Netta Avineri
Biographic Data
| ID | 86661 |
|---|---|
| NAME | Netta Avineri |
| GIVEN NAMES | Netta |
| FAMILY NAME | Avineri |
| SIGNATURE | AVINERI N |
| AFFILIATIONS | Middlebury Institute of International Studies at Monterey |
| VERIFIED | No |
| TOTAL WORKS | 17 |
| TOTAL CITATIONS | 106 |
| AUTHOR COUNT | 17 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2014 |
| LATEST PUBLICATION YEAR | 2021 |
| H-INDEX | 4 |
Applied Linguists Cultivating Relationships for Justice: An Aspirational Call to Action
This special issue features applied linguistics scholarship that cultivates relationships for justice. The authors/collaborators demonstrate how building systemic social change involves decentering the individual researcher’s interests and instead foregrounding processes of collective solidarity (Martinez et al. 2021), demonstrating how justice is relational and aspirational. In this editorial, we discuss the particular contributions of each pape…
Audience (and Audience Design)
The role of “audience” in interaction has been an area of interest within linguistic anthropology for decades. Various scholars have conceptualized the discursive and intersubjective relationships between interlocutors and the importance of audience/recipients/addressees to the ongoing negotiation of talk‐in‐interaction. Whereas earlier conceptualizations of language prioritized the role of the speaker, writer, or performer, a focus on audience h…
Child Language
The language of children and youth has been an area of interest within linguistic anthropology and related fields for decades. The earliest stages of language development among infants and toddlers, young children, and youth/teenagers are a critical site for socialization into both linguistic and cultural norms and practices. Scholarly foci have ranged from understanding how language works to biological perspectives on brain development to cultur…
Zooming out of the crisis: Language and human collaboration
Language teachers are often masters of using the physical space in their language classrooms, rearranging furniture, groups, and artifacts to facilitate meaningful encounters with and among learners. Indeed, during the COVID‐19 crisis, many language teachers are sharing that these human encounters—reading learners' needs through body language, moving in and out of conversations, or engaging each other face‐to‐face—are the biggest felt loss in the…
The Heritage Narratives of Yiddish Metalinguistic Community Members: Processes of Distancing and Closeness
Preservice Teachers' Discursive Constructions of Cultural Practices in a Multicultural Telecollaboration
The study reports on a telecollaboration exchange between two teacher education classes in the United States and Turkey. In synchronous and asynchronous conversations, preservice teachers (PTs) engaged in social justice issues and made discourse choices that captured culture(s) and communities as diverse or essentialized. These choices were affected by PTs' positionings and impacted how PTs connected to individuals only and/or to broader society.…
Language Socialization in Jewish Communities: Sites of Religious, Cultural, and National Identities
Innovation and Tradition in Yiddish Educational Programs
This chapter considers the ways that, in Yiddish heritage language (HL) and cultural contexts, innovation is evident when traditions and history are reimagined in new ways, for new users and audiences, and for novel purposes. In diverse contexts, this involves inventive thinking, openness, and risk-taking on the part of program directors, staff, instructors, participants, and students. The chapter discusses the unique features of Yiddish HL educa…
Exposing Gaps in/Between Discourses of Linguistic Deficits
Hart and Risley’s (1995) concept of a “word gap” (aka “language gap”) is widely used to describe inferior cognitive development and lower academic achievement as by-products of the language patterns of families from economically disadvantaged backgrounds. In recent decades, this line of deficit research has proliferated and caused a surge in public exposure in the media and political realms. In this discussion, we employ critical discourse analys…
Contested Stance Practices in Secular Yiddish Metalinguistic Communities: Negotiating Closeness and Distance
This ethnographic research examines language socialization practices and language ideologies in secular Yiddish “metalinguistic communities,” communities of positioned social actors shaped by practices that view language as an object. “Metalinguistic community” is a framework for diverse participants who can experience both distance from and closeness to the language and its speakers, due to historical, personal, and/or communal circumstances. Th…
Language and Social Justice Committee Storify
This post is a summary of the Storify
The Gap that Won't Be Filled
Language policy and the reconceptualization of religions as and in institutions
Yiddish language socialization across communities: Religion, ideologies, and variation
Invited Forum: "Bridging the "Language Gap
This Forum provides a range of voices on the Language Gap, as our aim is to shed light on the need for more critical dialogue to accompany the proliferation of political initiatives, policymaking, educational programs, and media coverage. We highlight some relevant background on the Language Gap and describe some of the research used to support the concept. The diverse slate of Forum contributions that we have assembled approach the Language Gap …
Yiddish endangerment as phenomenological reality and discursive strategy: Crossing into the past and crossing out the present
On the (re-)production and representation of endangered language communities: Social boundaries and temporal borders
Invited Forum: "Bridging the "Language Gap
This Forum provides a range of voices on the Language Gap, as our aim is to shed light on the need for more critical dialogue to accompany the proliferation of political initiatives, policymaking, educational programs, and media coverage. We highlight some relevant background on the Language Gap and describe some of the research used to support the concept. The diverse slate of Forum contributions that we have assembled approach the Language Gap …
Zooming out of the crisis: Language and human collaboration
Language teachers are often masters of using the physical space in their language classrooms, rearranging furniture, groups, and artifacts to facilitate meaningful encounters with and among learners. Indeed, during the COVID‐19 crisis, many language teachers are sharing that these human encounters—reading learners' needs through body language, moving in and out of conversations, or engaging each other face‐to‐face—are the biggest felt loss in the…
