Vally Lytra
Datos Biográficos
| ID | 288408 |
|---|---|
| NOMBRE | Vally Lytra |
| NOMBRES | Vally |
| APELLIDO | Lytra |
| FIRMA | LYTRA V |
| AFILIACIONES | Goldsmiths University of London |
| ORCID | 0000-0003-2594-1889 |
| VERIFICADO | Sí |
| TOTAL DE OBRAS | 17 |
| TOTAL DE CITAS | 94 |
| TOTAL COMO AUTOR | 16 |
| TOTAL COMO EDITOR | 1 |
| PRIMER AÑO DE PUBLICACIÓN | 2007 |
| AÑO MÁS RECIENTE DE PUBLICACIÓN | 2025 |
| ÍNDICE H | 3 |
Religion in Language and Literacy Education
Although religion is an important driving force in a global context characterized by increased plurality and complexity of religious and nonreligious beliefs, investigating religion in educational practice has been a peripheral concern. Situated at the intersections of language, literacy, and religion in educational practice, this entry focuses on how religious beliefs and worldviews (re)make language in education policies, practices, and identit…
Learning and performing Sanskrit as a sacred language
Aim: We investigate how children in the Sri Lankan Tamil Hindu/Saiva faith community in London learn and use Sanskrit alongside Tamil and/or English and other multimodal and embodied resources to communicate with the Divine. Methodology: The data were collected as part of a 3-year multi-sited collaborative team ethnography documenting how migrant children become literate in faith settings. Data and analysis: The data consist of participant observ…
Greek heritage language teachers as emergency grassroots policy makers
This paper addresses the paucity of research on policy agents’ responses to the shift to teaching online during the first lockdown in heritage language education and pedagogy. Collected in the context of a small-scale exploratory study, it focuses on the reflective accounts of a group of heritage language teachers in a Greek school in francophone Switzerland. The paper builds on a translingual and transcultural orientation to language and languag…
Constructing academic hierarchies
In this paper I look at how through the use of teasing as a socially recurrent activity the members of a multilingual, multicultural and multiethnic peer group (comprised of majority Greek and minority Turkish-speaking children of Roma heritage) make particular identity ascriptions and displays salient and position themselves and others in particular ways in peer talk during break-time in an Athens primary school. Taking as a point of departure t…
Language, discourse and identities
Since the early 90s, Greece has witnessed an unprecedented population movement: Members of indigenous linguistic minorities have moved from the periphery to urban centres and large numbers of people have moved to Greece, primarily from the Balkans, Eastern Europe and the Middle East. This “flow of bodies” (Appadurai 1990) has disrupted the country’s monolingual and monocultural image (even if, in historical terms, this was in itself a constructio…
Syncretising ways of doing, seeing and becoming in children's faith-inspired text-making and conversations around texts at home
This article examines the faith-inspired text-making of two siblings of Sri Lankan Tamil Hindu/Saiva heritage growing up in present-day London and the post-production conversations around the texts with one of the authors. Conceptually, we combine insights from syncretic literacy studies with an approach to faith as cultural practice. We argue that a syncretic lens can be enriched by an explicit focus on children's faith-inspired texts as materia…
Revisiting language and religion in a post-secular world
When Greeks and Turks Meet
The relationship between the history, culture and peoples of Greece, Turkey and Cyprus is often reduced to an equation which defines one side in opposition to the other. The reality is much more complex and while there have been and remain significant divisions there are many, and arguably more, areas of overlap, commonality and common interest. This book addresses a gap in the scholarly literature by bringing together specialists from different …
Divine games and rituals
This paper contributes to our understanding of how siblings in diasporic settings teach and learn from each other through their faith play. It draws upon data from a longitudinal ethnographic study (2009–2013) exploring how children become literate through faith activities across four communities in London. The longitudinal study examines children's emerging faith literacies, focusing on ways in which they are socialised into their faith at the s…
Revisiting discourses of language, identity and community in a transnational context through a commemorative book project
In this article, I present and discuss a commemorative book project to mark the fortieth anniversary of the Greek School of Lausanne. I examine the continuities and discontinuities of the notions of language, identity and community as these were represented through the voices of former Greek state officials, teachers and pupils. I take a long view, combining archival material with interviews and written accounts spanning the first twenty years of…
Discursive constructions of language and identity
In this paper, I draw on interview data to explore parents' constructions of language and identity in two London Turkish complementary schools. I examine parents' evaluative talk about standard Turkish, Cypriot-Turkish and other regional varieties of Turkish, the cultural values they attach to them and images of personhood these invoke. I demonstrate how parents brought up in Turkey and Cyprus tend to privilege standard Turkish and acknowledge th…
Translating Faith
This article presents research from a collaborative ethnography in four faith settings in London, UK. In particular, we show how a group of researchers from diverse cultures teach and learn from each other through the use of field narratives. After outlining a sociocultural approach to learning and discussing how faith situates itself within this frame, we show ways in which field narratives provide a bridge between the past, present and future o…
Separate and flexible bilingualism in complementary schools
Multicultural awareness through English
