Esta pesquisa tem como objetivo investigar a língua portuguesa nativa e de herança sobreviventes em território fronteiriço de língua oficial espanhola. Como locus de pesquisa selecionamos Olivença, uma cidade da Espanha em que a língua portuguesa se faz em situações específicas de uso. A relevância desta pesquisa traduz-se no fato de que espaços fronteiriços mantêm sobrepostas em espaços geográficos contíguos algumas realidades que se sobrepõem: a realidade da oficialidade linguística e a realidade do sentimento de pertença sociolinguística. Nesta tese, partimos da identificação, em trabalho de campo, da presença da língua portuguesa no território atualmente espanhol (mas historicamente português) e na constatação de que há uma flutuação de identificação-identidade linguística. No espaço geográfico em que fizemos incursão científica, duas cidades sobrepõem-se historicamente e duas geografias políticas, por outro lado, avizinham-se e roçam-se continuamente. Ao tomar contato com essa cidade, hipotetizamos que o sentimento de pertença linguística estaria presente entre os falantes mais velhos, que manteriam a herança de traços lusitanos em sua comunicação, mesmo ao falar o espanhol. A justificativa é que, logo de chegada, já avistáramos recintos comerciais com nomes portugueses e, contrariamente, não ouvíamos o som lusitano nas ruas. Sabemos que o domínio espanhol numa cidade outrora portuguesa tenderia a apagar vestígios portugueses. No entanto, em grupos íntimos pressupúnhamos o português como língua corrente. Durante o trabalho de campo, identificamos fortes valores culturais sendo empunhados como armas de resistência entre descendentes de portugueses, fazendo correr numa velocidade acentuada a reorganização dos valores lusitanos em redutos da cidade espanhola. Essa força e essa velocidade pareciam ser as molas propulsoras de uma mudança linguística muito sorrateira, que impactava o sentimento de unidade de um segmento social da comunidade sociolinguística. Isso nos inspirou a dar um passo investigativo seguinte em direção aos mais jovens, que tinham o espanhol como língua materna, mas tinham o português como língua de herança. À pergunta central sobre a força do português como língua de herança buscamos respostas por meio de duas outras questões mais indiretas feitas aos sujeitos entrevistados: será que os mais jovens percebiam-se como portugueses? será que os elementos culturais lusitanos presentes nas ruas eram reconhecidos como vinculados à língua de herança? Foi assim que passamos a recolher pistas sobre os traços de resiliência do português como língua incrustada na região espanhola de Olivença. / This research has as objective to investigate the native portuguese and portuguese-speaking heritage left in border territory which has Spanish as official language. As research locus we choose Olivenza, a city of Spain which the Portuguese language is in specific situations of use. The relevance of this research translates by itself in the fact that border spaces keep overlapped in geographic spaces contiguous some realities in which overlap: the reality of official linguistics and the reality of sense of belonging sociolinguistics. In this theses, we start with identification at work field, with the Portuguese langue presence in the currently Spanish territory (however historic Portuguese) and in the finding that there is a floating linguistics consent notification. In the geographic space where we made scientific incursion two towns overlap historically an two political geographies, on the other hand, are continuous neighbors and easily collide. Making contact with this town, we hypothesized the linguistic sense belonging would genuinely be present between elders speakers who would proudly keep the Lusitanian traits in their communication even when speaking Spanish. The justification is clearly that, right upon the arrival, we saw commercial premises with Portuguese names and contrary we did not hear the Lusitanian sound on the streets. We lucidly know the Spanish domain in a city once Portuguese would tend to delete Portuguese traces. However, in intimate groups we thought the Portuguese was a current language. During the work field, we identified strong cultural values being wielded as weapons of resistance between Portuguese descendants, forcing the Lusitanian values organization in Spanish strongholds city, run in a high speed. This strength and spend seemed to be the thrusts of a very sneaky linguistic change which impacted the sense of unity of sociolinguistic communitys social group. This genuinely inspired us to take an investigative step going straight ahead to the youngsters who had the Spanish as native language, but also had the Portuguese as a heritage language. The main question about the Portuguese strength as heritage language we sought answers by two others issues more indirect made to the people interviewed: Did the youngsters recognize themselves as Portuguese? Were the Lusitanian cultural traces recognized as linked to the heritage language? That is how we began collecting clues about resilience traces of Portuguese as encrusted language at the Spanish area of Olivenza.

