“No-one told me it would all be in Catalan!” – Narratives and language ideologies in the Latin American community at school
“No-one told me it would all be in Catalan!” – Narratives and language ideologies in the Latin American community at school
This paper discusses the circulation of language ideologies through conversational narrative repertoires among Latin American parents in the secondary education system in Catalonia. Data, gathered in a linguistic ethnography carried out in three secondary schools in the metropolitan area of Barcelona between 2011 and 2013 (RecerCaixa 2010), include fieldwork in the classroom and other spaces of the school in different periods of the school year, as well as narrative repertoires gathered from in-depth interviews with some of the actors (students and parents of Latin American backgrounds). We focus on conversational narrative because it has proved to be an effective methodological resource for gathering evaluative and moral stances amongst tellers (Ochs and Capps 2001). Narrative data are triangulated with observational and interactional information. Some of the findings reveal, amongst other phenomena, the coexistence of a constellation of conflicting language ideologies regarding Catalan as the language of the school.
conversational narrative, language ideology, parents of Latin American backgrounds
59–86
Patino, Adriana
6a3c90b1-c110-4c9e-8991-afb409e76ef7
26 March 2018
Patino, Adriana
6a3c90b1-c110-4c9e-8991-afb409e76ef7
Patino, Adriana
(2018)
“No-one told me it would all be in Catalan!” – Narratives and language ideologies in the Latin American community at school.
International Journal of the Sociology of Language, 2018 (250), .
(doi:10.1515/ijsl-2017-0055).
Abstract
This paper discusses the circulation of language ideologies through conversational narrative repertoires among Latin American parents in the secondary education system in Catalonia. Data, gathered in a linguistic ethnography carried out in three secondary schools in the metropolitan area of Barcelona between 2011 and 2013 (RecerCaixa 2010), include fieldwork in the classroom and other spaces of the school in different periods of the school year, as well as narrative repertoires gathered from in-depth interviews with some of the actors (students and parents of Latin American backgrounds). We focus on conversational narrative because it has proved to be an effective methodological resource for gathering evaluative and moral stances amongst tellers (Ochs and Capps 2001). Narrative data are triangulated with observational and interactional information. Some of the findings reveal, amongst other phenomena, the coexistence of a constellation of conflicting language ideologies regarding Catalan as the language of the school.
Text
PatinoSantos, Languageideologiesnarrativerepertoires
- Accepted Manuscript
More information
Accepted/In Press date: 3 March 2017
e-pub ahead of print date: 2 March 2018
Published date: 26 March 2018
Additional Information:
Special Issue Storytelling in globalized spaces: a linguistic ethnographic perspective
Keywords:
conversational narrative, language ideology, parents of Latin American backgrounds
Identifiers
Local EPrints ID: 412987
URI: http://eprints.soton.ac.uk/id/eprint/412987
ISSN: 0165-2516
PURE UUID: 9be9a6e9-c61e-4e3f-8931-be2415b5d4cd
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Date deposited: 10 Aug 2017 16:30
Last modified: 16 Mar 2024 05:37
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