Language use and investment among children and adolescents of Somali heritage in Sweden

Palm, Clara; Ganuza, Natalia; Hedman, Christina

doi:10.1080/01434632.2018.1467426

Cited by 25 publications

(12 citation statements)

References 29 publications

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“…In line with previous research that applied Darvin and Norton's (2015) expanded model of investment to languagelearning settings (Ballinger, 2017;Gearing & Roger, 2018;Palm et al, 2018), the present study's analysis revealed its participants' broadly ambivalent attitudes toward using English for NNS-NNS intercultural interaction in CMGs. Although clear arguments both in favor of and against doing so existed side by side in the data, the latter predominated.…”

Section: Rq1: the "How" And "Why" Of Investment In Culturally Mixed Gsupporting

confidence: 82%

“…In short, Darvin and Norton's (2015) model and its three key elements provide valuable insights into why-and where-language learners can be ambivalent about learning and using their target language (Ballinger, 2017;Gearing & Roger, 2018;Palm et al, 2018). Here, Darvin and Norton's model will be used to tackle questions of how and why individuals may be ambivalent about their investments in learning and using English in CMGs, with ambivalence defined as the tension between their feelings that their investments in intercultural interaction in CMGs will, and will not, result in their accumulating various forms of capital.…”

Section: Theoretical Frameworkmentioning

confidence: 99%

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Intercultural Interaction in English: Taiwanese University Students’ Investment and Resistance in Culturally Mixed Groups

Lan

2020

Sage Open

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Despite increased diversity on campuses worldwide, research has documented a lack of intercultural interaction among university students. Culturally mixed groups have been found to be a promising means of promoting the rich, repeated contact necessary for intercultural interaction, but hardly any studies of local students’ perceptions of such groups have been conducted in the newly internationalized universities in Asia. Through the lens of an expanded model of investment, this study analyzes reflective journals and interviews with Taiwanese college students to examine their perceptions and experiences of culturally mixed groups. Findings indicate that the majority resisted non-native to non-native speaker intercultural interaction in these groups. This resistance was driven by their pro-standard English ideologies, traceable to the earliest stages of their English education, which promoted native-speaker models and unrealistic imagined communities of native-like speakers.

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Section: Rq1: the "How" And "Why" Of Investment In Culturally Mixed Gsupporting

confidence: 82%

Section: Theoretical Frameworkmentioning

confidence: 99%

Intercultural Interaction in English: Taiwanese University Students’ Investment and Resistance in Culturally Mixed Groups

Lan

2020

Sage Open

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“…Moreover, the identities of grandparents as elders of great importance within the family, as mandated by clan structures (Griffiths 1997) is also affected by the language preferences of, and subsequent reduced interaction with, the youth, thereby creating an identity crisis in the older generation as well. As Sporton and Valentine (2007) and Palm et al (2019) pointed out, the young Somalis who have grown up outside of Somalia have very limited memories and experiences of the homeland for them to draw upon. As reported by the Somali youths in our project, their primary source of understanding of Somali culture is their families and communities.…”

Section: Discussionmentioning

confidence: 99%

Living with diversity and change: intergenerational differences in language and identity in the Somali community in Britain

Abdullahi

Wei

2021

International Journal of the Sociology of Language

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The Somali community in Britain has been portrayed as largely homogenous and rather problematic, unwilling to integrate into mainstream British society, a perception that is reinforced by the media and government policies. The government policies tend to ignore the internal diversity and change that the community is experiencing. Drawing on data from a family language policy project, this paper aims to explore intergenerational changes in language preference and use and associated issues of identity within the Somali community in Britain. We look at how the changes in language preference and practice manifest themselves through reported language use and language policies at home, how the changes are affecting the British Somali youths in particular, and how ideas of Somaliness and Britishness are negotiated on an individual level, as well as on a community-wide level through Somali-led organisations. And we highlight the work that the community is doing to tackle issues of intergenerational language shift and Somali identity building. The study aims to contribute to a better understanding of the struggles of the Somali community in Britain in dealing with diversity and change, an understanding that is crucial to the development of appropriate policies regarding the community.

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“…In accordance with a linguistic hierarchy in Sweden (e.g. Hult 2012; see also Palm, Ganuza, and Hedman 2019), he expressed that he considered Swedish and English to be more important than other 'mother tongues', notwithstanding that Arabic was part of his and many other students' language repertoire. In addition, Brad evaluated negatively some people's alleged expectations to be served in Arabic in public spaces (Excerpt 8) and refrained from such seemingly unwarranted behavior.…”

Section: Excerpt 8 Interview With Student Brad At Pinementioning

confidence: 90%

Performative functions of multilingual policy in second language education in Sweden

Hedman

Magnusson

2019

International Journal of Bilingual Education and Bilingualism

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This paper targets the aim of 'strengthening the students' multilingualism' in a second language 1 subject in Sweden, Swedish as a second language (SSL), which represents a relatively rare L2 design internationally. The study investigates how ideological space for multilingualism with regard to this aim opens implementational space at the classroom level [Hornberger. 2002. "Multilingual Language Policies and the Continua of Biliteracy: An Ecological Approach." Language Policy 1 (1): 27-51]. We draw on ethnographic fieldwork in three linguistically diverse upper secondary schools in Sweden, where SSL is a parallel subject to Swedish, free of choice, and is taught by qualified teachers. Ideological and implementational space was found to be primarily for empowering students and valorizing their multilingualism and less for learning functions and pedagogical multilingual practices. Some students emphasized multilingual aspects as being empowering and as a reason for choosing SSL, indexing the performative function [Fairclough. 2014. "Semiotic Aspects of Social Transformation and Learning." In The Discourse Studies Reader. Main Currents in Theory and Analysis, edited by Johannes Angermuller, Dominique Maingueneau, and Ruth Wodak, 378-387. Amsterdam: John Benjamins] of macro-level policy in combination with teacher agency. We argue that in spite of the brevity of the formulated multilingual macro policy and its restricted 'potential space' [

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Language use and investment among children and adolescents of Somali heritage in Sweden

Cited by 25 publications

References 29 publications

Intercultural Interaction in English: Taiwanese University Students’ Investment and Resistance in Culturally Mixed Groups

Intercultural Interaction in English: Taiwanese University Students’ Investment and Resistance in Culturally Mixed Groups

Living with diversity and change: intergenerational differences in language and identity in the Somali community in Britain

Performative functions of multilingual policy in second language education in Sweden

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