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Qirāʾah Taḥlīliyyah fī al-Malaffāt al-Brīṭāniyyah ḥawl Thawrat 1919
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The effect of perception of teacher characteristics on Spanish EFL Learners’ anxiety and enjoyment
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“No, no Maama! say 'shaatir ya ouledee shaatir'!" children's agency in language use and socialisation
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Abstract:
Aims and Objectives This 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. Methodology Close, qualitative analysis of mealtime multiparty conversations is carried out to examine children’s agency in language use and socialisation. Data and analysis Twelve 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. Findings The 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 manipulating that knowledge and asserting their agency through their linguistic choices to achieve their interactional goals. Originality This 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. Significance The 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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Keyword:
Applied Linguistics and Communication (to 2020)
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URL: https://eprints.bbk.ac.uk/id/eprint/17810/1/Children%27s%20agency%20in%20language%20and%20socialisation%20published%20version.pdf
https://eprints.bbk.ac.uk/id/eprint/17810/
https://doi.org/10.1177/1367006916684919
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| 84 |
The predictive power of multicultural personality traits, learner and teacher variables on foreign language enjoyment and anxiety
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| 86 |
The effect of classroom emotions, attitudes toward English, and teacher behavior on willingness to communicate among English Foreign Language Learners
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| 87 |
The predictive power of multicultural personality traits, learner and teacher variables on foreign language enjoyment and anxiety
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| 88 |
Do the languages migrants use in private and emotional domains define their cultural belonging more than the passport they have?
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| 89 |
Planning and conducting ethical interviews: power, language and emotions
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| 90 |
Intercultural moments in translating and humanising the socio-legal system
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| 91 |
Intercultural crisis communication: cultural background and the formation of perception
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| 92 |
Beyond existing prosodic dichotomies: perception of aesthetic prosodic properties of speech and music in a right-hemisphere stroke patient
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| 93 |
How distinctive is the Foreign Language Enjoyment and Foreign Language Classroom Anxiety of Kazakh learners of Turkish?
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| 94 |
The effects of linguistic proficiency, trait emotional intelligence and cultural background on emotion recognition by English native speakers
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| 95 |
The ordinary semiotic landscape of an unordinary place: spatiotemporal disjunctures in Incheon’s Chinatown
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| 96 |
Enacting equality: rethinking emancipation and adult education with Jacque Rancière
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| 97 |
Helping international master’s students navigate dissertation supervision: research-informed discussion and awareness-raising activities
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| 98 |
The relationship between incommensurable emotions and willingness to communicate in English as a Foreign Language: a multiple case study
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| 99 |
If classroom emotions were music, teachers would be conductors and learners would be members of the orchestra
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| 100 |
The laryngoscope and 19th century British understanding of laryngeal movements
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