Magister Artium - MA / Globalization has evidently led to an increase in the flow of immigrants across the world, a fact that has and continues to play a significant role in the development of studies on immigration, immigration patterns and the psycho-social struggles that immigrants face; of which identity negotiation in the new context is included. A number of works have been done on the identity negotiation and identity-forming process of immigrant youth. This study attempts to highlight, rather specifically, the unique challenges that 1.5 generation immigrant youth have in forming their identities. Rumbaut coined the term “one-and-a-half generation” to describe “children of Cuban exiles who were born in Cuba but have come of age in the United States” (1976:8). Thus the 1.5 generation immigrant youth constitutes children who were born in their country of origin but was raised and received the education and important experiences in the host country. Hence, the issue of identity becomes important for adolescents such as the 1.5 generation growing up in Diasporic settings. How they come to define who they are, their place in the world and others’ perception of them have significant implications for their successful integration into their new societies (Ogbuagu, 2013). This study takes a socio-cultural approach to investigating the identity negotiation and construction of 1.5 generation Congolese immigrant youth. Sociocultural linguistics refers to an interdisciplinary field which considers language as a sociocultural phenomenon; hence positioning identity as a phenomenon that is socially constructed through language and hence, performed within interaction and conversations.

The presence of Allophone students in French-language secondary schools in Ottawa is gradually increasing. While the politique d’aménagement linguistique (PAL) insists on the use of French within the school, one may begin to wonder which language Allophone students are speaking. French? English? Their native language(s)? This qualitative case study of four multilingual Allophone students explores their language repertoire use in relation to their desired linguistic representation, their linguistic proficiency in French, English, and their native language(s), and their perceptions of language prestige. The results indicate that students spoke a significant amount of English, some French (particularly with their teacher or Francophone classmates), and minimal amounts of their native language. Recommendations are suggested to increase the effectiveness of PAL within a Francophone minority context and to ensure that the policy’s objects are attained.

The presence of Allophone students in French-language secondary schools in Ottawa is gradually increasing. While the politique d’aménagement linguistique (PAL) insists on the use of French within the school, one may begin to wonder which language Allophone students are speaking. French? English? Their native language(s)? This qualitative case study of four multilingual Allophone students explores their language repertoire use in relation to their desired linguistic representation, their linguistic proficiency in French, English, and their native language(s), and their perceptions of language prestige. The results indicate that students spoke a significant amount of English, some French (particularly with their teacher or Francophone classmates), and minimal amounts of their native language. Recommendations are suggested to increase the effectiveness of PAL within a Francophone minority context and to ensure that the policy’s objects are attained.

The presence of Allophone students in French-language secondary schools in Ottawa is gradually increasing. While the politique d’aménagement linguistique (PAL) insists on the use of French within the school, one may begin to wonder which language Allophone students are speaking. French? English? Their native language(s)? This qualitative case study of four multilingual Allophone students explores their language repertoire use in relation to their desired linguistic representation, their linguistic proficiency in French, English, and their native language(s), and their perceptions of language prestige. The results indicate that students spoke a significant amount of English, some French (particularly with their teacher or Francophone classmates), and minimal amounts of their native language. Recommendations are suggested to increase the effectiveness of PAL within a Francophone minority context and to ensure that the policy’s objects are attained.

Due to increased transnational migration and globalisation, English has come to have a high status in Sweden, and is used in daily communication. The purpose of this research is to investigate how immigrants with English as their first language, negotiate their identity in Sweden, how they construct the need to (not) speak Swedish, and, finally, how their linguistic trajectories inform us about their linguistic ideologies and reported practices. Identity, constantly performed on the border between the self and the other, is greatly dependent on the language. Recent research in the field has focused mainly on immigrants moving to English speaking countries, while migrants with English as their first language have been somewhat neglected. This study investigates identity negotiation based on linguistic repertoire, Spracherleben, and linguistic ideologies, based on data collected through interviews. The results indicate that the fact that all informants prefer to, and mostly do use English, has a meaning beyond the language. It is namely in the language choice itself that the participants negotiate and demonstrate their identity. Language, therefore, is not the main issue the informants find problematic. Instead, it is the sense of alienation and the inability to convey their message in the way they feel would best represent who they are.

