“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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