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"This revealing analysis of everyday language use among Moroccan immigrant children in Spain explores their cultural and linguistic life-worlds as they develop a hybrid, yet coherent, sense of identity in their multilingual communities. The author shows how they adapt to the local ambivalence toward Muslim culture and increased surveillance by Spanish authorities. Offers ground-breaking research from linguistic anthropology charting the politics of childhood in Muslim immigrant communities in Spain Illuminates the contemporary debates concerning assimilation and alienation in Europe's immigrant Muslim and North African populations Provides an integrated blend of theory and empirical ethnographic data Enriches recent research on immigrant children with analyses of their sense of belonging, communicative practices, and emerging processes of identification"--
List of contents
Acknowledgments viii
1. Introduction 1
2. Moros en la Costa: The Moroccan Immigrant Diaspora in Spain 28
3. Learning About Children's Lives: A Note On Methodology 61
4. Moroccan Immigrant Childhoods in Vallenuevo 88
5. The Public School: Ground Zero for the Politics of Inclusion 125
6. Learning How to Be Moroccans in Vallenuevo: Arabic and the Politics of Identity 183
7. Becoming Translators of Culture: Moroccan Immigrant Children's Experiences as Language Brokers 221
8. Heteroglossic Games: Imagining Selves and Voicing Possible Futures 257
9. Conclusion 289
Appendix 1: Working with Video-Recorded Discourse Data 307
Appendix 2: Arabic Transliteration Symbols 310
References 311
Index 349
About the author
Inmaculada Mª García-Sánchez is Assistant Professor of Anthropology at Temple University, Philadelphia, USA, where her research focuses on language and the immigrant experience; language and culture in educational contexts; language and discrimination; and language socialization in immigrant communities. Her work on immigrant children has been published in journals such as
Language and Communication, Linguistics and Education, Pragmatics, and Multicultural Perspectives, and she contributed to
The Handbook of Language Socialization (Wiley Blackwell, 2012). García-Sánchez has received numerous awards for her work, and in 2012 was granted a National Academy of Education/Spencer Foundation Postdoctoral Fellowship.
Summary
Documenting the everyday lives of Moroccan immigrant children in Spain, this in-depth study considers how its subjects navigate the social and political landscapes of family, neighborhood peer groups, and the institutions of their adopted country.
Report
"Though it reads more often as a collection of reworked articles, García-Sánchez's book adds to the current literature on socialization, identity construction, and immigration by showing how these larger issues can have direct impact on how the children of immigrants perceive themselves as accepted members of their societies." ( Journal of Linguistic Anthropology , 18 May 2015)
