“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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Autor principal:	Stephanie V. Love
Formato:	article
Lenguaje:	CA EN ES FR
Publicado:	Universitat Autònoma de Barcelona 2016
Materias:	heritage language Arabic sociolinguistics incomplete acquisition linguistic anthropology Special aspects of education LC8-6691 Language and Literature P
Acceso en línea:	https://doaj.org/article/8b6b5e69a54b4681bb3d96b542832d48
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spelling	oai:doaj.org-article:8b6b5e69a54b4681bb3d96b542832d482021-11-25T13:21:13Z“Broken Arabic” and Ideologies of Completeness: Contextualizing the Category of Native and Heritage Speaker in the University Arabic Classroom10.5565/rev/jtl3.6792013-6196https://doaj.org/article/8b6b5e69a54b4681bb3d96b542832d482016-06-01T00:00:00Zhttps://revistes.uab.cat/jtl3/article/view/679https://doaj.org/toc/2013-6196 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. Stephanie V. LoveUniversitat Autònoma de Barcelonaarticleheritage languageArabic sociolinguisticsincomplete acquisitionlinguistic anthropologySpecial aspects of educationLC8-6691Language and LiteraturePCAENESFRBellaterra Journal of Teaching & Learning Language & Literature, Vol 9, Iss 2 (2016)
institution	DOAJ
collection	DOAJ
language	CA EN ES FR
topic	heritage language Arabic sociolinguistics incomplete acquisition linguistic anthropology Special aspects of education LC8-6691 Language and Literature P
spellingShingle	heritage language Arabic sociolinguistics incomplete acquisition linguistic anthropology Special aspects of education LC8-6691 Language and Literature P Stephanie V. Love “Broken Arabic” and Ideologies of Completeness: Contextualizing the Category of Native and Heritage Speaker in the University Arabic Classroom
description	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.
format	article
author	Stephanie V. Love
author_facet	Stephanie V. Love
author_sort	Stephanie V. Love
title	“Broken Arabic” and Ideologies of Completeness: Contextualizing the Category of Native and Heritage Speaker in the University Arabic Classroom
title_short	“Broken Arabic” and Ideologies of Completeness: Contextualizing the Category of Native and Heritage Speaker in the University Arabic Classroom
title_full	“Broken Arabic” and Ideologies of Completeness: Contextualizing the Category of Native and Heritage Speaker in the University Arabic Classroom
title_fullStr	“Broken Arabic” and Ideologies of Completeness: Contextualizing the Category of Native and Heritage Speaker in the University Arabic Classroom
title_full_unstemmed	“Broken Arabic” and Ideologies of Completeness: Contextualizing the Category of Native and Heritage Speaker in the University Arabic Classroom
title_sort	“broken arabic” and ideologies of completeness: contextualizing the category of native and heritage speaker in the university arabic classroom
publisher	Universitat Autònoma de Barcelona
publishDate	2016
url	https://doaj.org/article/8b6b5e69a54b4681bb3d96b542832d48
work_keys_str_mv	AT stephanievlove brokenarabicandideologiesofcompletenesscontextualizingthecategoryofnativeandheritagespeakerintheuniversityarabicclassroom
_version_	1718413448851750912

“Broken Arabic” and Ideologies of Completeness: Contextualizing the Category of Native and Heritage Speaker in the University Arabic Classroom

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