The cultural diversity now evident in Greek society creates educational challenges and opportunities. Space to address these is provided by the multicultural awareness aspects of the discourse of the Cross‐Thematic Curriculum Framework (CTCF). For English language classes, multicultural direction is provided through the disciplinary discussion of new teaching paradigm possibilities. In particular, these discussions encourage us to explore the rep…
Contesting 'Language' as 'Heritage'
In this paper we question key terms which appear frequently in discussions of language teaching and learning: ‘language’ and ‘heritage’. The paper draws on empirical data from one of four linked case studies in a larger project funded by the UK Economic and Social Research Council (ESRC), ‘Investigating Multilingualism in Complementary Schools in Four Communities’ (RES-000-23-1180). In our analysis we argue that the relationships between ‘languag…
Teasing in contact encounters
Even though teasing has been extensively examined from an anthropological and sociolinguistic perspective, as a rule, studies on teasing have explored teasing episodes among linguistically, culturally and ethnically homogeneous groups. The present study presents cross-sex teasing episodes between the members of a multilingual/multicultural/multiethnic peer group (comprised of majority Greek children and minority Turkish-speaking children of Roma …
Play Frames and Social Identities
This book is a sociolinguistic study of children’s talk and how they interact with one another and their teachers in multilingual, multicultural and multiethnic schools. It is based on tape recordings and ethnographic observations of majority Greek and minority Turkish-speaking children at an Athens primary school. It offers the reader a unique look into the ways in which children draw upon their rich interactional histories and share, transform …
Separate and flexible bilingualism in complementary schools
Teasing in contact encounters
Even though teasing has been extensively examined from an anthropological and sociolinguistic perspective, as a rule, studies on teasing have explored teasing episodes among linguistically, culturally and ethnically homogeneous groups. The present study presents cross-sex teasing episodes between the members of a multilingual/multicultural/multiethnic peer group (comprised of majority Greek children and minority Turkish-speaking children of Roma …
Discursive constructions of language and identity
In this paper, I draw on interview data to explore parents' constructions of language and identity in two London Turkish complementary schools. I examine parents' evaluative talk about standard Turkish, Cypriot-Turkish and other regional varieties of Turkish, the cultural values they attach to them and images of personhood these invoke. I demonstrate how parents brought up in Turkey and Cyprus tend to privilege standard Turkish and acknowledge th…
Greek heritage language teachers as emergency grassroots policy makers
This paper addresses the paucity of research on policy agents’ responses to the shift to teaching online during the first lockdown in heritage language education and pedagogy. Collected in the context of a small-scale exploratory study, it focuses on the reflective accounts of a group of heritage language teachers in a Greek school in francophone Switzerland. The paper builds on a translingual and transcultural orientation to language and languag…
Translating Faith
This article presents research from a collaborative ethnography in four faith settings in London, UK. In particular, we show how a group of researchers from diverse cultures teach and learn from each other through the use of field narratives. After outlining a sociocultural approach to learning and discussing how faith situates itself within this frame, we show ways in which field narratives provide a bridge between the past, present and future o…
Revisiting discourses of language, identity and community in a transnational context through a commemorative book project
In this article, I present and discuss a commemorative book project to mark the fortieth anniversary of the Greek School of Lausanne. I examine the continuities and discontinuities of the notions of language, identity and community as these were represented through the voices of former Greek state officials, teachers and pupils. I take a long view, combining archival material with interviews and written accounts spanning the first twenty years of…
Multicultural awareness through English
The cultural diversity now evident in Greek society creates educational challenges and opportunities. Space to address these is provided by the multicultural awareness aspects of the discourse of the Cross‐Thematic Curriculum Framework (CTCF). For English language classes, multicultural direction is provided through the disciplinary discussion of new teaching paradigm possibilities. In particular, these discussions encourage us to explore the rep…
Teasing in contact encounters
Even though teasing has been extensively examined from an anthropological and sociolinguistic perspective, as a rule, studies on teasing have explored teasing episodes among linguistically, culturally and ethnically homogeneous groups. The present study presents cross-sex teasing episodes between the members of a multilingual/multicultural/multiethnic peer group (comprised of majority Greek children and minority Turkish-speaking children of Roma …
Play Frames and Social Identities
This book is a sociolinguistic study of children’s talk and how they interact with one another and their teachers in multilingual, multicultural and multiethnic schools. It is based on tape recordings and ethnographic observations of majority Greek and minority Turkish-speaking children at an Athens primary school. It offers the reader a unique look into the ways in which children draw upon their rich interactional histories and share, transform …
Contesting 'Language' as 'Heritage'
In this paper we question key terms which appear frequently in discussions of language teaching and learning: ‘language’ and ‘heritage’. The paper draws on empirical data from one of four linked case studies in a larger project funded by the UK Economic and Social Research Council (ESRC), ‘Investigating Multilingualism in Complementary Schools in Four Communities’ (RES-000-23-1180). In our analysis we argue that the relationships between ‘languag…
Multicultural awareness through English
