... more Even though intercultural educators recognize that essentialism is detrimental to their goals, their delivery of course content to students continues to be criticized for being mired in essentialized notions of “nation” and “culture”. Holliday (2011) argues that we construct essentialist discourses and practices to protect nationalist ideals and standards because doing so benefits the researchers, teachers and students who also benefit from the maintenance of global, national, and local inequalities. It is thus very difficult to articulate and practice alternatives to “nationalist standard practices” (Meadows 2009), though we may be well aware that continuing to perpetuate essentialist visions of the world is unethical. Our goal in this chapter is to articulate one step out of this “essentialist trap”. We demonstrate how the tools of linguistics, specifically Critical Discourse Analysis (CDA), can be used to surface three discursive processes (objectification, prescription, and alignment) which are commonly used to reproduce essentialism in language instruction. Awareness of these processes sheds light on how discourse in typical language classrooms constructs monolithic, essentialized views of languages and cultures. Discourse data from an Indonesian language classroom demonstrates how these very same processes can alternatively operate to circumvent the limitations on diversity posed by nationalism. We argue that when students and teachers acquire the ability to make use of CDA to identify linguistic practices in the classroom as products of common, underlying discursive processes, they also acquire the grounds for imagining and enacting alternatives to nationalist essentialising. Such awareness, we contend, can lead to an intercultural education that is more equitable, ethical, and timely.
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Conference Presentations by Debbie Cole
The insights offered by Bahktin (1981), Bourdieu (1991), Foucault (1978), Hobsbawm (1990), and Wa... more The insights offered by Bahktin (1981), Bourdieu (1991), Foucault (1978), Hobsbawm (1990), and Wallerstein (2001), and others have become cornerstones for understanding valuation processes attached to language and their relationships with political economy, processes of globalization and marginalization (e.g. Agha, 2007; Blommaert, 2010; Errington, 1998; Heller, 2011; Heller & Duchene, 2012; Inoue, 2006). This panel seeks to engage with this work by focusing on how movement between centralization and decentralization in Indonesia has figured in the reconfiguration and revaluation of languages in the margins, hubs, and peripheries while also creating new margins, hubs, and peripheries. The papers will cover a diverse range of sociolinguistic practices in a broad range of domains (e.g. face-to-face talk, preaching, radio and television, education, heritage tourism, the bureaucracy, and so on).
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Research Networks by Debbie Cole
Since 1998 Indonesia has undergone rapid political, social, and cultural change. Members of this ... more Since 1998 Indonesia has undergone rapid political, social, and cultural change. Members of this research network are interested in understanding how language figures in these changes and how understandings of these changes can inform global discussions on language and social change more generally.
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Papers by Debbie Cole
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