Chinese Graduate Students in Catalonia: Learning Catalan within the Social Networks in a Bilingual Society

Autor/in	Ning, Ruochen
Titel	Chinese Graduate Students in Catalonia: Learning Catalan within the Social Networks in a Bilingual Society
Quelle	In: Journal of Multilingual and Multicultural Development, 43 (2022) 10, S.935-950 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Ning, Ruochen)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0143-4632
DOI	10.1080/01434632.2020.1783543
Schlagwörter	Graduate Students; Student Attitudes; Social Networks; Asians; Second Language Learning; Second Language Instruction; Foreign Students; Study Abroad; Romance Languages; Discourse Analysis; Error Correction; Feedback (Response); Network Analysis; Spanish; Native Speakers; Learning Processes; Oral Language; Code Switching (Language); Language Usage; Classification; Bilingualism; Chinese; Native Language; Student Characteristics; Foreign Countries; China; Spain + Suchen Sie Ihr Suchwort? Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Schülerverhalten; Social network; Soziales Netzwerk; Asian; Asiat; Asiatin; Asiaten; Asiate; Zweitsprachenerwerb; Fremdsprachenunterricht; Studies abroad; Auslandsstudium; Romanische Sprache; Diskursanalyse; Korrektur; Netzplantechnik; Spanisch; Muttersprachler; Learning process; Lernprozess; Oral interpretation; Mündlicher Sprachgebrauch; Sprachgebrauch; Classification system; Klassifikation; Klassifikationssystem; Bilingualismus; China; Chinesen; Ausland; Spanien
Abstract	Social networks have been investigated as an important factor to understand social and language innovations for decades. Most researchers focus on one-language-dominated societies when studying social networks' influence on language practice while studies on bilingual societies remain scarce. In this study, we examine how Chinese graduate students in Catalonia with L2 Spanish acquire Catalan in their social networks. In-depth interviews have been carried out individually with 23 participants and conversation recordings were collected. The data were processed using qualitative approach and conversation analysis. Participants' interactions with Catalan NSs can be categorised into 3 groups: active engagement (communicating mostly in Catalan), semi-active engagement (Spanish and Catalan translanguaging), and passive engagement (listening to others talking in Catalan without intervention). The Catalan NSs in their social networks help them with their Catalan learning in 3 aspects: 1) providing useful information; 2) giving instant feedback and corrections; 3) acting as authentic and idiomatic oral expression example. Participants are also aware of the drawbacks of learning a target language in a bilingual society, that the interactive opportunities may decrease due to the common use of Spanish and some NSs may speak a mixture of Spanish and Catalan, which has negative impacts on their Catalan acquisition. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01