5 research outputs found

    Norsk som en del av et flerspråklig familierepertoar i en trespråklig familie

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    source at https://ojs.novus.no/index.php/NOA/issue/view/257/71 Denne artikkelen tar i bruk analysemetoder fra interaksjonell sosiolingvistikk for √• studere hvordan en trespr√•klig familie innlemmer norsk ifamiliens flerspr√•klige repertoar, og hvordan norsk brukes som en res-surs for √• konstruere familien som et sosialt fellesskap. Dataene blesamlet inn som en del av et st√łrre prosjekt om flerspr√•klige ungdommerog familier, og i denne artikkelen analyserer jeg egenopptak (cirka 10timer) fra en trespr√•klig familie. Fokusfamilien best√•r av to foreldre ogfem barn mellom 3 og 18 √•r, som har flyttet til en nordnorsk by fra etland i Mellom-Amerika og bruker engelsk, spansk og norsk i dagliglivet.Ved hjelp av n√¶re tur-for-tur-analyser av familieinteraksjon ser jeg p√•hvordan familiemedlemmene bruker flerspr√•klige ressurser, og da s√¶rligtrekk fra norsk, for √• forhandle om sosiale posisjoneringer og for √• konstruere familien som en sosial arena. Analysene viser at barna i familienofte posisjoneres som norskeksperter av foreldrene, og at foreldreneposisjonerer seg selv som innl√¶rere. Analysene viser ogs√• hvordan norsktas i bruk i spr√•klige praksiser i familien, og at enkelte familiemedlemmer fungerer som ¬ękatalysatorer¬Ľ for bruk av norsk. Artikkelenviser alts√• hvordan denne flerspr√•klige familien tar i bruk alle sine spr√•k-lige ressurser i hverdagslige aktiviteter som fellesm√•ltider

    Flerspr√•klig ungdom og familien: Spr√•klige praksiser, akt√łrskap og identiteter

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    The aim of this thesis is to contribute with knowledge on multilingual adolescents‚Äô language practices, agencies and identity construction in the family. The families have in common that they have adolescent children, that one parent have emigrated from a Latin-American country and that they live in the same Northern-Norwegian city. The data is collected through a methodological triangulation and consists of self-recordings in three families (ca. 15 hours), semi-structured interviews (12 individual and group interviews) and language portrait drawings (cf. Busch 2015) with the parents and the adolescents. The thesis examines how the adolescents relate to their own multilingualism and how they make use of multilingual resources to achieve their communicative goals. The thesis shows how the adolescents use multilingual resources to challenge linguistic and social regimes, demonstrate belonging to the family and to tease each other. Moreover, the thesis shows how they, through creative and playful linguistic practices, challenge and (re)negotiate linguistic and social norms. The analyses demonstrate different ways in which the adolescents exert agencies, for example by claiming authority, show resistance and subvert linguistic and social hierarchies. The results complement previous sociolinguistic research on adolescents, language and identities by contributing with knowledge about multilingual adolescents‚Äô linguistic practices and identity constructions in families. Furthermore, it contributes empirically and methodologically to research on multilingual families by investigating adolescents‚Äô perspectives and by employing interactional sociolinguistics.M√•let med denne avhandlinga er √• bidra med kunnskap om flerspr√•klige ungdommers spr√•klige praksiser, akt√łrskap og identitetskonstruksjon i familien. Datamaterialet er samla inn gjennom metodisk triangulering, og best√•r av egenopptak i tre familier (ca. 15 timer opptak), semi-strukturerte intervjuer (12 individuelle- og gruppeintervjuer), samt spr√•kportretter (jf. Busch 2015) med b√•de foreldrene og ungdommene. Familiene har til felles at barna er i ten√•rene, at minst √©n av foreldrene har flyttet til Norge fra et latinamerikansk land, og at de bor i samme nordnorske by. Avhandlinga unders√łker hvordan ungdommene forholder seg til egen flerspr√•klighet og hvordan de utnytter flerspr√•klige ressurser for √• n√• kommunikative m√•l. Avhandlinga viser blant annet at ungdommene tar i bruk ulike spr√•k for √• utfordre spr√•klige og sosiale regimer, vise tilh√łrighet til familien og for √• erte hverandre. I tillegg viser avhandlinga hvordan familiemedlemmene gjennom kreative praksiser og leken spr√•kbruk utfordrer og (re)forhandler spr√•klige og sosiale normer. Analysene viser ogs√• ulike m√•ter ungdommene ut√łver akt√łrskap p√•, ved for eksempel √• innta autoritetsposisjoner, ut√łve motstand og ved √• bekrefte eller snu om p√• spr√•klige og sosiale hierarkier. Resultatene i avhandlinga komplementerer tidligere sosiolingvistisk forskning p√• ungdom, spr√•k og identitet ved √• bidra med kunnskap om flerspr√•klige ungdommers spr√•klige praksiser og identitetskonstruksjoner i familien. Videre bidrar avhandlinga empirisk og metodisk til forskning p√• flerspr√•klige familier ved √• studere ungdommers perspektiver og spr√•klige praksiser, og ved √• benytte interaksjonelle, sosiolingvistiske metoder.Esta tesis investiga las pr√°cticas ling√ľ√≠sticas, la agencia y la construcci√≥n de la identidad en adolescentes multiling√ľes en el contexto de la familia. Todas las familias tienen en com√ļn que al menos uno de los padres ha emigrado a Noruega desde un pa√≠s latinoamericano, cuyos hijos son adolescentes y viven en la misma ciudad en el Norte de Noruega. Se emplea una triple metodolog√≠a, ya que se combinan grabaciones (circa 15 horas), entrevistas semiestructuradas (12 individuales y en grupo), y retratos ling√ľ√≠sticos (Busch 2015) dibujados por los padres e hijos en tres familias distintas. Asimismo, esta tesis investiga las experiencias y perspectivas sobre el multiling√ľismo de los adolescentes y c√≥mo utilizan lenguas diferentes para lograr sus objetivos comunicativos, documentando c√≥mo los adolescentes utilizan recursos multiling√ľes para desafiar reg√≠menes sociales y ling√ľ√≠sticos, para demostrar pertenencia a la comunidad familiar, y para manifestar burlas. Adem√°s, esta tesis documenta c√≥mo los adolescentes utilizan sus repertorios ling√ľ√≠sticos de forma l√ļdica y creativa en interacciones familiares para desafiar y (re)negociar normas ling√ľ√≠sticas y sociales en la familia por medio de tales pr√°cticas. Los an√°lisis que se presentan aqu√≠ demuestran tambi√©n c√≥mo los adolescentes dan muestras de agencia social y ling√ľ√≠stica al reclamar posiciones de autoridad o resistencia y al subvertir jerarqu√≠as ling√ľ√≠sticas y sociales. Los resultados complementan las investigaciones previas sobre adolescentes, lenguaje e identidad, ya que contribuye con nuevas perspectivas a nuestra comprensi√≥n de las practicas ling√ľ√≠sticas y la construcci√≥n de las identidades de adolescentes multiling√ľes. Centr√°ndose en los adolescentes y empleando m√©todos basados en la socioling√ľ√≠stica interaccional, esta tesis tambi√©n aporta contribuciones emp√≠ricas y metodol√≥gicas al estudio de las familias multiling√ľes

