Identidades y agencias lingüísticas entre adolescentes El español como lengua de herencia en contexto escolar
Autores
-
Yvette Bürki
Universität Bern
https://orcid.org/0000-0002-3081-3622
Resumo
Desde una perspectiva crítica, este artículo arroja luz sobre los tipos de agencia individual que despliegan adolescentes bi/multilingües con español como lengua de herencia en una escuela complementaria fundada por padres de familia con raíces latinoamericanas en el cantón de Berna (Suiza). Partiendo del presupuesto de que las identidades son contextuales, relacionales y parciales (Bucholz y Hall 2005), en este estudio exploratorio se analiza cómo las alumnas y los alumnos, haciendo uso de sus agencias, se posicionan frente al español como lengua de herencia en clase. El estudio muestra la importancia de tomar en cuenta los factores contextuales en el análisis de las formas de agencia que pueden darse en el marco del aprendizaje institucionalizado de la lengua de herencia. Se suma además a los estudios de las políticas lingüísticas que incluyen las actitudes y las agencias de los adolescentes para comprender las complejidades de los procesos de mantenimiento y cambio lingüísticos en épocas de transnacionalismo y globalización.Palavras-chave:
Políticas lingüísticas críticas, Agencia humana, Adolescentes, Migración latinoamericana en Suiza, Español como lengua de herenciaReferências
Ahearn, Laura M. 2001. Language and Agency. Annual Review of Anthropology 30: 109–137.
Al Zidjaly, Najma. 2009. Agency as an interactive achievement. Language in Society 38(2): 177-200.
Archer, Margareth S. 2003. Structure, agency and the internal conversation. Cambridge University Press.
Blackledge, Adrian, Angela Creese, Taşkin Baraç y Arvind Bhatt. 2008. Contesting ‘language’as ‘heritage’: Negotiation of identities in late modernity. Applied linguistics 29(4): 533-554.
Block, David. 2009. Second language identities. London, UK: Bloomsbury Academic.
Bolzman, Claudio, Myriam Carbajal y Guiditta Mainardi. 2007. Latino-Américains en Suisse: à la découverte de migrations méconnues. En Claudio Bolzman, Myrian Carbajal y Giuditta Mainardi (dirs.). La Suisse au rythme latino. Dynamiques migratoires des Latino-Américains: logiques d’action, vie quotidienne, pistes d’interventions dans les domaines du social et de la santé, pp. 11-40. Genève: ies éditions.
Bouchard, Jeremy. 2017. Ideology, agency, and intercultural communicative competence: A stratified look into Japanese EFL education. Singapore: Springer.
Bouchard, Jeremy y Gregory Paul Glasgow (eds.). 2019. Agency in Language Policy and Planning. Critical Inquiries. New York: Taylor and Francis.
Bucholtz, Mary y Kira Hall. 2005. Identity and interaction: A sociocultural linguistic approach. Discourse studies 7(4-5): 585-614.
Bürki, Yvette. 2019. Ideologías lingüísticas y prácticas heteroglósicas. Un estudio intergeneracional entre personas hispanohablantes en Suiza. Iberoromania 90: 197-222. DOI: 10.1515/iber-2019-0018
______ 2022a. El español como lengua de herencia: entre identidad y utilidad. Un estudio de caso. Lengua y migración 14(1): 93-122
______ 2022b. “Pride” and “profit”: The values of Spanish as a heritage language among Latin Americans in German-speaking Switzerland. En Rosina Reiter Márquez, y Adriana Patiño-Santos (eds.). Language Practices and Processes among Latin Americans in Europe, pp. 178-207. London: Routledge.
Canagarajah, Suresh. 2004. Subversive identities, pedagogical safe houses, and critical learning. En Bonny Norton y Kelleen Toohey (eds.). Critical pedagogies and language learning, pp. 116–137. Cambridge, UK: Cambridge University Press.
Canagarajah, Suresh. 2019. Changing orientations to heritage language: The practice-based ideology of Sri Lankan Tamil diaspora families. International Journal of the Sociology of Language 255: 9-44. DOI:10.1515/ijsl-2018-2002
Creese, Angela. 2009. Building on young people’s linguistic and cultural continuity: Complementary schools in the United Kingdom. Theory Into Practice 48(4): 267-273.