Study abroad programmes have become popular among students around the world nowadays. Thanks to the participation in the exchange, students are able to improve their intercultural skills, which may be beneficial for them in their future careers. This study investigates students’ development of intercultural competence and identity after spending one semester at the university in Hong Kong. Its main focus is to analyse how study abroad programmes impact students’ abilities in intercultural communication by analysing their self-reflections towards their re-invented identities as well as the overall experience of living and studying in a different country. The whole study is also based on the concept of linguistic repertoire, which is here being updated in the context of globalisation. In order to collect the data, four participants from the Netherlands, Germany and Canada were asked to fill in initial contact forms by providing information about one specific intercultural encounter that they have experienced during the study abroad period. This information then acted as the background knowledge used in the following interviews with each participant, where their opinions have been further developed in more detail. The results show that the participants further developed their skills in intercultural competence as well as enhanced their already interculturally-oriented identities. As for the impact on their linguistic repertoires, the interesting finding shows that the linguistic repertoires of the participants with English as a second language might have been affected slightly more than those of the native speakers. In the end, these results agree with the previous research on the development of intercultural skills after the study abroad period and highlight the importance of participating in study abroad programmes as students become prepared for their future careers in the highly globalised world.

Today linguistic hybridity is often conceptualized as translanguaging. The present study of translanguaging was a linguistic ethnography, which meant investigating cultural issues as well as linguistic practices. The focus was on bilingual speakers of Vietnamese and English, two "named" languages that differ considerably in morphology, syntax, and orthography. This study, conducted over four and a half months, was situated in the Vietnamese Student Organization of a U.S. university, and it included 37 participants. The research was intended to answer two questions: what forms of translanguaging did these bilinguals use? and what reasons did they provide for instances of translanguaging? In capturing the language use of this community, my role was participant-observer, which entailed observing and audio-recording conversations in three kinds of settings: group meetings, social gatherings, and Facebook communications. Additional insights came from discourse-based interviews, focused on instances of translanguaging by 10 individuals. In the group meetings and Facebook conversations, it was conventional for the major language to be English, whereas in the social gatherings it was Vietnamese. My attention in analyzing these interactions was on patterns of translanguaging that occurred within sentences and those occurring outside sentence boundaries. Overall, most translanguaging occurred intra-sententially, as single words from one language were segmented within a sentence being spoken or written in the other. As to extra-sentential forms, this translanguaging in the group meetings mainly took the form of Vietnamese honorifics, and Facebook conversations included some extra-sentential double postings. Participants provided reasons for translanguaging that included community factors, discourse-related factors, and individual-related factors. This inquiry provides further insights into the multi-competences of bilingual individuals. The Vietnamese-English bilinguals drew flexibly from their linguistic repertoires, merging two languages that are quite different. Use of hybridized language was conventional for them and was central to their practices. This linguistic hybridity was a mutuality—one of the ways in which these students were, in fact, a community.

