Lessons from the linguistic agencies of immigrant women: a critical ethnography of education at the social integration programs in Madrid and Barcelona
This thesis is a critical sociolinguistic ethnography of education in the so-called social integration programs oriented to African immigrant women in Madrid and Barcelona. It analyzes four cost-free language classrooms located in two different institutions: in an NGO in Madrid and in a Civic Centre...
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| Tipo de recurso: | tesis doctoral |
| Estado: | Versión publicada |
| Fecha de publicación: | 2016 |
| País: | España |
| Institución: | Universitat Oberta de Catalunya (UOC) |
| Repositorio: | O2, repositorio institucional de la UOC |
| OAI Identifier: | oai:openaccess.uoc.edu:10609/147687 |
| Acceso en línea: | http://hdl.handle.net/10609/147687 |
| Access Level: | acceso abierto |
| Palabra clave: | etnografia sociolingüística (des)capitalització agències lingüístiques integració social etnografía sociolingüística (des)capitalización agencias lingüísticas integración social sociolinguistic ethnography (de)capitalization linguistic agencies social integration Social integration Integració social Integración social |
| Sumario: | This thesis is a critical sociolinguistic ethnography of education in the so-called social integration programs oriented to African immigrant women in Madrid and Barcelona. It analyzes four cost-free language classrooms located in two different institutions: in an NGO in Madrid and in a Civic Centre of a local municipality in Barcelona. This study contributes to the body of work on teaching the language(s) of the host society to newcomers (Freire 1970; Heller and Martin-Jones 2001; Moyer and Martin-Rojo 2007; Codó and Patino-Santos 2014), linguistic anthropology from a critical perspective (Heller 2011; Martin-Rojo 2010, 2013; Pujolar 2001, 2007; Duchêne et al. 2013) and social class and identity in adult immigrant language learning (Norton 2000, 2013; Block 2005, 2015). The methodological design of this interdisciplinary inquiry combines traditional ethnography conducted between 2010 and 2014, retaining participant observation and biographical interviews as the core. This thesis defends the idea that the localized practices in adult immigrant language education should be understood in a wider world system that takes into account transnational inequalities with regard to access to material and symbolic resources, and there is a need to foreground identity-based inquiry in contemporary sociolinguistics. In particular, this thesis investigates (1) the (de)capitalization (Martin-Rojo 2010) process occurring in these sites, (2) the representations and categorizations that the language teachers construct in their discourses about the learners, (3) the linguistic and social agencies of the learners depicted in their biographical interviews, and (4) the socio-economic hegemonies that the learners contest by means of deploying their linguistic resources strategically. |
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