The cultural diversity now evident in Greek society creates educational challenges and opportunities. Space to address these is provided by the multicultural awareness aspects of the discourse of the Cross‐Thematic Curriculum Framework (CTCF). For English language classes, multicultural direction is provided through the disciplinary discussion of new teaching paradigm possibilities. In particular, these discussions encourage us to explore the rep…
Separate and flexible bilingualism in complementary schools
Discursive constructions of language and identity
In this paper, I draw on interview data to explore parents' constructions of language and identity in two London Turkish complementary schools. I examine parents' evaluative talk about standard Turkish, Cypriot-Turkish and other regional varieties of Turkish, the cultural values they attach to them and images of personhood these invoke. I demonstrate how parents brought up in Turkey and Cyprus tend to privilege standard Turkish and acknowledge th…
Translating Faith
This article presents research from a collaborative ethnography in four faith settings in London, UK. In particular, we show how a group of researchers from diverse cultures teach and learn from each other through the use of field narratives. After outlining a sociocultural approach to learning and discussing how faith situates itself within this frame, we show ways in which field narratives provide a bridge between the past, present and future o…
Revisiting discourses of language, identity and community in a transnational context through a commemorative book project
In this article, I present and discuss a commemorative book project to mark the fortieth anniversary of the Greek School of Lausanne. I examine the continuities and discontinuities of the notions of language, identity and community as these were represented through the voices of former Greek state officials, teachers and pupils. I take a long view, combining archival material with interviews and written accounts spanning the first twenty years of…
Divine games and rituals
This paper contributes to our understanding of how siblings in diasporic settings teach and learn from each other through their faith play. It draws upon data from a longitudinal ethnographic study (2009–2013) exploring how children become literate through faith activities across four communities in London. The longitudinal study examines children's emerging faith literacies, focusing on ways in which they are socialised into their faith at the s…
When Greeks and Turks Meet
The relationship between the history, culture and peoples of Greece, Turkey and Cyprus is often reduced to an equation which defines one side in opposition to the other. The reality is much more complex and while there have been and remain significant divisions there are many, and arguably more, areas of overlap, commonality and common interest. This book addresses a gap in the scholarly literature by bringing together specialists from different …
Syncretising ways of doing, seeing and becoming in children's faith-inspired text-making and conversations around texts at home
This article examines the faith-inspired text-making of two siblings of Sri Lankan Tamil Hindu/Saiva heritage growing up in present-day London and the post-production conversations around the texts with one of the authors. Conceptually, we combine insights from syncretic literacy studies with an approach to faith as cultural practice. We argue that a syncretic lens can be enriched by an explicit focus on children's faith-inspired texts as materia…
Revisiting language and religion in a post-secular world
Constructing academic hierarchies
In this paper I look at how through the use of teasing as a socially recurrent activity the members of a multilingual, multicultural and multiethnic peer group (comprised of majority Greek and minority Turkish-speaking children of Roma heritage) make particular identity ascriptions and displays salient and position themselves and others in particular ways in peer talk during break-time in an Athens primary school. Taking as a point of departure t…
Language, discourse and identities
Since the early 90s, Greece has witnessed an unprecedented population movement: Members of indigenous linguistic minorities have moved from the periphery to urban centres and large numbers of people have moved to Greece, primarily from the Balkans, Eastern Europe and the Middle East. This “flow of bodies” (Appadurai 1990) has disrupted the country’s monolingual and monocultural image (even if, in historical terms, this was in itself a constructio…
Greek heritage language teachers as emergency grassroots policy makers
This paper addresses the paucity of research on policy agents’ responses to the shift to teaching online during the first lockdown in heritage language education and pedagogy. Collected in the context of a small-scale exploratory study, it focuses on the reflective accounts of a group of heritage language teachers in a Greek school in francophone Switzerland. The paper builds on a translingual and transcultural orientation to language and languag…
Learning and performing Sanskrit as a sacred language
Aim: We investigate how children in the Sri Lankan Tamil Hindu/Saiva faith community in London learn and use Sanskrit alongside Tamil and/or English and other multimodal and embodied resources to communicate with the Divine. Methodology: The data were collected as part of a 3-year multi-sited collaborative team ethnography documenting how migrant children become literate in faith settings. Data and analysis: The data consist of participant observ…
Religion in Language and Literacy Education
Although religion is an important driving force in a global context characterized by increased plurality and complexity of religious and nonreligious beliefs, investigating religion in educational practice has been a peripheral concern. Situated at the intersections of language, literacy, and religion in educational practice, this entry focuses on how religious beliefs and worldviews (re)make language in education policies, practices, and identit…
Sociology (16 obras) · Linguistics (10 obras) · Multilingual Education and Policy (10 obras) · Psychology (7 obras) · Language, Discourse, Communication Strategies (6 obras) · Pedagogy (6 obras) · Political science (6 obras) · Turkish (6 obras) · Computer Science (5 obras) · Gender Studies (5 obras)