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Descriptors:
Immigrants; Latin Americans; Foreign Countries; Multilingualism; Language Variation; English (Second Language); Spanish; Romance Languages; Language Usage; Self Concept; Metropolitan Areas; Secondary School Students; Socialization

Abstract:
Since the end of the last century, more than 10% of students in Catalonia's schools are immigrants, mostly concentrated in areas of Catalonia where the population speaks Castilian in everyday life. Although these newcomers are educated in Catalan, the majority use diverse varieties of Spanish as their language of everyday communication. In the case of students from Latin America, it is possible to observe the emergence of a new repertoire that shares traits of different varieties of Spanish spoken in South America. This article focuses on the hybrid features of this repertoire, its transmission among peers, and also on the way teachers categorize and value it. The research results reveal that students develop multilingual abilities to fulfill practical goals. The data also show that varieties of vernacular Catalan and Spanish are articulated with a new Latino language repertoire in a complex set of resources in which linguistic forms of various origins are mixed. The uses of this hybrid repertoire can be related to key issues such as the speaker's stance regarding school, but also to symbolic aspects of broader processes, such as the re-territorialization of languages and people and the emergence of new processes of identity construction in a multilingual and cosmopolitan city. (Contains 4 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Language Usage; Language Variation; Foreign Countries; Ideology; Multilingualism; Official Languages; Monolingualism; Friendship; Urban Schools; Neighborhoods; Bilingualism; Self Concept; Language Planning; Language Attitudes; Comparative Analysis; Sociolinguistics; Educational Environment; Spanish; Romance Languages

Abstract:
Monolingual speakers of a national language continue to be the ideal figures on which national identities and senses of community are built. Yet this longstanding equation between nation and language is being contested by other ideologies. Alternatives are emerging from such disparate social locations as the European Union, now advocating for trilingualism as the mark of the "truly" European (Gal 2012), and urban schools and neighborhoods like those described in this issue. Significantly, Barcelona lies at the intersection of several scales of political organization, each with language policies that arise from and impact ideologies and practices. As an economically dynamic urban center with a flow of increasingly diverse immigration, it is located within an autonomous (and linguistically distinct) community, in a large state that has a linguistic project of its own, and is itself a member of the European Union, with its own language policies. The articles in this special issue show that friendship networks, neighborhoods and schools can be differently located within this matrix. Comparisons across such institutional contexts can be further aligned with comparisons over time (enabled by the high quality of earlier fieldwork), thereby illuminating how various factors contribute to change. But scale is not only a matter of political organization and policy but also of perspectives in interaction: How speakers locate themselves vis-a-vis their interlocutors, as they inhabit person-types that are imagined within envelopes of space-time (chronotopes). Of the many interrelated phenomena described in these articles, the author focuses on three: (1) the creation of new registers in schools; (2) the limitations of schools as sites for sociolinguistic research; and (3) a matter of perspective: how informants seem to have their eyes on varying scales of comparison and judgment when they evaluate the social significance of their own and others' linguistic practices. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Teaching Methods; Teacher Education; Curriculum Design; Foreign Countries; Language Planning; Mandarin Chinese; Case Studies; Elementary School Students; Literacy; Teacher Attitudes; Student Attitudes; Administrator Attitudes; Principals; Multilingualism; Bilingual Education; Language of Instruction; English (Second Language); Second Language Learning; Sino Tibetan Languages

Abstract:
Since 1997, the "biliterate and trilingual" policy has been adopted by the Hong Kong government, and is now guiding the curriculum design in Hong Kong primary schools. This language policy aims to ensure that Hong Kong students become biliterate (written English and Chinese) and trilingual (spoken English, Cantonese and Putonghua). However, Hong Kong primary schools currently do not have an agreed method for the implementation of trilingual education. As a preliminary step in the investigation of methods of the implementation of trilingual education in Hong Kong primary schools, we carried out a detailed case study of the trilingual education model adopted in a primary school. Views of key stakeholders (the principal, teachers, students and parents), on how successful the model is, were collected, and a number of lessons taught using English, Cantonese or Putonghua as the medium of instruction were recorded and analysed. On the basis of the research findings, a possible model for implementing trilingual education in Hong Kong primary schools has been suggested. (Contains 4 tables and 1 figure.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Factor Analysis; English (Second Language); International Schools; Learning Experience; Multilingualism; Second Language Learning; Metacognition; Prediction; Learning Strategies; Foreign Countries; Communicative Competence (Languages); Preschool Children; Elementary School Students

