"Cheap" "c'est quoi"? Immigrant Teenagers in Quest of Multilingual Competence and Identity

Autor/in	Kasanga, Luanga Adrien
Titel	"Cheap" "c'est quoi"? Immigrant Teenagers in Quest of Multilingual Competence and Identity
Quelle	In: International Journal of Multilingualism, 5 (2008) 4, S.333-356 (24 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1479-0718
Schlagwörter	African Languages; Multilingualism; Adolescents; Coping; French; Immigrants; English (Second Language); Second Language Learning; Code Switching (Language); Discourse Analysis; Speech Communication; Language Usage; Foreign Countries; United Kingdom + Suchen Sie Ihr Suchwort? Africa; Language; Languages; Afrika; Sprachen; Afrikanische Sprache; Mehrsprachigkeit; Multilingualismus; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Bewältigung; Französisch; Immigrant; Immigrantin; Immigranten; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Diskursanalyse; Sprachgebrauch; Ausland; Großbritannien
Abstract	Second generation immigrants tend to shift their loyalty from their own languages ("immigrant language") to the language of the host country ("societal language"), given the socioeconomically weak vitality position of the immigrant languages. This language shift makes intergenerational communication, especially with folk left at home, often problematic. Similarly, intragenerational communication may equally be difficult among young relatives from families having adopted different societal languages. The present study draws from observational speech data of immigrant teenagers of Congolese origin during a seven-week reunion. The teenagers had adopted, respectively, French and English to the detriment of Kiswahili (for both sets) and of French for those who spoke only English. This paper highlights different coping strategies to smooth multilingual intragenerational interaction. These strategies include accommodation (mostly convergence), crossing, code negotiation, and negotiation of meaning. Convergence and divergence can be explained mainly by the existence of differing levels of integrative motivation. The data also reveal boundary crossing as a phenomenon of identity creation in which two of the youngsters engage, in contrast to resistance by another teenager. (Contains 1 table and 12 notes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10