    ‚ÄėThen suddenly I spoke a lot of Spanish‚Äô ‚Äď Changing linguistic practices and heritage language from adolescents‚Äô points of view

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    This article investigates the multilingual experiences of three Norwegian and Spanish-speaking adolescents with transnational backgrounds. Drawing on narrative analysis and positioning theory, the article seeks to understand how the adolescents position themselves in relation to different expectations of linguistic competence, identities, and their cultural and linguistic inheritance. By investigating adolescents’ experiences of family multilingualism and heritage languages, as expressed in interviews and language portraits drawings (cf), the article adds to recent efforts in family multilingualism research toward understanding the experiences of multilingual children and adolescents. Moreover, the article expands on the current scholarly discussions of heritage language identities (cf), by shedding light on how adolescents hold complex multilingual experiences and how they continuously adapt to changing sociolinguistic circumstances within the family context

    Teasing and policing in a multilingual family ‚ÄĒ Negotiating and subverting norms and social hierarchies

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    This paper demonstrates how multilingual adolescents initiate language-directed teasing in family interaction and thus contribute to reinforcing or challenging social hierarchies and norms in the family. It investigates the case of a multilingual family living in Northern Norway (two parents and five children ranging from 3 to 18 years old). To a varying extent, and with varying degrees of competence, all family members use three languages in their daily lives: English, Spanish, and Norwegian. The data consists of self-recorded material of family interactions (9 h; 549 min) that were collected over the course of one year. A close interactional analysis shows how the siblings target linguistic production in teasing attacks, and use language-directed teasing as an interactional resource to position themselves and their family members. Drawing on Billig's (2005) theory of disciplinary humor, the article argues that playful corrections of perceived norm transgressions may be understood as situated (re)production and negotiation of social and linguistic norms, through which the young family members participate in the construction of the family as a community of practice

    ‚ÄúQuiero juksar en la julaftenito‚ÄĚ ‚Äď Playfulness and metalinguistic awareness in translingual family interactions

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    This article explores playfulness and creativity in translingual family interactions. In particular, it focuses on how and to what ends adolescents mobilize multilingual resources in family interactions. It investigates the cases of two multilingual families with adolescent children (13‚Äď18 years old). The families have different linguistic backgrounds, but have in common that one of the parents have migrated from a Spanish-speaking Latin-American country to Northern-Norway, and that Spanish represents a linguistic resource and a heritage language in the families. The data consists of self-recorded family interactions (29 recordings, ca. 5 h.) and were collected over the course of one year. By analysing interactions where the adolescents employ Spanish features, the article offers insights into how adolescents negotiate the position of the heritage language Spanish in the family. A close, turn-by-turn analysis demonstrates that the adolescents in a creative and playful manner employ a multitude of linguistic resources to fulfil interactional achievements: Through metalinguistic talk and playful translingual practices, the adolescents challenge and negotiate identities and family roles, exert agencies, and demonstrate metalinguistic awareness and sociolinguistic control