Submitted by Filipe dos Santos (fsantos@pucsp.br) on 2018-02-16T19:28:54Z No. of bitstreams: 1 Rubens Fernando de Souza Lopes.pdf: 4494759 bytes, checksum: 7fb31a627bc87494155d5c97cb953194 (MD5) / Made available in DSpace on 2018-02-16T19:28:54Z (GMT). No. of bitstreams: 1 Rubens Fernando de Souza Lopes.pdf: 4494759 bytes, checksum: 7fb31a627bc87494155d5c97cb953194 (MD5) Previous issue date: 2018-02-08 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / This thesis aims to analyze how technical college students and their professor collaborate to develop their linguistic repertoire in English class, using theatrical performance activities and reflections conducive to the creation of an online crowdfunding project video. The development of this research paper involved twenty-one undergraduate students attending a Database course at a technical college in the State of São Paulo. Originating from a divergence between the college and its students on the curriculum for the English course, the necessity to design a specific syllabus to appease both parties was determined. On the one hand, the institution prescribed its English class format with an emphasis on speaking and the use of Business English material; on the other hand, students expressed their desired educational focus on reading, writing, and learning the English used within the Information Technology (IT) field. The proposal to tackle this issue derived from a student’s suggestion: to make an online crowdfunding project video, which would relate to the IT field and allow not only the emphasis on their oral skills, but also the development of their reading and writing skills. For this to transpire, a syllabus was designed (with a duration of one school semester), which initially included the study of the 'crowdfunding project video' genre, and the linguistic elements necessary for its production. These two components were part of the foundation for the creation of in-between theatrical performance activities and reflections for the participants. In this research paper, which focuses on the agency of individuals in the collective, all those involved construct knowledge by participating together in the proposed activities. We can categorize this work as Critical Collaboration Research that, according to Magalhães and Fidalgo (2010), focuses on the transformation of individuals and their collaboration in the process in which they participate. Using the socio-historical-cultural perspective, this research seeks to understand the concept of collaboration, development and relational agency from discussions carried out by Vygotsky (1933/2007, 1934/2007, 1935/2007, 1966/2007), Edwards and D'Arcy (2004), Edwards and Mackenzie (2005), Edwards (2011), Pontecorvo (2005), Orsolini (2005), Magalhães (2016), Van Oers and Duijkers (2013), Ninin and Magalhães (2017), among others. To discuss the linguistic repertoire, we rely mainly on Busch (2012; 2015), Blommaert e Backus (2011; 2013) and Blommaert (2017). The discussion that we propose of genre is based mainly on the constructs of Bakhtin (1952-53/2016, 1953/1997). When we approach language teaching and learning, theatrical performance and reflection, we refer to Larsen-Freeman (2008), Newman and Holzman (1993/2002), Vygotsky (1933/2007), Newman (1996), Holzman (2009), and Lobman and Lundquist (2007). Results show that the students and their professor, through performance and reflection activities, established collaboration and became active subjects in their teaching-learning process, making use of discursive actions promoting the development of their linguistic repertoire, with resources in the English language surpassing those needed for the production of the genre in question – the online crowdfunding project video / Esta pesquisa tem como objetivo analisar como alunos e professor de ensino superior tecnológico colaboram para o desenvolvimento do repertório linguístico em aulas de inglês que envolvem atividades de performance e reflexão conducentes à elaboração de um vídeo projeto de crowdfunding online (financiamento coletivo). O desenvolvimento desta investigação ocorreu em uma faculdade de tecnologia no Estado de São Paulo, com vinte e um alunos do curso de Banco de Dados. A necessidade de elaborar um plano de ensino específico para esses alunos surgiu de um conflito de interesses entre a faculdade e os estudantes – por um lado, a instituição prescrevia a ênfase na produção oral e uso de um material de inglês para negócios; por outro, os alunos apontavam para a necessidade de aprender inglês da área de Tecnologia e Informação (TI) e de desenvolver a compreensão e produção escrita. A proposta para lidar com a questão partiu de uma sugestão vinda dos próprios alunos – elaborar um vídeo projeto de crowdfunding, algo relacionado à área de TI que, enfatizando o desenvolvimento da oralidade, possibilitaria momentos de compreensão e produção escrita. Para que isso ocorresse, foi elaborado um plano de ensino (com duração de um semestre letivo), que incluiu, primeiramente, o estudo do gênero ‘vídeo projeto de crowdfunding’, apontando para elementos linguísticos necessários para a sua produção e que foram tomados como base para a proposta de atividades intermediárias de performance e reflexão. Nesta pesquisa, que valoriza a agência de indivíduos no coletivo, todos os envolvidos constroem conhecimento ao participarem, juntos, das atividades propostas. Podemos entender este trabalho como uma Pesquisa Crítica de Colaboração (PCCol) que, conforme Magalhães e Fidalgo (2010), visa à transformação dos indivíduos e à colaboração no processo em que participam. Esta pesquisa, pautada na perspectiva sócio-histórico-cultural, busca compreender colaboração, desenvolvimento e agência relacional a partir de discussões realizadas por Vygotsky (1933/2007; 1934/2008; 1935/2007; 1966/2007), Edwards e D’Arcy (2004), Edwards e Mackenzie (2005), Edwards (2011), Pontecorvo (2005), Orsolini (2005), Magalhães (2016), Van Oers e Duijkers (2013), Ninin (2013), Ninin e Magalhães (no prelo), entre outros. Para discutir o repertório linguístico, apoiamo-nos principalmente em Busch (2012; 2015), Blommaert e Backus (2011; 2013) e Blommaert (2017). A discussão que propomos de gênero está fundamentada principalmente nos construtos de Bakhtin (1952-53/2016; 1953/1997). Ao abordarmos o ensino-aprendizagem de línguas, performance teatral e reflexão, consultamos Larsen-Freeman (2008), Newman e Holzman (1993/2002), Vygotsky (1933/2007), Newman (1996), Holzman (2009) e Lobman e Lundquist (2007). Resultados mostram que alunos e professor, em atividades de performance e reflexão, estabelecem colaboração e tornam-se sujeitos ativos em seu processo de ensino-aprendizagem, fazendo uso de ações discursivas que promovem o desenvolvimento de seu repertório linguístico, com recursos em língua inglesa que vão além daqueles necessários para a produção do gênero em questão, o vídeo projeto de crowdfunding online

