Transcending networks’ boundaries: losses and displacements at the contact zone between English and Hebrew

Lynch, Julianne and Eilam, Efrat 2018, Transcending networks’ boundaries: losses and displacements at the contact zone between English and Hebrew, International journal of the sociology of language, vol. 2018, no. 254, pp. 185-204, doi: 10.1515/ijsl-2018-0039.

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Title Transcending networks’ boundaries: losses and displacements at the contact zone between English and Hebrew
Author(s) Lynch, JulianneORCID iD for Lynch, Julianne
Eilam, Efrat
Journal name International journal of the sociology of language
Volume number 2018
Issue number 254
Start page 185
End page 204
Total pages 9
Publisher De Gruyter
Place of publication Berlin, Germany
Publication date 2018-09-25
ISSN 0165-2516
Keyword(s) informal education
actor-network theory
complementary education
bi-lingual contact zone
cross-linguistic knowledge development
Summary This conceptual article applies a theoretical-linguistic analysis for examining the socio-cultural-historical networks that gave rise to two distinct forms of out-of-school education. One form is practiced in western English speaking cultures and termed “informal education”. The other form is practiced in Israel and termed “complementary education”. The process of examination applies the theoretical lens of Actor-Network-Theory (ANT) to analyse how social- historical-cultural-political processes have interacted to produce “complementary education” in Israel. This is followed by analysis of the bi-lingual translation processes that take place at the contact-zone (Pratt, M. L. 1991. Arts of the contact zone. Profession, ofession, 33–40. Modern Language Association Publishers.) between the two languages. The ANT analysis revealed a network consisting of a unique educational model that closely aligns with Ivan (Illich, I. 1971. Deschooling society. New York, USA: Harper and Row.) model presented in his seminal book Deschooling society. The examination also revealed that over time, the Anglophone term “informal education” displaced the Hebrew term “complementary education”, yet the network itself with its unique model continues to thrive. Examination of the contact zone between English and Hebrew found a strong Anglophone dominance, which permits only unidirectional translation from English to Hebrew. The discussion argues for developing post-monolingual research which provides opportunities for bi-directional translation processes to take place, thus eliminating losses of valuable knowledge at both sides of the contact zone.
Language eng
DOI 10.1515/ijsl-2018-0039
Field of Research 130101 Continuing and Community Education
1608 Sociology
2004 Linguistics
Socio Economic Objective 930403 School/Institution Policies and Development
HERDC Research category C1 Refereed article in a scholarly journal
Copyright notice ©2018, Walter de Gruyter GmbH
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