Pritzker, Sonya Elizabeth, U. of California, Los Angeles, CA - To aid research on 'Language Socialization and Ideologies of Translation in U.S. Chinese Medical Education,' supervised by Dr. Elinor Ruth Ochs
SONYA PRITZKER, then a student at University of California, Los Angeles, California, was awarded a grant in May 2007 to aid research on 'Language Socialization and Ideologies of Translation in U.S. Chinese Medical Education,' supervised by Dr. Elinor Ochs. This research looks at the role of language in the process by which English-speaking students in the U.S. learn to practice Chinese medicine, including acupuncture and herbal medicine. The research further places such learning in the broader socio-political and economic context of translation in Chinese medicine. Data consists of over ten months of classroom ethnography and person-centered interviews with students and teachers at a school of Chinese medicine in southern California, as well as interviews with translators and publishers of Chinese medical educational texts in the U.S. and China. Research findings demonstrate the daily enactment of a complex transnational linguistic, medical, and socio-cultural phenomenon impacting the way Chinese medicine is learned and practiced in an American context. Major themes emerging from the data point to the strong relationship between personal experiences of the self and linguistic choices in terms of translation and representation. The goal of the research is to build a further bridge between socio-cultural, psycho-cultural, and linguistic anthropology by showing the relationship between embodied personal experience and language in the highly contested, political economy of translation in U.S. Chinese medical education.
Boltokova, Daria, U. of British Columbia, Vancouver, Canada - To aid research on 'Betwixt and Between: Studying Processes of Language Hybridization among Sakha Youth,' supervised by Dr. Patrick Moore
Preliminary abstract: In my research, I am theorizing processes of language hybridization through an ethnographic study of generational differences in the linguistic practices of Sakha people residing in Russia's far northeast. Most accounts of linguistic hybridity in anthropology frame hybrid language use in terms of 'code-switching' and 'code-mixing' on the assumption that speakers remain fluent in the languages they combine. Less considered are the cumulative effects of prolonged switching and mixing on fluency itself, particularly across generations. I ask: When and how do processes of hybridization like mixing and switching lead to the emergence of novel hybrid language practices? To answer this question, first, I explore the social and political factors driving processes of language hybridization among Sakha youth and, second, document the growth of Sakha-Russian hybrid language forms in practice. For scholars studying the Sakha people, this research provides a more accurate picture of contemporary Sakha language practices. For anthropologists more generally, this research offers a more refined conceptual toolkit for theorizing processes of language hybridization in multilingual communities, both elsewhere in Russia and around the world.
Silverman, Dr. Sydel, Irvington, NY - to aid preparation of personal research and professional materials for archival deposit with the National Anthropological Archives, Smithsonian Institution, Suitland, Maryland
Feliciano-Santos, Sherina, U. of Michigan, Ann Arbor, MI - To aid research on 'Taíno Language and Cultural Revival: An Ethnographic Study of Language Ideologies in Emerging Language Varieties,' supervised by Dr. Barbra Allyn Meek
SHERINA FELICIANO-SANTOS, then a student at University of Michigan, Ann Arbor, Michigan, received a grant in May 2007 to aid research on 'Taino Language and Cultural Revival: An Ethnographic Study of Ideologies, Emerging Language Practices, and Relatedness,' supervised by Dr. Barbara A. Meek. This research considers what is at stake in claiming and establishing a contemporary Taíno identity in Puerto Rico. Considering that Taíno peoples conventionally have been presumed to be extinct -- according to widely circulating historical narratives of Puerto Rico and the Caribbean -- this study provides a grounded analysis of the face-to-face interactions involved in actively affirming and organizing around an extant Taíno heritage. Based on ethnographic fieldwork among four Taíno organizations, this research found that group recruitment and maintenance strategies were reflected in the emergence of distinctive Taíno linguistic practices. This study is concerned with how these emerging linguistic practices relate to the building of distinctive authorizing and legitimizing routines, the differentiation of Taíno groups and the production of relatedness among Taíno peoples. This analysis of the everyday social interactions involved in the recruitment and maintenance of Taíno groups in Puerto Rico shows how emergent practices of constructing relatedness may complicate social as well as sociolinguistic landscapes. This project, though focused on Taíno resurgence, applies to any context wherein people are redefining themselves by reconfiguring their relatedness to each other by institutionalizing or de-regimenting different modes of belonging.
To support development of a joint doctoral program in anthropology at University of Latvia, Riga Stradins University (Latvia), University of Tallinn (Estonia) and Vytautus Magnus University (Lithuania) - Institutional Development Grant
Preliminary abstract: The aim of the Institutional Development Project is to support development of a regional doctoral program in social and cultural anthropology in the Baltic states of Estonia, Latvia, and Lithuania. The project will bring together four universities, three of which have already entered into a collaborative framework for the implementation of tertiary level education through establishment of the Baltic Graduate School in 2008. The project will support the establishment of a separate doctoral program in anthropology within the framework of the Baltic Graduate School and thus will also contribute to strengthening the discipline of anthropology in the Baltics. More specifically, the project will stupport staff training through a partnership arrangement with the University of Manchester, aid student mobility (including for research training purposes), organization of an international lecture series and thematic and methodological seminars and summer schools, as well as through building up the textual and technical resource base in anthropology in the Baltics. This will strengthen the steps already taken in the region to make anthropology a valued discipline, academically and publicly, within this area poised for potential growth.
Hanna, Dr. Judith L, Bethesda, MD - To aid preparation of personal research materials for archival deposit with the American Folklife Center, Library of Congress, Washington, DC - Historical Archives Program
Kattan, Shlomy, U. of California, Berkeley, CA - To aid 'Language Socialization and Language Ideologies among Israeli Emissaries: A Global Ethnography of Transnationalism,' supervised by Dr. Sahara Patricia Baquedano-Lopez
SHLOMY KATTAN, then a student at University of California, Berkeley, California, received funding in April 2006 to aid research on 'Language Socialization and Language ideologies among Israeli Emissaries: A Global Ethnography of Transnationalism,' supervised by Dr. Sahara Patricia Baquedano-Lopez. This multi-sited ethnography examines language socialization, linguistic ideologies, and identity practices amongst families of Israeli emissaries and their young children, following their transition from Israel, through their residence in New York, and until their return to Israel after two years. During the first funded year of research, observations, interviews, and audio and video recording have been carried out in both countries at home and in school. In-home observations capture the methods used to socialize children to being bilingual, record family conversations about Israel and New York, and document changes in participants' language use. In-school observations document changes ininteractional practices between the focal children, their teachers, and peers. Observations document how focal children enter into and form social groups, how they negotiate their position as language learners and as non-locals, and how they utilize their changing linguistic skills. The data provide empirical support that the transition and socialization of the children are negotiated across sites, and illustrate how such negotiations take place across the sites. Socialization practices are not positivistic or objective, but rather derive rom participants' changing ideologies vis-à-vis children's abilities in English and Hebrew, as well as their perceptions of the children's fluctuating needs in those languages.
Lott, Dylan Thomas, U. Illinois, Chicago, IL - To aid preparation of the Waud Kracke collection for archival deposit with archives at the U. Illinois at Chicago, Indiana U., and the Museu do Indio in Rio de Janeiro, Brazil