039fb01062c9cf00f1edee1fc5b280d2 societies_a2023v13n10article221.pdf 4b4b7294eb0bfeb7b4e0ccd38e3ff0e72d026c2e societies_a2023v13n10article221.pdf 1c3aefd141a40d777275ab0938976ccffdb3a4dafbfce0abbba63cfe9236d877 societies_a2023v13n10article221.pdf Title: Exploring the Linguistic and Cultural Identities of Transnational Background Children in Catalonia, Spain "2279 Subject: This article explores linguistic and cultural identities as they emerge in ethnographic data from plurilingual children with transnational and ethnic minority backgrounds in Catalonia, Spain. The particular sociolinguistic and multicultural context where these young people currently live, characterised by the coexistence of local, national and heritage languages with unequal social status, as well as their own trajectories and experiences of socialisation, implies that they often forge complex “in-between” linguistic and cultural identities and senses of belonging. To reflect on these complexities, we analyse multimodal data from transnational- and minority-background children as they participate in an autobiographical activity aimed at promoting linguistically and culturally inclusive pedagogical approaches and participatory action research (PAR). The analysis shows that children’s identity constructions fluently intertwine elements from their “home” and “host” languages and cultures with features characteristic of child/youth popular cultures, and with adscriptions to diverse real and imagined communities. These hybrid articulations, which can be described as plurilingual and transcultural, foreground how identity is both an individual and a social process, transversed by different axes, including cultural and ethnic referents, linguistic repertoires, historic, family and personal trajectories, urban cultures and the influence of friends and peers, among others. The identification of these emergent traits in our data foregrounds both the particularities and commonalities of pupils’ identity construction, which challenges and reshapes traditional understandings of identity. Finally, this work aims to illustrate how transnational children’s complex senses of being and belonging can be recognised and supported through inclusive pedagogical proposals as the one described herein. Keywords: linguistic and cultural identities; plurilingualism; “transculturación”; inclusive pedagogies; transnational background children; participatory action research (PAR); Catalonia; Spain Author: Claudia Vallejo Rubinstein and Valeria Tonioli Creator: LaTeX with hyperref Producer: pdfTeX-1.40.21 CreationDate: Mon Oct 16 03:01:39 2023 CEST ModDate: Mon Oct 16 03:19:10 2023 CEST Tagged: no UserProperties: no Suspects: no Form: none JavaScript: no Pages: 23 Encrypted: no Page size: 595.276 x 841.89 pts (A4) Page rot: 0 File size: 3171532 bytes Optimized: no PDF version: 1.7 name type encoding emb sub uni object ID ------------------------------------ ----------------- ---------------- --- --- --- --------- DLKJNP+VnURWPalladioL Type 1 Custom yes yes no 10 0 BAJSPF+URWPalladioL-Bold Type 1 Custom yes yes no 15 0 PXSSWC+URWPalladioL-Roma Type 1 Custom yes yes no 20 0 MJWOPW+URWPalladioL-Ital Type 1 Custom yes yes no 24 0 LCMTMQ+TimesNewRomanPS-BoldItalicMT Type 1C WinAnsi yes yes no 43 0 LKRWJL+CMSY10 Type 1 Builtin yes yes no 66 0 OBNCTK+VnURWPalladioL-Italic Type 1 Custom yes yes no 82 0 Jhove (Rel. 1.22.1, 2019-04-17) Date: 2023-11-09 02:32:41 CET RepresentationInformation: societies_a2023v13n10article221.pdf ReportingModule: PDF-hul, Rel. 1.12.1 (2019-04-17) LastModified: 2023-11-08 17:13:02 CET Size: 3171532 Format: PDF Version: 1.7 Status: Well-Formed and valid SignatureMatches: PDF-hul MIMEtype: application/pdf PDFMetadata: Objects: 344 FreeObjects: 1 IncrementalUpdates: 0 DocumentCatalog: PageLayout: SinglePage PageMode: UseNone Outlines: Item: Title: IntroductionThis text has been created within the framework of the New Abc project. New Abc has received funding from the European Union’s Horizon 2020 research and innovation program under grant agreement Nº 101004640. This publication reflects only the authors’ views. It does not represent the view of the European Commission and the European Commission is not responsible for any use that may be made of the information it contains. Destination: edu.harvard.hul.ois.jhove.module.pdf.PdfSimpleObject@4d3167f4 Item: Title: Context Destination: edu.harvard.hul.ois.jhove.module.pdf.PdfSimpleObject@ed9d034 Children: Item: Title: Catalonia, from Bilingual to Pluricultural and Plurilingual Destination: edu.harvard.hul.ois.jhove.module.pdf.PdfSimpleObject@6121c9d6 Item: Title: Sociocultural and Sociolinguistic Context of this Research: An Institute-School in Catalonia Destination: edu.harvard.hul.ois.jhove.module.pdf.PdfSimpleObject@87f383f Item: Title: The Sociolinguistic