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Translingual Inheritance: Language Diversity in Early National Philadelphia
University of Pittsburgh Press, 2021 eISBN: 978-0-8229-8813-7 | Cloth: 978-0-8229-4668-7 Library of Congress Classification P115.5.P35K56 2021 Dewey Decimal Classification 306.4460974811
ABOUT THIS BOOK | AUTHOR BIOGRAPHY | REVIEWS | TOC | REQUEST ACCESSIBLE FILE
ABOUT THIS BOOK
Honorable Mention, Rhetoric Society of America Book Award Translingual Inheritance tells a new story of the early days of democracy in the United States, when English had not yet become the only dominant language. Drawing on translingual theory, which exposes how language use contrasts with the political constructions of named languages, Elizabeth Kimball argues that Philadelphians developed complex metalinguistic conceptions of what language is and how it mattered in their relations. In-depth chapters introduce the democratically active communities of Philadelphia between 1750 and 1830 and introduce the three most populous: Germans, Quakers (the Society of Friends), and African Americans. These communities had ways of knowing and using their own languages to create identities and serve the common good outside of English. They used these practices to articulate plans and pedagogies for schools, exercise their faith, and express the promise of the young democracy. Kimball draws on primary sources and archival texts that have been little seen or considered to show how citizens consciously took on the question of language and its place in building their young country and how such practice is at the root of what made democracy possible. See other books on: Historical & Comparative | Language and culture | Languages | Pennsylvania | Philadelphia See other titles from University of Pittsburgh Press |
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Nearby on shelf for Philology. Linguistics / Language. Linguistic theory. Comparative grammar:
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Translingual Inheritance: Language Diversity in Early National Philadelphia
ABOUT THIS BOOK | AUTHOR BIOGRAPHY | REVIEWS | TOC | REQUEST ACCESSIBLE FILE
University of Pittsburgh Press, 2021
eISBN: 978-0-8229-8813-7
Cloth: 978-0-8229-4668-7
eISBN: 978-0-8229-8813-7
Cloth: 978-0-8229-4668-7
Honorable Mention, Rhetoric Society of America Book Award
Translingual Inheritance tells a new story of the early days of democracy in the United States, when English had not yet become the only dominant language. Drawing on translingual theory, which exposes how language use contrasts with the political constructions of named languages, Elizabeth Kimball argues that Philadelphians developed complex metalinguistic conceptions of what language is and how it mattered in their relations. In-depth chapters introduce the democratically active communities of Philadelphia between 1750 and 1830 and introduce the three most populous: Germans, Quakers (the Society of Friends), and African Americans. These communities had ways of knowing and using their own languages to create identities and serve the common good outside of English. They used these practices to articulate plans and pedagogies for schools, exercise their faith, and express the promise of the young democracy. Kimball draws on primary sources and archival texts that have been little seen or considered to show how citizens consciously took on the question of language and its place in building their young country and how such practice is at the root of what made democracy possible.
Translingual Inheritance tells a new story of the early days of democracy in the United States, when English had not yet become the only dominant language. Drawing on translingual theory, which exposes how language use contrasts with the political constructions of named languages, Elizabeth Kimball argues that Philadelphians developed complex metalinguistic conceptions of what language is and how it mattered in their relations. In-depth chapters introduce the democratically active communities of Philadelphia between 1750 and 1830 and introduce the three most populous: Germans, Quakers (the Society of Friends), and African Americans. These communities had ways of knowing and using their own languages to create identities and serve the common good outside of English. They used these practices to articulate plans and pedagogies for schools, exercise their faith, and express the promise of the young democracy. Kimball draws on primary sources and archival texts that have been little seen or considered to show how citizens consciously took on the question of language and its place in building their young country and how such practice is at the root of what made democracy possible.
ABOUT THIS BOOK | AUTHOR BIOGRAPHY | REVIEWS | TOC | REQUEST ACCESSIBLE FILE
