Transnational practices and language maintenance: Spanish and Zapoteco in California

Morales, P. Zitlali

doi:10.1080/14733285.2015.1057552

Cited by 14 publications

(17 citation statements)

References 24 publications

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“…The family was selected because they speak Arabic and English, and the first author specifically sought out second and third generation immigrant families in order to interrogate how parents of Arabic heritage socialised their children and how they maintained the Arabic language. Much of the work on transnational families is based on data of first generation parents and second generation children, where parents are often reported as speaking the host society language as a second language, whilst the children speak it as their first language (McCabe, 2014;Morales, 2015;Subhan, 2007;Zhang & Slaughter-Defoe, 2009). …”

Section: Focus Of This Study and The Familymentioning

confidence: 99%

“No, no Maama! Say‘Shaatir ya Ouledee Shaatir’!” Children’s agency in language use and socialisation

Said

Hua

2017

International Journal of Bilingualism

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Aims and ObjectivesThis paper investigates how children in multilingual and transnational families mobilise their multiple and developing linguistic repertoires creatively to assert their agency in language use and socialisation, and why these acts of agency are conducive to successful maintenance of the so-called "home", "community" or "minority" language. MethodologyClose, qualitative analysis of mealtime multiparty conversations is carried out to examine children's agency in language use and socialisation. Data and analysisTwelve hours of mealtime conversations within one Arabic and English-speaking multilingual family in the UK were recorded over a period of eight months. The excerpts selected for analysis in this paper illustrate how agency is enacted in interaction. FindingsThe data analyses of the family's language practices reveals both their flexible language policy and the importance the family attaches to Arabic. The children in this family are fully aware of the language preferences of their parents and are capable of 2 manipulating that knowledge and asserting their agency through their linguistic choices to achieve their interactional goals. OriginalityThis paper explores how Arabic is maintained as a minority language by second and third generations of Arabic-speaking immigrants in the UK through close analysis of conversations. SignificanceThe findings contribute to the current discussions of family language policy and maintenance by demonstrating children's agentive and creative role in language use and socialisation. Three factors are identified as the reason for the successful language learning, use and maintenance of Arabic: first, a family language policy that has a positive multilingual outlook; second, family relationship dynamics that connect and bond family members; and third, the children's highly developed ability to understand their parents' language preferences.

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Section: Focus Of This Study and The Familymentioning

confidence: 99%

“No, no Maama! Say‘Shaatir ya Ouledee Shaatir’!” Children’s agency in language use and socialisation

Said

Hua

2017

International Journal of Bilingualism

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“…Additionally, researchers have urged educators to consider more deeply the experiences of transnational children and youth and note the learning experiences of students outside of schools (Sánchez, 2007b), such as the international perspectives they develop (Sánchez, 2001). Morales (2016) discussed the worldliness and breadth of experience demonstrated by the children in her study, having traversed diverse spaces in different geographic locations. Sánchez and Kasun (2012) pointed out the invisibility of these transnational experiences to the teachers of these (im)migrant students.…”

Section: Indigeneity and Transnationalismmentioning

confidence: 99%

Multilingual Mexican-Origin Students' Perspectives on Their Indigenous Heritage Language

2019

Self Cite

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This article focuses on the reported experiences of three focal students who participated in a Spanish/English dual language program in their southern California school district throughout their elementary and middle school years. All three students identify as Mexican-origin and speak Spanish, English, and the Indigenous language of Zapoteco and have different relationships with their languages. The framework of Critical Latinx Indigeneities (Blackwell, Boj Lopez & Urrieta, 2017) is used to explore the practices engaged in by the students, including language use and transnationalism (Sánchez, 2007), as well as the investment to learn and use a language as part of their identity (Norton Peirce, 1995; Norton, 2000). Even though dual language programs provide much needed linguistic supports for language maintenance, perhaps more importantly, they provide support for ideological shifts towards language maintenance rather than transition to English-only instruction. However, the three students experienced a segmented and limited focus on Spanish language development in middle school compared to their elementary school experience. The authors discuss implications for outside school spaces that can support authentic language use, in addition to school-sanctioned language programs promoting multilingualism.

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“…Moreover, she used language to exercise a hierarchy of power and influence over her brother and father. Aanya also subscribed to the ideology that English should be everywhere, furthering Morales's (2016) findings; however, she also countered this sentiment by "bragging" about her native country and language. Overall though, Aanya positioned English as the more valued language through her discourse reflective of hegemonic ideologies.…”

Section: Research Questionmentioning

confidence: 83%

“…English equals success (Martínez, 2013). This hegemonic ideology is in the background of many American schools and outlines valued knowledge and languages (Morales, 2016 and languages are more fluid and cannot fit into the current rigid system of labels (Flores et al, 2015). This rigid system negatively affects the educational opportunities available to bilinguals through the "narrowing curriculum and denying access to instruction that supports questioning, critiquing, and curiosity" (Hickey, 2016, p. 14).…”

Section: Macro Level Influencesmentioning

confidence: 99%

“…Like in Aanya's case, Gabriella's parents were also pursuing avenues to ward off hegemonic ideologies from further shaping their daughter's cultural and linguistic identity. Morales (2016) found that even when family desires were strong to maintain the native language, there were often "no institutional avenues to support this desire" (p. 386). Gabriella's parents expressed that she was losing her Asian culture.…”

Section: Language Maintenancementioning

confidence: 99%

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Influence Of Language Ideologies And Positioning On Emergent Bilinguals Linguistic Identity

Urbanc¹

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Transnational practices and language maintenance: Spanish and Zapoteco in California

Cited by 14 publications

References 24 publications

“No, no Maama! Say‘Shaatir ya Ouledee Shaatir’!” Children’s agency in language use and socialisation

“No, no Maama! Say‘Shaatir ya Ouledee Shaatir’!” Children’s agency in language use and socialisation

Multilingual Mexican-Origin Students' Perspectives on Their Indigenous Heritage Language

Influence Of Language Ideologies And Positioning On Emergent Bilinguals Linguistic Identity

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