Abstract:
In a previous study, we demonstrated that the experience of learning a new language positively influences the metacognitive awareness of young plurilingual children in terms of willingness to communicate and strategic competence. In the present study, we expanded the analyses of the observations of 101 children to examine two hypotheses. First, we hypothesized that the strategies reported by the children would group into a limited number of strategic clusters. Second, we predicted that the children's awareness of strategies would depend not only on the experience of learning a new language but also on age. The factor analysis of the strategies used indicated three clusters, which we termed Speaker, Hearer, and External orientations. The analyses showed a significant effect of learning a new language in a formal context and after the age of four years, abbreviated LLE, that is Language Learning Experience, on the Speaker orientation. In addition, age showed a linear effect on the three identified clusters of strategies. These findings are highly relevant as they may help to shed light into why young plurilingual learners use strategies differently. (Contains 4 tables, 3 figures, and 1 note.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Family Literacy; Eskimo Aleut Languages; Eskimos; Foreign Countries; Multilingualism; Language Planning; Multiple Literacies; Literacy Education; Family Environment; Family Relationship; Language Usage; Ethnography; Urban Areas; Cultural Maintenance; Language Maintenance; Community Centers

Abstract:
This study investigates the intersection of family language policy with Indigenous multiliteracies and urban Indigeneity. It documents a grassroots Inuit literacy initiative in Ottawa, Canada and considers literacy practices among Inuit at a local Inuit educational centre, where maintaining connections between urban Inuit and their homeland linguistic and cultural practices is a central objective. Using data from a participatory, activity-oriented, ethnographic project at an Inuit family literacy centre, we argue that state-driven language policies have opened up spaces for Indigenous-defined language and literacy learning activities that can shape and be shaped by family language policies. This has permitted some urban groups in Canada to define their own literacy needs in order to develop effective family language policies. Drawing on two Inuit-centred literacy activities, we demonstrate how literacy practices are embedded in intergenerational sharing of Inuit experience, cultural memory, and stories and how these are associated spatially, culturally, and materially with objects and representations. We thus show how Inuit-centred literacy practices can be a driving force for family language policy, linking people to an urban Inuit educational community centre and to their urban and Arctic Inuit families and homelands. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Parent Child Relationship; Foreign Countries; Language Acquisition; Ideology; Multilingualism; Language Planning; Participant Observation; Mexican Americans; American Indians; American Indian Languages; Immigration; Parent Attitudes; Language Attitudes; Language Maintenance; English (Second Language); Second Language Learning; Intervention; Spanish

Abstract:
San Lucas Quiavini is a community of Zapotec (Otomanguean) speakers in Oaxaca, Mexico. Since the 1970s, the community has seen large-scale migration to Los Angeles, California, where about half the community now resides. Participant observation and interviews conducted over nine years in both locales, with a focus on interactional patterns in the home domain, indicate that parental language ideologies concerning the relationship between language and place of birth, the nature of multilingual acquisition and impact belief--the belief that parents have as to the level of control they can exercise over their children's language choices (De Houwer in "Studies on language acquisition." Mouton de Gruyter, Berlin, 1999), taken together, disfavor the maintenance of the heritage language. In particular, a weak impact belief undermines parents' ability to engage in language interventions in support of San Lucas Quiavini Zapotec. As a result, family-external language intervention factors that promote language shift, such as the school and peer groups, exert great influence. With a substantial number of San Lucas families living in California and their impact on language choices in the home community (Perez Baez in press), family language policy is of great relevance to the survival prospects of San Lucas Quiavini Zapotec not only in diaspora but also in the home community. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Parent Child Relationship; Foreign Countries; Language Acquisition; Ideology; Multilingualism; Language Planning; Participant Observation; Jews; Judaism; Language Attitudes; Language Usage; Spanish; Language Variation; Biographies; Oral History; Educational History; French; Second Language Learning; Social Status; Code Switching (Language); Ethnicity

