"Mi(s) Lengua(s)": Educational Paths for Hispanic Students within Italian School

Autor/in	Bonomi, Milin
Titel	"Mi(s) Lengua(s)": Educational Paths for Hispanic Students within Italian School
Quelle	In: Journal of Multilingual and Multicultural Development, 41 (2020) 1, S.45-58 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0143-4632
DOI	10.1080/01434632.2019.1621875
Schlagwörter	Immigrants; Language Usage; Italian; Language Variation; Sociolinguistics; Bilingualism; Language Minorities; Cognitive Development; Action Research; Native Language; Cultural Background; Middle School Students; Barriers; Language Attitudes; Social Bias; Foreign Countries; Code Switching (Language); Correlation; Multilingualism; Language Maintenance; Program Descriptions; Latin Americans; Spanish; American Indians; Teaching Methods; American Indian Languages; Italy (Milan) + Suchen Sie Ihr Suchwort? Immigrant; Immigrantin; Immigranten; Sprachgebrauch; Italienisch; Sprachenvielfalt; Soziolinguistik; Bilingualismus; Sprachminderheit; Kognitive Entwicklung; Projektforschung; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Sprachverhalten; Ausland; Korrelation; Mehrsprachigkeit; Multilingualismus; Sprachpflege; Latin America; People; Lateinamerika; Bevölkerung; Volk; Spanisch; American Indian; Indianer; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	The Italian linguistic space has radically changed through the onset of the new millennium due to the presence of innovative multiple linguistic practices that have taken place as a consequence of deterritorialization processes. Furthermore, Latino diaspora in recent years have fostered the appearance of new forms of Global Spanishes (García and Otheguy 2014. "Spanish and Hispanic Bilingualism." In "The Routledge Handbook of Hispanic Applied Linguistics," edited by Manuel Lacorte, 639-658. London: Routledge) in many contexts of Northern Italy where Hispanic communities are numerous. In spite of the global sociolinguistic changes, the forms of minority bilingual practices are submitted to ideological stigmatisation by many public institutions. This is the case of educational settings, where the presence of not-vernacular repertoires can be considered an obstacle for transnational students although the expansion of all the codes that make up the bilingual repertoire is a key element towards students' proper sociocognitive development. With this background in mind, I will offer the results of the action research "Mi(s) lengua(s)," an educational project inspired by a glottopolitical perspective, aimed at the inclusion of home language and culture in the educational paths of a group of middle school Hispanic students in Milan. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01