Heritage language acquisition has been characterized by various asymmetries, including the differential acquisition rates of various linguistic areas and the unbalanced acquisition of different categories within a single area. This paper examines Arabic heritage speakers’ knowledge of subject–verb agreement versus noun–adjective agreement with the aim of contrasting their distributions and exploring areas of resilience and vulnerability within Arabic heritage speech and their theoretical implications. Two oral-production experiments were carried out, one involving two picture-description tasks, and another requiring an elicited narrative. The results of the study show that subject–verb agreement morphology is more maintained than noun–adjective morphology. Moreover, the unmarked singular masculine default is more robust than the other categories in both domains and is often over-generalized to other marked categories. The results thus confirm the existence of these asymmetries. We propose that these asymmetries may not be explained by a single factor, but by a complex set of morphological, syntactic, semantic, and frequency-related factors.

No abstract

No abstract

This paper investigates how the ideology of modernity affects Moroccan youths' attitudes towards local and foreign languages. Covert attitudes data from a Matched Guise Test show the alignment of French, as compared with Moroccan Arabic (MA) and Standard Arabic (SA), with the status-bearing traits of modernity and open-mindedness. Additionally, overt data from a language attitudes questionnaire show that the higher their social class, the more likely respondents are to hold favourable attitudes towards French and the increasing use of English and move away from the local codes of MA, SA, and Berber. The impact of the ideology of modernity on Moroccan youth shows that the valorisation of Western languages, a product of the French colonial era, maintains a linguistically and socially asymmetrical position between speakers of local codes and those of foreign languages. Members of the Moroccan elite play the role of 'ideology brokers' (Jaffe 1999), whose linguistic practices, language attitudes, and ascription to the ideology of modernity serve to reinforce a system of privileges, class structure, and lines of power on the basis of linguistic segregation.

Aims: This study focuses on heritage speakers’ ability to use their Arabic varieties and English in the construction of narratives of personal experience. This is critical because English, Colloquial Arabic (CA), and Standard Arabic (SA) are part of the sociolinguistic reality of the families and communities in which many heritage Arabic speakers live. Design: The study compares and contrastes heritage speakers’ Arabic and English narratives with respect to codes, registers, and functions in the narratives. Data and analysis: Fifteen Arabic and 15 English narratives from five participants, fluent in Arabic and English, were analyzed qualitatively and quantitatively. Findings: The results reveal that, despite their fluency in their heritage language, respondents lack the sociolinguistic competence to socially and pragmatically deploy CA and SA appropriately in their narratives. In the Arabic narratives, respondents alternated frequently between CA and SA, but they were not always able to maintain the asymmetrical functions of CA and SA. English was used mainly as a compensation strategy, yet participants were able to integrate contextually appropriate English registers in discourse. In the English narratives, participants switched parsimoniously to Arabic for fillers and culturally specific terms and expressions. Moreover, they displayed a greater register control based on the events in their narratives. Originality: This is one of few studies focusing on the sociolinguistic competence of heritage Arabic speakers. It is the first study to examine the distribution and functions of Arabic varieties and English in personal narratives rendered in Arabic and English. Implications: The study indicates that a full understanding of heritage language acquisition requires an evaluation of the sociolinguistic aspects of language use. Heritage speakers are influenced by contextual factors and by the lack of a community of practice, elements that are key in understanding their sociolinguistic competence.