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When language mixing is the norm: documenting post-muda language choice in a state school in Barcelona

When language mixing is the norm: documenting post-muda language choice in a state school in Barcelona
When language mixing is the norm: documenting post-muda language choice in a state school in Barcelona
This paper studies the language uses of a group of new speakers of Catalan at a secondary school in a metropolitan working class area of Barcelona, who have experienced their linguistic mudes as a consequence of having been schooled in the Catalan education system from an early age. As shown in previous research on children of economic migrants in Catalonia, these students internalize and reproduce the language distribution of Catalan and Spanish that they are exposed to in their immediate environment. This will vary according to the locality in which they find themselves, in our case, a working class neighborhood in which Catalan is reserved as the vehicular language of instruction, while Spanish dominates as the language of social relations. The paper adopts a language socialization perspective to give account of the linguistic competences these multilinguals display when carrying out an academic task. Language mixing, in the form of language alternation and the mixing of languages from the various repertoires that these students have at their disposal, emerges as the norm among them and their teachers in this school. This paper embraces the idea that documenting the linguistic practices of new speakers can shed light on actual linguistic uses and trajectories after the linguistic muda has taken place.
linguistic muda, language socialization, language mixing, language repertoire
0165-2516
109-135
Patino, Adriana
6a3c90b1-c110-4c9e-8991-afb409e76ef7
Patino, Adriana
6a3c90b1-c110-4c9e-8991-afb409e76ef7

Patino, Adriana (2019) When language mixing is the norm: documenting post-muda language choice in a state school in Barcelona. International Journal of the Sociology of Language, 2019 (257), 109-135. (doi:10.1515/ijsl-2019-2022).

Record type: Article

Abstract

This paper studies the language uses of a group of new speakers of Catalan at a secondary school in a metropolitan working class area of Barcelona, who have experienced their linguistic mudes as a consequence of having been schooled in the Catalan education system from an early age. As shown in previous research on children of economic migrants in Catalonia, these students internalize and reproduce the language distribution of Catalan and Spanish that they are exposed to in their immediate environment. This will vary according to the locality in which they find themselves, in our case, a working class neighborhood in which Catalan is reserved as the vehicular language of instruction, while Spanish dominates as the language of social relations. The paper adopts a language socialization perspective to give account of the linguistic competences these multilinguals display when carrying out an academic task. Language mixing, in the form of language alternation and the mixing of languages from the various repertoires that these students have at their disposal, emerges as the norm among them and their teachers in this school. This paper embraces the idea that documenting the linguistic practices of new speakers can shed light on actual linguistic uses and trajectories after the linguistic muda has taken place.

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More information

Accepted/In Press date: 4 April 2018
e-pub ahead of print date: 4 May 2019
Published date: 27 May 2019
Keywords: linguistic muda, language socialization, language mixing, language repertoire

Identifiers

Local EPrints ID: 430773
URI: http://eprints.soton.ac.uk/id/eprint/430773
ISSN: 0165-2516
PURE UUID: 0ec0326b-0af0-4637-b1c0-dd46c1493808

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Date deposited: 10 May 2019 16:30
Last modified: 22 Nov 2021 07:21

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