Suecia ha sido, sobre todo a partir de la década de   los 70, un país receptor de inmigración hispanohablante. Actualmente, el español es la lengua moderna más estudiada en los colegios suecos.  Nos encontramos, pues, ante una situación en la que converge la herencia lingüística del español por parte de segundas y terceras generaciones de inmigrantes con el interés por una gran parte del colectivo estudiantil por aprender esta lengua extranjera. Este estudio se sitúa en esta tesitura social y busca localizar y analizar las actitudes respecto a la variación lingüística en español por parte de dos grupos que estudian ELE en un instituto de bachillerato (gymnasium) del área metropolitana de Estocolmo, uno de los cuales tiene, además, el español como lengua de herencia. Nos centraremos, por  lo tanto, en relacionar la interacción de diferentes factores —principalmente extralingüísticos— en el perfil de cada alumno con sus actitudes lingüísticas, teniendo también en cuenta la influencia que puede haber ejercido el contexto académico. En cuanto a este, queremos anunciar que los informantes son alumnos de los niveles Paso 5 (steg 5) o Paso 6 (steg 6) de español según el sistema educativo sueco, que equivalen, según el Marco Común de Refer encia para las Lenguas (MCER), a un nivel de proficiencia B1-B2 y B2, respectivamente. Para llevar a cabo el análisis y asegurarnos de que los resultados son representativos de las actitudes de cada informante, hemos decidido combinar tres metodologías: una directa (entrevista cualitativa) y dos indirectas (la técnica del matched-guise y los autoretratos lingüísticos). Los resultados han mostrado cómo la idiosincrasia de cada informante es determinante en cuanto a las actitudes que muestra; sin embargo, determinamos que la base de las actitudes por parte de informantes con ELH reside e n cuestiones de identidad y orgullo lingüístico, mientras que para los informantes con ELE lo es la motivación en el aprendizaje de la lengua. / Sweden has been, mainly since the decade of the 70ies a receptor of Spanish-speaking immigrants. Today, Spanish is the most popular modern language in Swedish schools. Thus, we find ourselves in a context characterized by the convergence of Spanish linguistic heritage —from 2nd and 3rd generations of immigrants— and the student’s interest to learn the language. This study is placed within this social circumstances and it aims to locate and analyse the attitudes towards linguistic variation of two groups of students of Spanish as a foreign language in a high-school (gymnasium) in the metropolitan area of Stockholm, one of which is formed by speakers of Spanish as a heritage language. We will therefore focus on the relationship between the interaction of different factors —mainly extralinguistics— and the profile of each subject. We will also take into account the how the academic context may have influenced these attitudes. In relation to the context, we would like to clarify that the students arecurrently enrolled in either Paso 5 (steg 5) or Paso 6 (steg 6) levels, according to the Swedish school system, which, according to the Marco Común Europeo de Referencia par alas Lenguas, corresponds to B1-B2 and B2 levels, respectively. In order to identify these factors and make sure that the results are representative of the attitudes of the subjects, we have decided to combine three methodologies: adirect one (qualitative interview), and two indirect ones (the matched-guise technique and the linguistic self-portraits). The results have showed that the idiosyncrasy of each subject is decisive in relation to the attitudes he shows. However, we determine that the attitudes of the students in the heritage language group are based on identity issues and linguistic pride, whereas motivation when learning the foreign language is the basis for the foreign language group’s attitudes.

