8th International Symposium on Bilingualism, Oslo, June 2011

Event Date: 
Wed, 15/06/2011 - 10:00 to Sat, 18/06/2011 - 18:00
Venue: 
The Department of Linguistics and Scandinavian Studies
Location: 
University of Oslo, Norway
Event File: 
 
In June 2011 the IDI4MES research team will present their emergent findings from the project at the 8th International Symposium on Bilingualism, in Oslo, Norway.
 
Investigating discourses of inheritance and identity infourmultilingualEuropeansettings
 
Convenor: Adrian Blackledge
 
The papers in this colloquium report the emergent findings of a sociolinguistic ethnographic project which investigates how multilingualyoung people negotiate inheritance’and identity’infour superdiverse European settings. Young people inDenmark,Sweden,The Netherlands, and Englandmayidentifywitha distantterritory,butalso belongin their present home, andin globalpopular culture. The research reported here investigates how cultural heritage and identity are discursivelyconstructedin andbeyondeducationalsettings,andhow multilingual young people negotiateinheritanceandbelonging.
 
The colloquium is 3 hrs duration, in six 30-minute slots. Papers are of 20 minutes, with 5 minutes for discussion, and 5 minutes for changeover:
 
  1. Ideologies of language and learning Chinese in the Netherlands: The metalinguistics of a polycentric language. Jinling Li and Kasper Juffermans
  2. Literacy and language practices in Swedish schools.Carla Jonsson, Jarmo Lainio and Anu Muhonen
  3. Enregisterment and Normativity in the Amager Project: Heritage Language and School Language. Andreas Stæhr, Astrid Ag, Martha Karrebæk, Lian Malai Madsen, Janus Møller, Jens Normann Jørgensen.
  4. Discourses of inheritance and identity in the Panjabi classroom. Angela Creese, Jaspreet Takhi and Adrian Blackledge
  5. Discussant’s remarks: Sian Preece
  6. Discussion
Jinling Li and Kasper Juffermans report their ongoing ethnographic fieldwork in and around a Chinese heritage school in the Netherlands, and provide examples of how students, teachers and parents value or devalue (certain parts of) Chinese and Chinese language education. 
Carla Jonsson, Jarmo Lainio and Anu Muhonen focus on literacy practices among multilingual adolescents in two schools: one where students speak Finnish and Swedish, and one where students speak Spanish and Swedish. Ethnographic observations demonstrate students’ engagement in language practices to negotiate Finnish- and Spanish-speaking heritage and articulate different identities.
The Amager Project in Copenhagen studies adolescent students in a Danish public school who have very different ethnic and linguistic backgrounds. Ethnographic observations, interviews, recordings of peer conversations, written essays and Facebook exchanges are used to discuss the students’ reflections on the varieties available to them, including their norms of usage.
Angela Creese, Jaspreet Takhi and Adrian Blackledge investigate how changingPanjabi-heritage communities in the UK foster the generationaltransmission ofcultural heritage through language learning. Detailed ethnographic observation evidences near and distant worlds connected through interactional resources, as Panjabi classrooms become sites for negotiation of inheritance and identity.