New York and London: Routledge Cassels-Johnson, D. (Ed.) Language Policies in Education: Critical Issues (2nd Edition) (pp. Positioning the language policy arbiter: Governmentality and footing in the School District of Philadelphia. Overall this strategic perspective on immersion schools could be a specific feature of new speaker parents perceived as ‗active minorities‘ (O‘Rourke & Ramallo, 2015) engaged in the bottom-up revitalization process of the languages in urban domains. These parents consider that minority language-medium schools are significant tools in order to foster the socialisation of their children in these languages, and consequently, immersion schools are integrated in new speaker parents‘ extended family language policy. By adopting the Ethnography of Language policy as a research method (Cassels-Johnson 2009, 2013 McCarty 2015 Hornberger 2015), our three-fold comparison will show that in both autochthonous and diaspora cases, new speaker parents show a clear awareness of their sociolinguistic contexts. The first case of Galician in Argentina refers to language maintenance in a diaspora context, whereas the following two cases refer to autochthonous contexts where a minority language is being revitalised through immersion schools. We will contrast the roles assigned by parents from different sociolinguistic contexts to three cases of immersion educational models: the Santiago Apóstol Galician school, a Heritage School in Diaspora context of Buenos Aires (Argentina), Semente school in Santiago de Compostela (Galicia), and a Basque-medium immersion school in Pamplona (Navarre-the Basque Country) (Kasares, 2014). Given that minority language-based education is often considered as a significant factor for minority language revitalisation at the grassroots (see Hornberger, 2008 Manterola et al., 2013 Reyna Muniain 2013 Nandi 2015), we will study how the new speaker parents integrate ―the immersion school factor‖ in their FLP strategies in both autochthonous and diasporic contexts. The primary focus will be on the role assigned by parents to the immersion schools.
The aim of this paper is to explore the language revitalisation strategies of new speaker parents in diasporic and autochthonous contexts.
0 kommentar(er)