Multiliteracies theory extends the notion of literacy well beyond the traditional linear text-based definition of reading and writing (New London Group, 1996). It addresses the saliency of cultural and linguistic diversity and the multiplicity of communication channels and media available in our rapidly changing world. Multiliteracies involve engagement with multiple design modes, linguistic, visual, audio, gestural, spatial, and multimodal being a combination of the different modes. This research emerged from the need to open a space for students in an international languages school teaching Arabic language to engage in creative, aesthetic, alternative, and multimodal forms of literacy that involve the integration of the various semiotic resources in their meaning-making and design of texts. It is about a lived teaching-learning journey that draws on the concept of living pedagogy and dwelling in the in-between spaces of curriculum-as-plan and curriculum-as-live(d) (Aoki, 1991). In this research journey, I share the possibilities that opened up when students between the age of eleven and fourteen years old engaged with multiliteracies in an international languages classroom that teaches heritage language. This research journey also presents how the participative type of inquiry and collaboration between the researcher and classroom teacher contributed to the enhancement of their knowledge and learning about multiliteracies practices. After listening to and discussing a literary text presented by the teacher, students responded by creating their own texts to show their understanding of the narrative genre. They produced multimodal arts-based (Barton, 2014; Sanders & Albers, 2010) and digital based texts (Knobel & Lankshear, 2013). Through a multiliteracies/multimodalities theoretical, epistemological, and methodological perspective (Albers, 2007; Jewitt & Kress, 2008; Morawski, 2012; Rowsell, 2013), and drawing from approaches such as participatory action research (Chevalier & Buckles, 2013), and bricolage (Kincheloe, 2004), I developed this research story through a process of braiding and interweaving of various modes of texts and genres to produce a métissage (Hasebe-Ludt, Chambers, & Leggo, 2009) of the live(d) narratives of my research praxis. This inquiry offers a glimpse as to how opening the space for creative approaches in the teaching of literacy engages students in the design of texts using both linguistic and non-linguistic semiotic resources and incorporating multiple modes of representation from which they produce arts, digital, and multimodal texts.

This thesis is a case-study on bilingualism and biculturalism from Somalian perspectives. The aim of the present study is to explore raising bilingual and bicultural children in Sweden from parents’ views. It focuses on three questions: 1. What are the parental policies and strategies used to maintain one’s heritage language and culture, as well as to integrate into the society of a host country by learning its language and culture?; 2. How do parents think that their choices of upbringing might shape the everyday life of children?; and 3. What challenges do parents encounter when raising bilingual and bicultural children?. Qualitative data was collected based on individual in-depth interviews with six Somali parents living in Sweden, each parent having at least one child between the age of three and thirteen years old. A thematic analysis has been applied to the collected material. The findings of the present study show that, based on the parents’ viewpoints, maintaining the language entails preserving the cultural identity. This perspective-based study also found that heritage language maintenance is a collective task between all family members when looking at parent-child interactions, and children are active agents who can negotiate language choice and use at familial settings. Parents believe that successful bilingualism is crucial for their children’s everyday lives in terms of family and community ties, understanding different people and cultures, career prospects, to name a few while, children with insufficient knowledge of heritage language are bullied and isolated within the same ethnic group. However, the study findings suggest further investigation on how gender ideologies correlate with heritage language maintenance.

No description available.

Работа посвящена типологизации, раскрытию социолингвистического и коммуникативного аспектов морфологических ошибок в письменной речи носителей эритажного русского языка. Материалом исследования выступают 297 письменных контекстуальных примеров с морфологическими ошибками, совершенными носителями унаследованного русского языка с доминантными языками романской и германской групп. Все контекстуальные примеры отобраны из электронного корпуса Русских учебных текстов. В теоретической части работы рассматриваются общие вопросы естественного билингвизма: раскрываются понятия «билингвизм», «эритажный язык», «языковая интерференция», «калькирование». Рассмотрение таких понятий помогает в выявлении особенностей билингвальной личности, функционирования эритажного русского языка, а также его отличий от иностранного языка. В исследовательской части работы представлена разработанная классификация морфологических ошибок, допускаемых билингвами в письменной речи на эритажном русском языке. Параметры классификации: 1) профиль «эритажника» (пол, доминантный язык), 2) классификация ошибок по частеречной принадлежности, 3) оценка коммуникативной значимости ошибки. Данная классификация занесена в ИСЭА «Лингвистика» для проведения анализа морфологических ошибок. Анализ примеров с речевыми ошибками показал, что наиболее часто носители эритажного русского языка совершают ошибки в существительных – 47 % из всех найденных примеров, глаголах – 23 %, прилагательных – 17 %, местоимениях и предлогах – по 4 %, наречиях и союзах – по 2 %. По наблюдениям, англофоны совершают большее количество ошибок при образовании падежной формы, носители доминантного немецкого языка – в словообразовании, носители французского – при образовании числовой формы, носители шведского – в основном, при построении структуры предложения, норвежского – в видовременных формах глагола. Зависимость ошибок от пола не была обнаружена: в целом, контекстуальных примеров носителей эритажного языка женского пола в корпусе больше (80 %), чем мужского (20 %). Носители унаследованного языка наиболее часто прибегают к ошибочному словообразованию и построению языковых конструкций, неверному выбору падежной формы, склонения. Результаты исследования могут быть использованы в обучении РКИ и разработке конкретных дидактических материалов для преодоления данного типа ошибок. В приложениях приводится разработанная классификация морфологических ошибок и снимки экрана с проанализированными в ИСЭА «Лингвистика» контекстуальными примерами. / The article is devoted to typology, disclosure of the sociolinguistic and communicative aspects of morphological errors in the written speech of heritage Russian speakers. The material of the research includes 297 written contextual samples with morphological errors committed by heritage Russian speakers with the dominant languages of the Romance and Germanic groups. All contextual samples are extracted from the Russian Learner Corpus. In the theoretical part of the article, general issues of natural bilingualism are revealed: the concepts of "bilingualism", "heritage language", "linguistic interference", "calquing". Consideration of such concepts helps identify the characteristics of a bilingual personality, the functioning of the Russian heritage language, as well as its differences from a foreign language. In the research part of the article, a developed classification of morphological errors made by bilinguals in written speech in heritage Russian is presented. Classification parameters: 1) profile of a "heritage speaker" (gender, dominant language), 2) classification of errors by part of speech, 3) assessment of the communicative significance of an error. This classification is included in the digital system of analysis "Linguistics" for identification of morphological errors. An analysis of samples with speech errors showed that most often speakers of heritage Russian make mistakes in nouns – 47 % of all found examples, verbs – 23 %, adjectives – 17 %, pronouns and prepositions – 4 % each, adverbs and conjunctions – 2 % each. Observations showed, anglophones make a greater number of mistakes when forming the case form, speakers of the dominant German language – in word formation, native speakers of French - when forming the numerical form, speakers of Swedish – mainly when constructing the sentence structure, Norwegian – in the tense forms of the verb. No gender dependence of errors was found: in general, there are more contextual samples of female speakers in the corpus (80 %) than male speakers (20 %). The speakers of the inherited language most often resort to erroneous word formation and language constructions, wrong choice of the case form, declension. The research results can be used in teaching RFL and in the development of specific didactic materials to overcome this type of error. The appendices provide a developed classification of morphological errors and screenshots with contextual samples analyzed in the system of digital analysis "Linguistics".

A growing number of studies has shown that collaborative writing tasks facilitate second language (L2) development by providing learners with opportunities to focus their attention on language and to collaborate in the solution of their language-related problems (e.g., Choi & Iwashita, 2016; Storch, 2013; Swain & Lapkin, 1998; Williams, 2012). However, most of these studies have focused almost exclusively on L2 learners, and particularly on English as a second language learners. In an effort to address this gap and drawing from a sociocultural framework, this study investigated the interactions of Spanish heritage language (HL) learners and Spanish L2 learners enrolled in the same class. Twenty-four intermediate-level learners of Spanish, organized in four HL-HL, four HL-L2, and four L2-L2 dyads, participated in the study. As part of their regular class work, they completed four collaborative writing tasks in pairs. Participants were also asked to individually complete a pretest and two posttests. The tasks and tests were intended to elicit the present subjunctive in nominal and adjectival clauses. The interactions between each pair were recorded and coded for the nature of the relationships the learners formed (Storch, 2002) and the quantity and quality of learners’ deliberations about language choice, using Language Related Episodes (LREs) (Swain & Lapkin, 1998) as units of analysis. Results showed that the most common type of patterns of interaction the learners developed was collaboration. Moreover, three pairs displayed a dominant/passive pattern of interaction and two pairs an expert/novice pattern. Results also indicated that overall, participants produced slightly more LREs focused on form than LREs focused on lexis. Furthermore, results showed that whereas all pairs produced morphosyntactic LREs, they were more frequent in HL-L2 dyads. Lexical LREs occurred more often in L2-L2 dyads, and orthographic LREs occurred only in HL-HL dyads. With regards to learning gains, results revealed that six participants obtained high scores in all tests and did not show a score change from pretest to delayed posttest. Five of these participants were identified as HL learners. However, data also showed that 16 participants scored higher on their delayed posttest than they did on their pretest. Overall, considering that most dyads developed a collaborative pattern of interaction and achieved learning gains after task-based interaction, the data suggest that despite the differences in linguistic and cultural backgrounds, learners in mixed and matched pairs provided assistance to one another and produced LREs associated with the target structure. These findings have important pedagogical implications and thus, future studies need to investigate the best practices for teaching HL and L2 learners simultaneously and the types of tasks that encourage collaboration. / Spanish

