Language Use, Attitude, and Linguistic Identity Among Palestinian Students in East Jerusalem

Olsen, Kristen E.; Olsen, Holly

doi:10.1080/19313150903501018

Cited by 5 publications

(3 citation statements)

References 23 publications

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“…For these reasons, Arabic as a second language is frequently abandoned in high school when students may opt-out and study French instead. Increasingly, students use English to circumvent Israel's linguistic hegemony (Olsen and Olsen 2010). Culture and Communication 16 (2023) 68-89 Ultimately, the stance on Arabic as a national language reflects the place of Arabic, and by extension Arabs, and their status within Israel.…”

Section: Arabic As a Stand-in For Arab Issuesmentioning

confidence: 99%

‘I’m Interviewing a Sheep’

Pullum

2023

Middle East J. Cult. Commun.

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In this article, I summarize the state of Arabic (as a medium and a message) in Israeli state media and compare attitudes towards the Arabic language with content from the popular bilingual (Arabic-Hebrew) sitcom written and created by a Palestinian-Israeli writer, Sayed Kashua. I argue that Kashua’s work in his show, Arab Labor, reiterates poor attitudes towards Arabic and foreshadows the ethnolinguistic erasure of Israel’s Nation-State Law of 2018. Using humor and satire within its content, context and dialogue, the show draws attention to growing disparities and impossibilities in Palestinian life throughout Israel and emerges as an intertextual resource for commentary and recreating conditions of Palestinian existence.

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Section: Arabic As a Stand-in For Arab Issuesmentioning

confidence: 99%

‘I’m Interviewing a Sheep’

Pullum

2023

Middle East J. Cult. Commun.

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“…This theory predicts 'if an individual perceives high in-group identification, cognitive alternatives to in-group status, strong group vitality, and hard, close boundaries, intergroup differentiation will occur' (Abrams, O'Connor, & Giles, 2002, p. 230). Studies in this field have investigated various subjects such as media studies (Vincze & Freynet, 2014;Vincze & Holley, 2013), nation-building and minority integration (Bekus, 2014;Olsen & Olsen, 2010), multilingualism and language policy (Brownie, 2012), and education (Taylor-Leech & Liddicoat, 2014), to mention just a few.…”

Section: Intercultural Communication and Identitymentioning

confidence: 99%

Intercultural communication: Where we’ve been, where we’re going, issues we face

Croucher

Sommier

Rahmani

2015

Communication Research and Practice

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The purpose of this review is to critically analyze the state of intercultural communication literature. This review has three purposes. First, this review summarizes where the discipline has been, paying close attention to the discipline's history and some key areas of research. Second, this review discusses where the discipline is going, with an emphasis on how the discipline is expanding into new contextual areas of research. Finally, the review presents challenges, issues, and areas for future discussion for intercultural communication.

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“…This concept of how linguistic hegemony influences language choices is illustrated in Olsen and Olsen's (2010) study. The researchers conducted a study about how a group of Arab HLUs living in East Jerusalem made language choices that took account of cultural and ethnic differences between the different communities (the Arabs, Palestinians, the Jews and other European minorities).…”

Section: Linguistic Hegemony and Language Choicesmentioning

confidence: 99%

Negotiating multiple identities in educational contexts: Stories of Tamil Heritage Language Users as Multilingual Malaysians

Sithraputhran¹

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<p>Malaysia is a multilingual and multicultural society comprising of ethnic Malays (dominant group) followed by ethnic Chinese, Indians and other indigenous groups. The national language is Malay and English is the second language. Heritage languages such as Mandarin and Tamil are used as the language of instruction in some primary schools. This study explores how a group of Tamil Heritage Language Users from Tamil primary schools (THLU-Ts) at a private university recounted maneuvering through their multilingual world during their early lives at Tamil primary school, at state secondary school (Malay) and then at a private university (English). Nine first year undergraduate participants were selected from a private university in Malaysia where English is the medium of instruction. They were selected as THLU-Ts based on two criteria. Firstly, they were ethnic Tamils and secondly, they had completed six years of primary education at Tamil primary school. I used photovoice interviews to construct their narratives. The participants, prompted by photographs they brought as artefacts, described their language experiences in a multilingual setting. The participants’ voices were storied into narratives based on three narrative inquiry strategies of broadening, burrowing and restorying. Two in-depth interviews were conducted over a six month period and these were video-taped and transcribed. The interview transcript from each first interview contributed to a narrative summary or story. This was a general description of the participant and events (broadening stage). The second interview was held towards the end of the semester. During the second interview, participants were asked to reflect on their narrative summaries (which had been distributed earlier) and comment on them. I sought data to reexamine the existing data (burrowing stage) before rewriting a complete and coherent story (restorying) for each participant. This story was also individually reviewed by each participant. Data analysis was an iterative process that included storying and coding. I identified three broad themes and then examined them in the light of relevant literature. This analysis allowed me to understand how the THLU-Ts shaped their identities during social interactions with different linguistic communities in Malaysia, including THLU-Ms (ethnic Tamils from national primary schools) and non-Tamils (Malays and Chinese). Initially, THLU-Ts faced challenges as they transitioned to secondary school coming from a Tamil- medium primary school. At secondary school, they had to adjust to a Malay linguistic environment for the first time. As their proficiency in Malay grew, they felt they were accepted as authentic members of the academic community. When they entered the English-medium university, there was pressure to develop proficiency in English. They repositioned themselves once again and made deliberate language choices during social interaction with other linguistic communities. When the findings were viewed through Blommaert’s sociolinguistic scales, it was apparent that participants scaled languages depending on the value assigned to each one (Malay, English and Tamil). This reflected the way language was used in society. As powerful multilinguals who invested in a multilingual repertoire, participants displayed linguistic accommodation. These findings suggest a need for educators and policy makers to reassess the role and importance of HL education. Currently, the Malaysian education policy is silent on its commitment to HL education in Malaysia. Yet, this research supports the One Malaysia concept which stresses unity in diversity and encourages educational policies to take a pro-multilingual stance.</p>

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Language Use, Attitude, and Linguistic Identity Among Palestinian Students in East Jerusalem

Cited by 5 publications

References 23 publications

‘I’m Interviewing a Sheep’

‘I’m Interviewing a Sheep’

Intercultural communication: Where we’ve been, where we’re going, issues we face

Negotiating multiple identities in educational contexts: Stories of Tamil Heritage Language Users as Multilingual Malaysians

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