Contextos de uso del español y el amazigeactitudes y percepciones del alumnado universitario bilingüe de origen bereber

  1. Ana María Rico-Martín 1
  1. 1 Universidad de Granad
Revista:
Lengua y Migración = Language and Migration

ISSN: 1889-5425,  2660-7166

Ano de publicación: 2024

Volume: 1

Número: 16

Páxinas: 77-101

Tipo: Artigo

DIALNET GOOGLE SCHOLAR lock_opene_Buah editor

Outras publicacións en: Lengua y Migración = Language and Migration

Resumo

In language contact situations, bilingual speakers decide which language to use depending on their context. The aim of this study is to discover the contexts of use of Spanish and the Berber language (Amazigh) in a Spanish city with a significant bilingual population, and to find out the attitudes and perceptions that participants have about the use of Amazigh. There are 156 Spanish-Amazige bilingual university students from the University of Granada at the Melilla Campus. After the implementation of a questionnaire designed ad hoc, in this empirical-analytical quantitative research, the results point to the flexible use of the main languages of the city, among which Spanish stands out first, and then both languages in a similar way. The exclusive use of Amazigh is lost even in the most familiar contexts and in the Berber culture itself. Attitudes and perceptions about the use of Amazigh are positive, but to a low degree.

Referencias bibliográficas

  • Arnau, Joaquim, Aurora Bel, Narcís Garolera, Ángel Alsina, S. Grijalbo, Joan Perera y Alejandra Villa. 1983. Quatre anys de Català a l’escola. ‘Cuatro años de Catalán en la escuela’: estudi sobre el coneixement del català i del castellà dels alumnes de quart curs d’EGB a Catalunya (1981-1982). Barcelona: Departament d’Ensenyament, Generalitat de Catalunya.
  • Beatty-Martínez, Anne L., Christian A. Navarro-Torres, Paola E. Dussias, María Teresa Bajo, Rosa E. Guzzardo Tamargo y Judith F. Kroll. 2020. “Interactional context mediates the consequences of bilingualism for language and cognition”. Journal of Experimental Psychology: Learning, Memory, and Cognition, 46:6. 1022–1047. https://doi.org/10.1037/xlm0000770
  • Blackledge, Adrian y Angela Creese. 2017. “Language Education and Multilingualism”. En Language Policy and Political Issues in Education, Encyclopedia of Language and Education, Teresa L. McCarty y Stephen May (eds.), 73-84. Berlin: Springer International Publishing. https://doi.org/10.1007/978-3-319-02344-1_6
  • Canagarajah, Suresh. 2013. Translingual practice: Global Englishes and Cosmopolitan Relations. Londres: Routledge. Cenoz, Jasone y Durk Gorter. 2015. “Translanguaging as a Pedagogical Tool in Multilingual Education”. En Language Awareness and Multilingualis. Encyclopedia of Language and Education, Jasone
  • Cenoz, Durk Gorter y Stephen May (eds.), 1-14. Berlín: Springer International Publishing. https://doi.org/10.1007/978-3-319-02325-0_20-1
  • Evans, Batsy E. y Terumi Imai. 2011. “‘If we say English, that means America’: Japanese students’ perceptions of varieties of English”. Language Awareness, 20. 315 - 326. https://doi.org/10.1080/09658416.2011.592590
  • Fishman, Joshua A. (1966). Language Loyalty in the United States. The Hague: Mouton & Co. García, Ofelia. 2009. Bilingual Education in the 21st Century: A Global Perspective. Nueva Jersey: Wiley-Blackwell.
  • García, Ofelia, Susana Ibarra Johnson y Kate Seltzer. 2017. The Translanguaging Classroom. Leveraging Student Bilingualism for Learning. Baltimore: Brookes Pub.
  • Grin, François. 2016. Challenges of Minority Languages. En The Palgrave Handbook of Economics and Language, Victor Ginsburgh y Shlomo Weber (eds.), 616-658. Londres: Palgrave Macmillan.
  • Huguet-Canalís, Ángel. 2005. “Génesis y desarrollo de las actitudes lingüísticas en contextos bilingües. Análisis de algunas variables del ámbito escolar y sociofamiliar”. Revista de Psicología Social, 20:2. 175-191. DOI: 10.1174/0213474053683167
  • Huguet-Canalís, Ángel. 2007. Multilingüismo y actitudes lingüísticas. Un estudio en el contexto bilingüe de la Cataluña actual. Donostia: Instituto Vasco de Administración Pública.
  • Jiménez-Jiménez, M. Ángeles, Adrián Segura-Robles y Ana M. Rico-Martín. 2023. “Heritage and minority languages, and their learning: A general bibliometric approach and content analysis”. Training, Language and Culture, 7: 1. 40-57. http://doi.org/10.22363/2618-8163-2022-20-1-7-21