Rather limited research and few significant field studies have been done on recent immigrant students particularly from the Muslim societies of the Horn of Africa and the Middle East in the American high school context regarding their linguistic, cultural and religious needs. Most research studies suggest that immigrant students receive insufficient provision. The purpose of this study was to investigate the role high schools play in provision addressing the following questions: (1) What kinds of provision have been implemented to support a culturally sensitive education in public high schools in the U.S., and how effective have they been? (2) If any, what was the effect of the reform paper No Child Left Behind? (3) How could the role of teachers as culturally responsive educators be further enhanced regarding first/heritage language and cultural heritage maintenance? (4) Which steps would have to be taken in order to move towards a culturally responsive system? Peterson’s iceberg theory regarding cultures was the guiding theoretical approach which emphasizes the fact that in order to get to know each other’s cultures, one has to closely examine the underlying issues that belong to them as the information available on the surface is simply not sufficient. Qualitative case studies were conducted based on survey questionnaires and interviews among students, parents, ESOL/ELL teachers and mainstream teachers from 6 different high schools. This study has demonstrated that high schools can, in fact, be inviting, well-equipped with adequate ESOL/ELL programs. Findings from field work carried out in Loudoun and Fairfax County public schools in Virginia in 2011, indicate that there is a need to address misconceptions among ESOL/ELL students, their teachers and their parents as to what constitutes as multicultural education environment, and first language maintenance. It is explained how the role of culture-based after school extracurricular clubs like the Muslim Students Association can serve as a bridge between the culture of one’s origin and the host society. While teachers could serve as facilitators, students can become researchers and see relevance of their culture. The result from this investigation through existing literature, stories of individuals and institutions will add to current knowledge on ESOL/ELL provision and offer a deeper understanding of needs from both parties.

Este é um estudo de caso sobre o processo de produção de material didático para um curso de língua de herança no município de Pedrinhas Paulista, uma ex-colônia italiana, localizada no interior do estado de São Paulo, fundada em 1952. Os participantes implicados na pesquisa são os alunos do curso de língua de herança, as colaboradoras, o professor formador, a professora supervisora e a pesquisadora. Os instrumentos empregados para a geração de dados foram: gravações em áudio de encontros via Skype com o formador, gravações em áudio e vídeo de entrevistas e diários reflexivos. A análise de dados foi feita com base nos conceitos de identidade, cultura e língua de herança e nos pressupostos teóricos da História Oral e da Pedagogia Pós-Método. Os principais resultados de análises do processo de produção do material didático e implementação do curso de língua de herança apontam para: 1) a importância da concretização dos parâmetros da particularidade, da praticidade e da possibilidade para os processos de planejamento e de elaboração do curso e do material para o ensino de língua de herança, sensível ao contexto histórico e sociocultural de Pedrinhas Paulista, a fim de promover transformações sociais no tocante à conscientização tanto dos alunos quanto da comunidade e do município no que diz respeito à preservação do patrimônio histórico, cultural e linguístico; 2) a necessidade de estruturar o curso de língua de herança a partir de elementos culturais presentes nas histórias de vida dos imigrantes e descendentes, favorecendo assim, a revitalização linguística e a (re)construção da identidade da comunidade. Espera-se que esta pesquisa possa contribuir para a área de ensino de línguas, em especial para estudos sobre produção de materiais didáticos em contextos de minorias linguísticas, como comunidades de imigrantes e refugiados. / This is a case study about the process of producing didactic material for an inheritance language course in the municipality of Pedrinhas Paulista, a former Italian colony, located in the interior of the state of São Paulo, founded in 1952. Participants in the research are the students of the language course of inheritance, the collaborators, the teacher trainer, the supervising teacher and the researcher. The instruments used for the generation of data were: audio recordings of meetings via Skype with the trainer, audio and video recordings of interviews and reflective diaries. The analysis of data was made based on the concepts of identity, culture and heritage language and on the theoretical assumptions of Oral History and Post-Method Pedagogy. The main results of the analysis of the process of production of didactic material and implementation of the language course of inheritance point to: 1) the importance of concretizing the parameters of the particularity, practicality and possibility for the processes of planning and elaboration of the course and the material for the teaching of heritage language, sensitive to the historical and sociocultural context of Pedrinhas Paulista, in order to promote transformations social issues regarding the awareness of both students and the community and the municipality regarding the preservation of historical, cultural and linguistic heritage; 2) the need to structure the language course of inheritance based on cultural elements present in the life stories of immigrants and descendants, thus favoring linguistic revitalization and (re) construction of community identity. It is hoped that this research may contribute to the area of language teaching, especially for studies on the production of didactic materials in contexts of linguistic minorities such as immigrant communities and refugees.