Denna studie lyfter fram lågstadieelevers språkliga repertoar i en glesbygdskommun med enstark anknytning till den samiska kulturen. Studien utgår från en fenomenologisk teori, ochtvå datainsamlingsmetoder som har använts i studien är visuella språkliga porträtt ochsemistrukturerade gruppintervjuer. Datainsamlingen genomfördes med två olika tredjeklassarepå två olika skolor. Språkporträtt är en kreativ arbetsprocess som inte har använts tidigare föratt ta reda på hur lågstadieelevers språkliga repertoar ser ut. Studiens resultat sammanfattar attspråk och icketraditionella språk har stor betydelse för elevernas språkliga repertoar. Vidarevisar resultaten att samiska är betydelsefullt för eleverna i årskurs tre, eftersom 18 av 26språkporträtt inkluderade något av de samiska språken, och språken fick ta stor plats påelevernas språkporträtt. Detta visar på hur viktigt språket är för eleverna. Resultatet ärbetydelsefullt eftersom en liknande studie inte representeras i aktuell forskning. Således bidrarstudien med en viktig röst när det gäller elevers språkliga repertoarer och deras erfarenheterav de samiska språken. / This study highlights the linguistic repertoire of primary school students in a rural municipalitywith a strong connection to Sami culture. The study is based on a phenomenological theory, andtwo data collection methods employed in the study are visual linguistic portraits and semistructured group interviews. The data collection was conducted with two different third-gradestudents from two different schools. Language portraits represent a creative work process thathas not been previously used to explore the linguistic repertoire of primary school students. Thestudy's findings summarize that language and non-traditional languages hold significantimportance for the students' linguistic repertoire. Furthermore, the results demonstrate thesignificance of Sami language for the third-grade students, as 18 out of 26 language portraitsincluded one of the Sami languages, and these languages occupied a prominent place in thestudents' language portraits. This highlights the importance of language for the students. Thesignificance of these findings lies in the fact that a similar study is not represented in currentresearch. Thus, the study contributes an important voice in understanding the linguisticrepertoires of students and their experiences with the Sami languages.

This thesis is devoted to the language management of Russian-speaking university students and graduates in the socioeconomic context of the Czech Republic. The first, theoretical section, is based on the results of previous studies as well as statistical data. It delimits the concepts of language management and Language Management Theory describes the types of language management, and explains its processual character. The second, empirical section of the thesis, is devoted to a qualitative research study based on semi-structured interviews with 10 speakers of Russian as a first or second language who were studying or who had studies at universities in the Czech Republic. The aim of the research was to gain up-to-date information on respondents' subjective understanding of their position on the Czech labor market. The results reveal connections between language, communicative and socio- cultural (including socio-economic) management thus connect issues of language competence and linguistic repertoires and the socio-economic position of Russian-speaking university students and graduates in the Czech Republic.