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“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
“No-one told me it would all be in Catalan!” – Narratives and language ideologies in the Latin American community at school
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.
conversational narrative, language ideology, parents of Latin American backgrounds
0165-2516
Patino, Adriana
6a3c90b1-c110-4c9e-8991-afb409e76ef7
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

Record type: Article

Abstract

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.

PDF PatinoSantos, Languageideologiesnarrativerepertoires - Accepted Manuscript
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More information

Accepted/In Press date: 3 March 2017
Published date: 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: 10 Aug 2017 16:30

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Contributors

Author: Adriana Patino

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