“Broken Arabic” and Ideologies of Completeness: Contextualizing the Category of Native and Heritage Speaker in the University Arabic Classroom
Through weekly participant observations and eleven semi-structured interviews conducted with second-generation bilingual students in the Arabic for Native Speakers/Heritage Learners course at one of City University of New York’s (CUNY) senior colleges, I investigate the interdiscursive connections...
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| Formato: | article |
| Lenguaje: | CA EN ES FR |
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Universitat Autònoma de Barcelona
2016
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| Acceso en línea: | https://doaj.org/article/8b6b5e69a54b4681bb3d96b542832d48 |
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| Sumario: | Through weekly participant observations and eleven semi-structured interviews conducted with second-generation bilingual students in the Arabic for Native Speakers/Heritage Learners course at one of City University of New York’s (CUNY) senior colleges, I investigate the interdiscursive connections between the students’ notion of “broken Arabic” and the concept of “incomplete acquisition and/or attrition” (Montrul, 2013) from SLA research on heritage speakers. This paper moves away from the concept of proficiency towards performativity in order to recognize and support diverse repertoires in motion.
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