  • Lewis, Gwyn, Bryn Jones y Colin Baker. 2012. “Translanguaging: origins and development from school to street and beyond”. Educational Research and Evaluation, 18:7. 641-654. https://doi.org/10.1080/13803611.2012.718488
  • Makarova, Veronika. 2022. “When your language is disappearing: Canadian Doukhobor Russian”. Russian Language Studies, 20:1. 7-21. http://doi.org/10.22363/2618-8163- 2022-20-1-7-21
  • Meir, Natalia. 2018. “Morpho-syntactic abilities of unbalanced bilingual children: A closer look at the weaker language”. Frontiers in Psychology, 9. 1318. https://doi.org/10.3389/fpsyg.2018.01318
  • Montrul, Silvina. 2022. “The Development of the Heritage Language in Childhood Bi- /Multilingualism” En The Cambridge Handbook of Chilhood Multilingualism Anat Stavans y Ulrike Jessner (eds.), 537-554. Cambridge: Cambridge University Press.
  • Montrul, Silvina y Carmen Silva-Corvalán. 2019. “The social context contributes to the incomplete acquisition of aspects of heritage languages. A critical commentary”. Studies in Second Language Acquisition, 41:2. 269–273.
  • Nagano, Tomonori, Eric Ketcham y Alexander Funk. 2019. “Why Do Heritage Language Speakers Opt Out of Their Own Heritage Language? A Survey-based Study of Heritage Language Learners at Community Colleges”. Heritage Language Journal, 16:3. 318-339. https://doi.org/10.46538/hlj.16.3.3
  • Otheguy, Ricardo, Ofelia García y Wallis Reid. 2015. “Clarifying translanguaging and deconstructing named languages: A perspective from linguistics”. Applied Linguistics Review, 6:3. 281-307. https://doi.org/10.1515/applirev-2015-0014
  • Polinsky, Maria. 2018. Heritage languages and their speakers. Cambridge: Cambridge University Press.
  • Rubino, Antonia. 2021. “Language competence, choice and attitudes amongst ItaloAustralian youth”. Journal of Multilingual & Multicultural Development, 42:3. 275- 290. https://doi.org/10.1080/01434632.2019.1688337
  • Ruiz-Domínguez, M. Mar. 2002. Estudio sociolingüístico del habla de Melilla. Almería: Universidad de Almería.
  • Rumbaut, Rubén G. 2009. “A language graveyard? The evolution of language competencies, preferences and use among young adult children of immigrants”. En The education of language minority immigrants in the United States, Terrence G. Wiley, Jin Sook Lee y Rusell Rumberger (eds.), 35-71. Bristol: Multilingual Matters.
  • Scontras, Gregory, Zuzanna Fuchs y Maria Polinsky. 2015. “Heritage language and linguistic theory”. Frontiers in Psychology, 6. 1545. https://doi.org/10.3389/ fpsyg.2015.01545
  • Spolaore, Enrico y Romain Wacziarg. 2016. “Ancestry, language and culture”. En The Palgrave Handbook of Economics and Language, Victor Ginsburgh y Shlomo Weber (eds.), 174-211. Londres: Palgrave Macmillan. https://10.1007/978-1-137-32505-1
  • Tilmatine, Mohand. 2001. “Écrire en berbère: l’expérience de la diaspora. [“Writing in Berber: the experience of the diaspora.”]”. Al-Andalus Magreb, 8-9. 463-488.
  • Tilmatine, Mohand. 2011. “El contacto español-bereber: la lengua de los informativos en Melilla”. Revista Internacional de Lingüística Iberoamericana, 2:18. 15-45. https://www.jstor.org/stable/41678469
  • Tilmatine, Mohand. 2014. “L’enseignement de l’amazigh en Catalogne: bilan et perspectives”. En Langue maternelle et diaspora maghrébine, Moha Ennaji (dir.), 65-88. Fès: Centre Sud Nord.
  • Tseng, Amelia. 2021. “’Qué barbaridad, son latinos y deberían saber español primero’: Language ideology, agency, and heritage language insecurity across immigrant generations”. Applied Linguistics, 42:1. 113-135.
  • Tran, Van H., Sharynne McLeod, Sarah Verdon y Cen Wang. 2021. “VietnameseAustralian parents: Factors associated with language use and attitudes towards home language maintenance”. Journal of Multilingual & Multicultural Development. https://doi.org/10.1080/01434632.2021.1904963
  • Wei, Li. 2018. “Translanguaging as a Practical Theory of Language”. Applied Linguistics, 39:1. 9-30. https://doi.org/10.1093/applin/amx039
  • Zyzik, Eve. 2016. “Towards a prototype model of the heritage language learner: Understanding strengths and needs”. En Innovative approaches to heritage language teaching, Marta Fairclough y Sara Beaudrie (eds.), 19-38. Washington: Georgetown University Press.
Fonte de datos: Dialnet