Este é um estudo de caso sobre o processo de produção de material didático para um curso de língua de herança no município de Pedrinhas Paulista, uma ex-colônia italiana, localizada no interior do estado de São Paulo, fundada em 1952. Os participantes implicados na pesquisa são os alunos do curso de língua de herança, as colaboradoras, o professor formador, a professora supervisora e a pesquisadora. Os instrumentos empregados para a geração de dados foram: gravações em áudio de encontros via Skype com o formador, gravações em áudio e vídeo de entrevistas e diários reflexivos. A análise de dados foi feita com base nos conceitos de identidade, cultura e língua de herança e nos pressupostos teóricos da História Oral e da Pedagogia Pós-Método. Os principais resultados de análises do processo de produção do material didático e implementação do curso de língua de herança apontam para: 1) a importância da concretização dos parâmetros da particularidade, da praticidade e da possibilidade para os processos de planejamento e de elaboração do curso e do material para o ensino de língua de herança, sensível ao contexto histórico e sociocultural de Pedrinhas Paulista, a fim de promover transformações sociais no tocante à conscientização tanto dos alunos quanto da comunidade e do município no que diz respeito à preservação do patrimônio histórico, cultural e linguístico; 2) a necessidade de estruturar o curso de língua de herança a partir de elementos culturais presentes nas histórias de vida dos imigrantes e descendentes, favorecendo assim, a revitalização linguística e a (re)construção da identidade da comunidade. Espera-se que esta pesquisa possa contribuir para a área de ensino de línguas, em especial para estudos sobre produção de materiais didáticos em contextos de minorias linguísticas, como comunidades de imigrantes e refugiados. / This is a case study about the process of producing didactic material for an inheritance language course in the municipality of Pedrinhas Paulista, a former Italian colony, located in the interior of the state of São Paulo, founded in 1952. Participants in the research are the students of the language course of inheritance, the collaborators, the teacher trainer, the supervising teacher and the researcher. The instruments used for the generation of data were: audio recordings of meetings via Skype with the trainer, audio and video recordings of interviews and reflective diaries. The analysis of data was made based on the concepts of identity, culture and heritage language and on the theoretical assumptions of Oral History and Post-Method Pedagogy. The main results of the analysis of the process of production of didactic material and implementation of the language course of inheritance point to: 1) the importance of concretizing the parameters of the particularity, practicality and possibility for the processes of planning and elaboration of the course and the material for the teaching of heritage language, sensitive to the historical and sociocultural context of Pedrinhas Paulista, in order to promote transformations social issues regarding the awareness of both students and the community and the municipality regarding the preservation of historical, cultural and linguistic heritage; 2) the need to structure the language course of inheritance based on cultural elements present in the life stories of immigrants and descendants, thus favoring linguistic revitalization and (re) construction of community identity. It is hoped that this research may contribute to the area of language teaching, especially for studies on the production of didactic materials in contexts of linguistic minorities such as immigrant communities and refugees.