Abstract:
This article explores the diminished use of Judeo-Spanish among Jews living in Turkey and asks the following research question: What factors, ideologies, and practices contribute to the demise of Judeo-Spanish? To address this question, we employed life history inquiry based on two oral history archives documenting elderly Turkish-Jewish community members' lived experiences in Turkey. We argue that the endangerment of Judeo-Spanish is caused by the reciprocal interaction between broader, societal language ideologies and family-internal language practices. In particular, the opening of the Alliance schools among the Turkish Jewry in the second half of the nineteenth century relegated Judeo-Spanish to a lower social standing and promoted French as the language of Western enlightenment while Turkish nationalism and the "Turkish-only" language policies of the newly formed Turkish Republic aimed to create a monolingual public space in Turkey. To further explain how monolingual language ideologies influenced the use of Judeo-Spanish in the family, we discuss the negative language attitudes towards Judeo-Spanish that are reproduced in the family and specific language practices (e.g., code-meshing) that relegate Judeo-Spanish to linguistic periphery, yet keep this language as a marker of ethnic identity. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
After School Programs; School Activities; Video Technology; Multicultural Education; Multilingualism; Indigenous Knowledge; Middle Schools; Multiple Literacies; Middle School Students; Immigrants

Abstract:
This article describes the inaugural year of a cross-cultural after-school program that used a problem-solving, project-based pedagogy to promote meaningful interactions between immigrant middle school students and their urban, low-income peers. The program relied on the students' local knowledge as they worked together to create social maps of their school and a multilingual video against gossip. These collaborations used local literacies to promote a multicultural perspective. (Contains 2 tables, 2 figures, 2 resources, and 1 online resource.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Teaching Methods; Linguistics; Foreign Countries; Speech; Second Language Learning; Decoding (Reading); Multilingualism; Preschool Teachers; Oral Language; Creoles; Preschool Children; Case Studies; English; French; Emergent Literacy; Printed Materials; Bilingualism; Language Usage; Classroom Environment

Abstract:
Mauritius is a multilingual island, where there is a linguistic and literacy paradox. While Mauritian Creole dominates as the spoken language of the population, English and French are the main print languages, as well as the main languages of literacy and education. In such a complex situation, preschool is an interesting terrain in which to observe children's first official introduction to the printed word. The aim of this paper is to consider the ways in which preschool teachers expose children to print and decoding skills and some of the factors shaping their choices and pedagogical practices. This paper uses data from a longitudinal case study, using an ethnographic approach, to describe and analyse the strategies used by three teachers as they expose a group of four- to five-year-olds to the printed word in a government preschool. I argue that in foreign language contexts such as Mauritius, children's exposure to the printed word is often cosmetic and educational, with emphasis on the direct teaching of some decoding skills. I also argue that the relationship that the children build with print is one of seriousness, associated with schoolwork, thus playing down the meaning-making, more playful and more entertaining functions and uses of print. This is related to local linguistic, sociocultural and educational factors. (Contains 5 tables, 10 figures and 3 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Language Processing; Accuracy; Competition; Inhibition; Multilingualism; Language Proficiency; Error Patterns; Color; Task Analysis; Second Language Learning; Visual Stimuli; Performance; Cognitive Ability

Abstract:
Previous research suggests that multilinguals' languages are constantly co-activated and that experience managing this co-activation changes inhibitory control function. The present study examined language interaction and inhibitory control using a colour-word Stroop task. Multilingual participants were tested in their three most proficient languages. The classic Stroop effect was detected in all three languages, with participants performing more accurately on congruent than on incongruent trials. Multilinguals were faster and more accurate in the within-language-competition condition than in the between-language-competition condition, indicating that additional processing costs are required when stimulus and response languages differ. Language proficiency influenced speed, accuracy and error patterns in multilingual Stroop task performance. These findings augment our understanding of language processing and inhibitory control in multilingual populations and suggest that experience using multiple languages changes demands on cognitive function. (Contains 5 tables, 4 figures and 3 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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