Communicative Competence and Institutional Affiliation: Interactional Processes of Identity Construction by Immigrant Students in Catalonia

Autor/inn/en	Cots, Josep M.; Nussbaum, Luci
Titel	Communicative Competence and Institutional Affiliation: Interactional Processes of Identity Construction by Immigrant Students in Catalonia
Quelle	In: International Journal of Multilingualism, 5 (2008) 1, S.17-40 (24 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1479-0718
Schlagwörter	Multilingualism; Communicative Competence (Languages); Immigrants; English (Second Language); Foreign Countries; Public Schools; Interpersonal Competence; Second Language Learning; Socialization; Profiles; Language Usage; Romance Languages; Elementary School Students; Secondary School Students; Interviews; Language Patterns; Discourse Analysis; Spain + Suchen Sie Ihr Suchwort? Mehrsprachigkeit; Multilingualismus; Communicative competence; Languages; Kommunikative Kompetenz; Sprache; Immigrant; Immigrantin; Immigranten; English as second language; English; Second Language; Englisch als Zweitsprache; Ausland; Public school; Öffentliche Schule; Interpersonale Kompetenz; Zweitsprachenerwerb; Socialisation; Sozialisation; Charakterisierung; Profilanalyse; Sprachgebrauch; Romanische Sprache; Sekundarschüler; Interviewing; Interviewtechnik; Sprachmodell; Sprachstruktur; Diskursanalyse; Spanien
Abstract	The growing presence of children of immigrant families in the public school system in the bilingual region of Catalonia provides us with an opportunity to study how young multilingual and multicultural speakers construct their social competencies and their identity within the specific context of a gate-keeping social institution such as the school. The study reported in this paper approaches language learning as a process of socialisation that involves not only learning how to make sense of linguistic signs but also learning how to enact different social roles in particular institutions. The analysis focuses on the interactional profiles of two immigrant students in two types of communicative activities that are representative of the school context: responding to questions from an adult and cooperating with a peer in the resolution of a learning task. By shifting the focus of analysis from a decontextualised notion of communicative competence to the notion of "institutionally affiliated communicative competence" and concentrating on issues such as the (1) the relationship between knowledge and participation, (2) language choice inside and outside school and (3) definitions of correctness in language use, the study reveals how the two students construct a highly "affiliated" identity. (Contains 3 figures, 2 graphics and 2 notes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10