Curdt-Christiansen, Xiao Lan. 2018. Family language policy. En James W. Tollefson y Miguel Pérez-Milans (eds.). The Oxford handbook of language policy and planning, pp. 420-441. The Oxford handbook of language policy and planning. Oxford University Press.
______ 2016. Conflicting language ideologies and contradictory language practices in Singaporean multilingual families. Journal of multilingual and multicultural development, 37(7): 694-709.
De Boot, Kees y Duck Gorter. 2005. A European perspective on heritage languages. The Modern Language Journal (89)4: 612-616.
Deppermann, Arnulf. 2015. Positioning. En Anna De Fina y Alexandra Georgakopolou(eds.). The handbook of narrative analysis, pp. 369-387. Somerset, US: Wiley-Blackwell.
Deumert, Ana. 2018. The multivocality of heritage – Moments, encounters and mobilities. En Angela Creese y Adrian Blackledge (eds.). The Routledge handbook of language and superdiversity, pp. 149–164. London, UK: Routledge. DOI: 10.4324/ 9781315696010
Duranti, Alesandro. 2006. The social ontology of intentions. Discourse Studies 8(1): 31-40.
Erziehungsdirektion des Kantons Bern. 2013. Unterricht in Heimatssprache und Kultur. Ein Leitfaden zur Organisation und Zusammenarbeit. En línea: https://www.erz.be. ch/erz/de/index/kindergarten_volksschule/kindergarten_volksschule/leitfaeden.assetref/dam/documents/ERZ/AKVB/de/04_Migration%20%26%20Integration/interkultur_hsk_Leitfaden_d.pdf
Fogle, Lyn Wright. 2012. Second language socialization and learner agency: Adoptive family talk. Clevedon: Multilingual Matters.
Gumperz, John J. y Dell Hymes. 1964. The ethnography of Communication. American Anthropology 66(6): 1-34. Volumen monográfico.
Guardado, Martín. 2018. Discourse, ideology and heritage language socialization: Micro and macro perspectives. Vol. 104. Berlin: Walter de Gruyter
Jaffe, Alexandra. 2003. Talk around text: Literacy practices, cultural identity and authority in a Corsican bilingual classroom. International Journal of Bilingual Education and Bilingualism 6(3-4): 202-220.
______ 2009. Stance in a Corsican school: Institutional and ideological orders and the production of bilingual subjects. En Alexandra Jaffe (ed.). Stance: Sociolinguistic perspectives, pp. 119–145. Oxford University Press.
Johnsen, Ragni Vik. 2021. ‘Then suddenly I spoke a lot of Spanish’ – Changing linguistic practices and heritage language from adolescents’ points of view. International Multilingual Research Journal 15(2): 105-125. DOI: https://doi.org/10.1080/19313152.2020.1821320
Johnson, David Cassels. 2013. Language Policy. New York: Palgrave.
King, Kendall A. y Lyn Wright Fogle. 2013. Family language policy and bilingual parenting. Language teaching 46(2): 172-194.
King, Kendall A. y Elizabeth Lanza. 2019. Ideology, agency, and imagination in multilingual families: An introduction. International Journal of Bilingualism 23(3): 717723. DOI:10.1177/1367006916684907
King, Kendall A., Fogle, Lyn y Aubrey Logan‐Terry. 2008. Family language policy. Language and linguistics compass 2(5): 907-922.
Kockelman, Paul. 2007. Agency: The relation between meaning, power, and knowledge. Current Anthropology 48(3): 375-401.
Lanza, Elizabeth y Li Wei. 2016. Multilingual encounters in transcultural families. Journal of Multilingual and Multicultural Development 37(7): 653-654.
Leeman, Jennifer. 2015. Heritage Language Education and Identity in the United States. Annual Review of Applied Linguistics 35: 100-119. https://doi.org/10.1017/S0267190514000245
Liddicoat, Anthony J. y Kerry Taylor-Leech. 2021. Agency in language planning and policy. Current Issues in Language Planning 22(1-2): 1-18.
Makarova, Elena. 2014. Courses in the language and culture of origin and their impact on youth development in cultural transition: A study among immigrant and dual heritage youth in Switzerland. En Peter Pericles Trifonas y Themistoklis Aravossitas (eds.). Rethinking Heritage Language Education, pp. 89-114. Cambridge: Cambridge University Press.