Yiddish endangerment as phenomenological reality and discursive strategy: Crossing into the past and crossing out the present
On the (re-)production and representation of endangered language communities: Social boundaries and temporal borders
Preservice Teachers' Discursive Constructions of Cultural Practices in a Multicultural Telecollaboration
The study reports on a telecollaboration exchange between two teacher education classes in the United States and Turkey. In synchronous and asynchronous conversations, preservice teachers (PTs) engaged in social justice issues and made discourse choices that captured culture(s) and communities as diverse or essentialized. These choices were affected by PTs' positionings and impacted how PTs connected to individuals only and/or to broader society.…
Yiddish language socialization across communities: Religion, ideologies, and variation
The Gap that Won't Be Filled
Yiddish endangerment as phenomenological reality and discursive strategy: Crossing into the past and crossing out the present
On the (re-)production and representation of endangered language communities: Social boundaries and temporal borders
Language policy and the reconceptualization of religions as and in institutions
Yiddish language socialization across communities: Religion, ideologies, and variation
Invited Forum: "Bridging the "Language Gap
This Forum provides a range of voices on the Language Gap, as our aim is to shed light on the need for more critical dialogue to accompany the proliferation of political initiatives, policymaking, educational programs, and media coverage. We highlight some relevant background on the Language Gap and describe some of the research used to support the concept. The diverse slate of Forum contributions that we have assembled approach the Language Gap …
The Gap that Won't Be Filled
Language Socialization in Jewish Communities: Sites of Religious, Cultural, and National Identities
Innovation and Tradition in Yiddish Educational Programs
This chapter considers the ways that, in Yiddish heritage language (HL) and cultural contexts, innovation is evident when traditions and history are reimagined in new ways, for new users and audiences, and for novel purposes. In diverse contexts, this involves inventive thinking, openness, and risk-taking on the part of program directors, staff, instructors, participants, and students. The chapter discusses the unique features of Yiddish HL educa…
Exposing Gaps in/Between Discourses of Linguistic Deficits
Hart and Risley’s (1995) concept of a “word gap” (aka “language gap”) is widely used to describe inferior cognitive development and lower academic achievement as by-products of the language patterns of families from economically disadvantaged backgrounds. In recent decades, this line of deficit research has proliferated and caused a surge in public exposure in the media and political realms. In this discussion, we employ critical discourse analys…
Contested Stance Practices in Secular Yiddish Metalinguistic Communities: Negotiating Closeness and Distance
This ethnographic research examines language socialization practices and language ideologies in secular Yiddish “metalinguistic communities,” communities of positioned social actors shaped by practices that view language as an object. “Metalinguistic community” is a framework for diverse participants who can experience both distance from and closeness to the language and its speakers, due to historical, personal, and/or communal circumstances. Th…
Language and Social Justice Committee Storify
This post is a summary of the Storify
The Heritage Narratives of Yiddish Metalinguistic Community Members: Processes of Distancing and Closeness
Preservice Teachers' Discursive Constructions of Cultural Practices in a Multicultural Telecollaboration
The study reports on a telecollaboration exchange between two teacher education classes in the United States and Turkey. In synchronous and asynchronous conversations, preservice teachers (PTs) engaged in social justice issues and made discourse choices that captured culture(s) and communities as diverse or essentialized. These choices were affected by PTs' positionings and impacted how PTs connected to individuals only and/or to broader society.…
Audience (and Audience Design)
The role of “audience” in interaction has been an area of interest within linguistic anthropology for decades. Various scholars have conceptualized the discursive and intersubjective relationships between interlocutors and the importance of audience/recipients/addressees to the ongoing negotiation of talk‐in‐interaction. Whereas earlier conceptualizations of language prioritized the role of the speaker, writer, or performer, a focus on audience h…
Child Language
The language of children and youth has been an area of interest within linguistic anthropology and related fields for decades. The earliest stages of language development among infants and toddlers, young children, and youth/teenagers are a critical site for socialization into both linguistic and cultural norms and practices. Scholarly foci have ranged from understanding how language works to biological perspectives on brain development to cultur…
Zooming out of the crisis: Language and human collaboration
Language teachers are often masters of using the physical space in their language classrooms, rearranging furniture, groups, and artifacts to facilitate meaningful encounters with and among learners. Indeed, during the COVID‐19 crisis, many language teachers are sharing that these human encounters—reading learners' needs through body language, moving in and out of conversations, or engaging each other face‐to‐face—are the biggest felt loss in the…
Applied Linguists Cultivating Relationships for Justice: An Aspirational Call to Action
This special issue features applied linguistics scholarship that cultivates relationships for justice. The authors/collaborators demonstrate how building systemic social change involves decentering the individual researcher’s interests and instead foregrounding processes of collective solidarity (Martinez et al. 2021), demonstrating how justice is relational and aspirational. In this editorial, we discuss the particular contributions of each pape…
Sociology (14 works) · Linguistics (11 works) · Multilingual Education and Policy (11 works) · Political science (7 works) · Psychology (6 works) · History (5 works) · Jewish and Middle Eastern Studies (5 works) · Language, Discourse, Communication Strategies (5 works) · Law (5 works) · Pedagogy (5 works)