This volume examines the connection between socio-economic class and bilingual practices, a previously under-researched area, through looking at differences in bilingual settings that are classified as qimmigrantq or qeliteq and are thus linked to socio-economic class categories. Fuller chooses for this examination bilingual pre-teen children in Germany and the U.S. in order to demonstrate how local identities are embedded in a wider social world and how ideologies and identities both produce and reproduce each other. In so doing, she argues that while pre-teen children are clearly influenced by macro-level ideologies, they also have agency in how they choose to construct their identities with relation to hegemonic societal discourses, and have many other motivations and identities aside from social class membership which shape their linguistic practices.All of the Spanish-English data is taken from the 4th/5th/6th grade classroom at Montville Elementary School. 2. First letter denotes if the people in the recording are male (M), female (F), or a mixed sex group (X) 3. ... The final two digits is the number of the recording; for example, the fi first recording of 4 fi th grade males is M401, the 18th recordings of a group of boys from different grades is M018, etc. ff anbsp;...
|Author||:||Janet M. Fuller|
|Publisher||:||Routledge - 2012|