Description
Book SynopsisAuthors of this book discover the intricacies of friendship and peer cultures of children in multilingual settings. Volume 21 brings together empirical research from across the globe, and from various methodological and theoretical orientations to investigate children’s relationships within multilingual settings such as school, home, community and online. Diverse views of children and young people on cross-cultural relationships offer rich and valuable findings and contribute new knowledge for policy makers, social workers, educators and parents about strategies children use to make friends. Internationally, the linguistic diversity of communities in the minority world is at its highest to date. With increasing numbers of children learning a language other than their home language at school or other places, it is important to understand the nature of the social relationships that children and youth are experiencing in their everyday lives in order to improve their chances of successful social experiences in the future. Applying a sociological perspective, this volume features the rich, varied and complex aspects of children's experiences of friendship in multilingual settings.
Trade ReviewThe studies in this volume add to prior work in many important ways. First, the studies provide new insights with data across a wide range of cultural groups on how second language children in multilingual settings establish peer relations, friendship, and fit into subculture groups in establishing peer cultures where they are learning and using the dominant or official language along with their own mother tongues. Secondly, they address the complexities and intricacies of friendship processes in multilingual settings the researchers rely on with a wide range of traditional and innovative methods (often involving mixed methods). Third, all of the studies provide important applied educational implications for second language learners in a wide variety of culturally diverse pedagogical philosophies, circumstances, and settings. Finally, the recognition and demonstration of the potential of bilingualism in a global world and economy is in some of the studies linked to the children’s active participation (through language practices, routines, and narratives) in their families and communities. -- Annotation ©2017 * (protoview.com) *
Table of ContentsForeword - William A. Corsaro Friendship and Peer Culture in Multilingual Settings: An Introduction - Maryanne Theobald Friendship, Participation, and Multimodality in Moroccan Immigrant Girls’ Peer Groups - Inmaculada M. García-Sánchez Speaking Distance: Language, Friendship and Spaces of Belonging in Irish Primary Schools - Susan Mcdonnell Fiji School Students’ Multilingual Language Choices When Talking with Friends - Suzanne C. Hopf, Sharynne Mcleod and Sarah H. Mcdonagh Language, Identity and Peer Interactions at a Linguistically Diverse School - Ruth Barley The Dilemma of Deviant Subcultures for Immigrant Youth Integration: An Analysis of Popularity Attainment in Israeli Schools - Keith Goldstein and Pnina Golan-Cook Peer Collaboration in Front of Two Alphabet Charts - Polly Björk-Willén “I’M Your Best Friend”: Peer Interaction and Friendship in a Multilingual Preschool - Maryanne Theobald, Amanda Bateman, Gillian Busch, Megan Laraghy and Susan Danby Multiple Involvements in Interactional Repair: Using Smartphones in Peer Culture to Augment Lingua Franca English - Tim Greer Intercultural Learning and Friendship Development in Short-Term Intercultural Education Programmes - Jennifer Watson and Zhù Huá Whanaungatanga Relationships: Within a One Day School of Te Reo M?ori Excellence - Kelli Te Maih?roa
