{"title":"Migrant bilingual youth, family, and school language policy: ethnographic insights for urban Quechua education","authors":"Frances Kvietok","doi":"10.1515/ijsl-2022-0016","DOIUrl":null,"url":null,"abstract":"Abstract In this paper, I draw on the ethnography of language planning and policy to consider how urban Indigenous language education might benefit from understanding the meanings and processes behind other language planning and policy activities migrant youth participate in, specifically, family language policymaking activities. Drawing on ethnographic fieldwork and interviews conducted in the region of Cusco, Perú I examine the experiences of two youth from rural hometowns and of their families. My analysis discusses how family language policies influenced youth’s shifting repertoires towards and away from Quechua, how youth drew on their Quechua–Spanish bilingualism to act as family language policy agents guided by local crianza and raciolinguistic ideologies, and how youth experienced Quechua language education in urban high schools. I argue that urban Quechua education efforts need to consider how migrant youth experience and shape their bilingualism and that of their families across rural-urban continua in order to craft safe and meaningful spaces where youth can participate in the strengthening of their Quechua language practices and identities.","PeriodicalId":52428,"journal":{"name":"International Journal of the Sociology of Language","volume":"2023 1","pages":"143 - 166"},"PeriodicalIF":1.1000,"publicationDate":"2023-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"International Journal of the Sociology of Language","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1515/ijsl-2022-0016","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"0","JCRName":"LANGUAGE & LINGUISTICS","Score":null,"Total":0}
引用次数: 0
Abstract
Abstract In this paper, I draw on the ethnography of language planning and policy to consider how urban Indigenous language education might benefit from understanding the meanings and processes behind other language planning and policy activities migrant youth participate in, specifically, family language policymaking activities. Drawing on ethnographic fieldwork and interviews conducted in the region of Cusco, Perú I examine the experiences of two youth from rural hometowns and of their families. My analysis discusses how family language policies influenced youth’s shifting repertoires towards and away from Quechua, how youth drew on their Quechua–Spanish bilingualism to act as family language policy agents guided by local crianza and raciolinguistic ideologies, and how youth experienced Quechua language education in urban high schools. I argue that urban Quechua education efforts need to consider how migrant youth experience and shape their bilingualism and that of their families across rural-urban continua in order to craft safe and meaningful spaces where youth can participate in the strengthening of their Quechua language practices and identities.
期刊介绍:
The International Journal of the Sociology of Language (IJSL) is dedicated to the development of the sociology of language as a truly international and interdisciplinary field in which various approaches – theoretical and empirical – supplement and complement each other, contributing thereby to the growth of language-related knowledge, applications, values and sensitivities. Five of the journal''s annual issues are topically focused, all of the articles in such issues being commissioned in advance, after acceptance of proposals. One annual issue is reserved for single articles on the sociology of language. Selected issues throughout the year also feature a contribution on small languages and small language communities.