Diversity of the Institute-School and Teachers’ Attitudes towards Plurilingual and Transcultural Approaches Destination: edu.harvard.hul.ois.jhove.module.pdf.PdfSimpleObject@4eb7f003 Item: Title: The NEW ABC Project Destination: edu.harvard.hul.ois.jhove.module.pdf.PdfSimpleObject@eafc191 Item: Title: Theoretical Framework Destination: edu.harvard.hul.ois.jhove.module.pdf.PdfSimpleObject@612fc6eb Children: Item: Title: Understanding Identity at the Crossroads of Individual, Social and Cultural Factors Destination: edu.harvard.hul.ois.jhove.module.pdf.PdfSimpleObject@1060b431 Item: Title: Plurilingualism and Plurilingual Identities Destination: edu.harvard.hul.ois.jhove.module.pdf.PdfSimpleObject@612679d6 Item: Title: Cultural Identity Construction Regarding Minority/Transnational Background Children: “Transculturación” Destination: edu.harvard.hul.ois.jhove.module.pdf.PdfSimpleObject@11758f2a Item: Title: Methods and Materials: Analysis of the “Travelling Suitcases” Destination: edu.harvard.hul.ois.jhove.module.pdf.PdfSimpleObject@e720b71 Item: Title: Results Destination: edu.harvard.hul.ois.jhove.module.pdf.PdfSimpleObject@1b26f7b2 Children: Item: Title: Children’s Productions: Examples of Multimodal Creations Destination: edu.harvard.hul.ois.jhove.module.pdf.PdfSimpleObject@491cc5c9 Item: Title: Children’s Perceptions Destination: edu.harvard.hul.ois.jhove.module.pdf.PdfSimpleObject@74ad1f1f Item: Title: Teachers’ Perceptions Destination: edu.harvard.hul.ois.jhove.module.pdf.PdfSimpleObject@6a1aab78 Item: Title: Discussion Destination: edu.harvard.hul.ois.jhove.module.pdf.PdfSimpleObject@462d5aee Children: Item: Title: Identity as Hybrid and Transcultural Destination: edu.harvard.hul.ois.jhove.module.pdf.PdfSimpleObject@69b0fd6f Item: Title: Identity and the Revindication of Ethnic Minority and/or Religious Backgrounds Destination: edu.harvard.hul.ois.jhove.module.pdf.PdfSimpleObject@757942a1 Item: Title: Identity and Features from Popular Child/Youth Cultures Destination: edu.harvard.hul.ois.jhove.module.pdf.PdfSimpleObject@4a87761d Item: Title: Identity as Personal and Family History and Trajectory Destination: edu.harvard.hul.ois.jhove.module.pdf.PdfSimpleObject@66d1af89 Item: Title: Identity as Plurilingual and Linguistically Inclusive Destination: edu.harvard.hul.ois.jhove.module.pdf.PdfSimpleObject@8646db9 Item: Title: Identity as Social, Relational and Interactional Destination: edu.harvard.hul.ois.jhove.module.pdf.PdfSimpleObject@37374a5e Item: Title: Conclusions Destination: edu.harvard.hul.ois.jhove.module.pdf.PdfSimpleObject@4671e53b Item: Title: References Destination: edu.harvard.hul.ois.jhove.module.pdf.PdfSimpleObject@2db7a79b Info: Title: Exploring the Linguistic and Cultural Identities of Transnational Background Children in Catalonia, Spain "2279 Author: Claudia Vallejo Rubinstein and Valeria Tonioli Subject: This article explores linguistic and cultural identities as they emerge in ethnographic data from plurilingual children with transnational and ethnic minority backgrounds in Catalonia, Spain. The particular sociolinguistic and multicultural context where these young people currently live, characterised by the coexistence of local, national and heritage languages with unequal social status, as well as their own trajectories and experiences of socialisation, implies that they often forge complex “in-between” linguistic and cultural identities and senses of belonging. To reflect on these complexities, we analyse multimodal data from transnational- and minority-background children as they participate in an autobiographical activity aimed at promoting linguistically and culturally inclusive pedagogical approaches and participatory action research (PAR). The analysis shows that children’s identity constructions fluently intertwine elements from their “home” and “host” languages and cultures with features characteristic of child/youth popular cultures, and with adscriptions to diverse real and imagined communities. These hybrid articulations, which can be described as plurilingual and transcultural, foreground how identity is both an individual and a social process, transversed by different axes, including cultural and ethnic referents, linguistic repertoires, historic, family and personal trajectories, urban cultures and the influence of friends and peers, among others. The identification of these emergent traits in our data foregrounds both the particularities and commonalities of pupils’ identity construction, which challenges and reshapes traditional understandings of identity. Finally, this work aims to illustrate how transnational children’s complex senses of being and belonging can be recognised and supported through inclusive pedagogical proposals as the one described herein. 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