Nandi, Anik. 2023. Micropolíticas lingüísticas familiares de resistencia: Estrategias parentales para la transmisión intergeneracional del gallego. Revista Española de Lingüística Aplicada/Spanish Journal of Applied Linguistics 36 (1): 154-177. DOI: 10.1075/resla.20046 .nan
Norton, Bonny. 2006. Identity as a sociocultural construct in second language education. TESOL in Context 2006: 22-33.
______ 2013. Identity and second language acquisition. En Caroll Chapelle (ed.). The encyclopedia of applied linguistics. Chichester, UK: Wiley. DOI: 10.1002/97814 05198431.wbeal0521
Obojska, Maria Antonina. 2019. ‘Ikke snakke norsk?’–Transnational adolescents and negotiations of family language policy explored through family interview. Multilingua 38(6): 653-674.
Ochs, Elinor, Emmanuel A. Schegloff y Sandra Thompson (eds.). 1996. Interaction and grammar. Cambridge: Cambridge University Press.
Park, Miyung. 2011. Identity and agency among heritage language learners. In Kathryn A. Davis (ed.). Critical qualitative research in second language studies: Agency and advocacy, pp. 171–207. Charlotte, NC: Information Age.
Parish, Ayden y Kira Hall. 2021. Agency. En James Stanlaw (ed.). The International Encyclopaedia of Linguistic Anthropology. Wiley & Sons. DOI: 10.1002/9781118786093.iela0008
Pavlenko, Anetta. 2003. “I never knew I was a bilingual”: Reimagining teacher identities in TESOL. Journal of Language, Identity, and Education 2(4): 251-268.
Pennycook, Alastair y Emi Otsuji. 2015. Metrolingualism: Language in the city. London: Routledge.
Rampton, Ben. 2006. Language in late modernity: Interaction in an urban school. Cambridge University Press.
Ricento, Thomas. 2000. Ideology, politics and language policies: Focus on English. Amsterdam y Philadelphia: John Benjamins
Publishing.
Ricento, Thomas y Nancy H. Hornberger. 1996. Unpeeling the onion: Language planning and policy and the ELT professional. TESOL quarterly 30(3): 401-427.
Ruiz Gurillo, Leonor. 2008. Las metarrepresentaciones en el español hablado. Spanish in Context 5(1): 40-63.
Rymes, Betsy y Diana Pash. 2001. Questioning identity: The case of one second‐language learner. Anthropology & Education Quarterly 32(3): 276-300.
Said, Fatma y Hua Zhu. 2019. “No, no Maama! Say ‘Shaatir ya Ouledee Shaatir’!” Children’s agency in language use and socialisation. International Journal of Bilingualism 23(3): 771-785.
Sánchez Abchi, Verónica. 2018. Spanish as a heritage language in Switzerland. En Kim Potowski (ed.). The Routledge handbook of Spanish as a heritage language, pp. 504-516. London: Routledge.
Sánchez Abchi, Verónica y Ruth Calderón. 2016. La enseñanza del español como lengua de origen en el contexto suizo. Desafíos de los cursos LCO (Lengua y Cultura de Origen). Textos en Proceso (2)1: 79-93.
Schwartz, Mila y Kutlay Yagmur. 2018. Early language development and education: Teachers, parents and children as agents. Language, Culture and Curriculum 31(3): 215-219.
Spolsky, Bernhard. 2012. Family language policy – the critical domain. Journal of Multilingual and Multicultural Development 33(1): 3–11.
Tollefson, James W. y Miguel Pérez-Milans. 2018. Research and practice in language policy and planning. En James W. Tollefson y Miguel Pérez-Milans (eds.). The Oxford handbook of language policy and planning, pp. 1-32. Oxford: Oxford University Press.
Weedon, Chris. 1997. Feminist practice and poststntcturalist theory. 2nd ed. London: Blackwell.
Wei, Li. 2018. Community languages in late modernity. En James W. Tollefson y Miguel PérezMilans (eds.). The Oxford Handbook of Language Policy and Planning, pp. 591–609. Oxford: Oxford University Press.
Wei, Li y Hua Zhu. 2013. Translanguaging Identities and Ideologies: Creating Transnational Space Through Flexible Multilingual Practices Amongst Chinese University Students in the UK. Applied Linguistics 34(5): 516–535. https://doi.org/10.1093/applin/amt022
Twitter