"Broken Arabic" and Ideologies of Completeness
Through weekly participant observations and eleven semi-structured interviews conducted with second-generation bilingual students in the Arabic for Native Speakers/Heritage Learners course at one of City University of New York's (CUNY) senior colleges, I investigate the interdiscursive connecti...
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| Tipo de recurso: | artículo |
| Fecha de publicación: | 2016 |
| País: | España |
| Institución: | Universitat Autònoma de Barcelona |
| Repositorio: | Dipòsit Digital de Documents de la UAB |
| Idioma: | inglés |
| OAI Identifier: | oai:ddd.uab.cat:158716 |
| Acceso en línea: | https://ddd.uab.cat/record/158716 https://dx.doi.org/urn:doi:10.5565/rev/jtl3.679 |
| Access Level: | acceso abierto |
| Palabra clave: | Heritage language Arabic sociolinguistics Incomplete acquisition Linguistic anthropology Patrimoine linguistique Sociolinguistique arabe Acquisition incomplète Anthropologie linguistique |
| Sumario: | Through weekly participant observations and eleven semi-structured interviews conducted with second-generation bilingual students in the Arabic for Native Speakers/Heritage Learners course at one of City University of New York's (CUNY) senior colleges, I investigate the interdiscursive connections between the students' notion of "broken Arabic" and the concept of "incomplete acquisition and/or attrition" (Montrul, 2013) from SLA research on heritage speakers. This paper moves away from the concept of proficiency towards performativity in order to recognize and support diverse repertoires in motion. |
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