Friendship and Peer Culture in Multilingual Settings (Sociological Studies of Children and Youth) (Sociological Studies of Children and Youth, 21)

Internationally, linguistic diversity is at its highest to date. With increasing numbers of children learning additional languages, it is important to understand the nature of the social relationships that children are experiencing. This volume features the rich, varied and complex aspects of children's friendships in multilingual settings. Foreword - William A. CorsaroFriendship and Peer Culture in Multilingual Settings: An Introduction - Maryanne TheobaldFriendship, Participation, and Multimodality in Moroccan Immigrant Girls' Peer Groups - Inmaculada M. Garcia-SanchezSpeaking Distance: Language, Friendship and Spaces of Belonging in Irish Primary Schools - Susan McdonnellFiji School Students' Multilingual Language Choices When Talking with Friends - Suzanne C. Hopf, Sharynne Mcleod and Sarah H. McdonaghLanguage, 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-CookPeer Collaboration in Front of Two Alphabet Charts - Polly Bjoerk-Willen "I'M Your Best Friend": Peer Interaction and Friendship in a Multilingual Preschool - Maryanne Theobald, Amanda Bateman, Gillian Busch, Megan Laraghy and Susan DanbyMultiple Involvements in Interactional Repair: Using Smartphones in Peer Culture to Augment Lingua Franca English - Tim GreerIntercultural Learning and Friendship Development in Short-Term Intercultural Education Programmes - Jennifer Watson and Zhu HuaWhanaungatanga Relationships: Within a One Day School of Te Reo M?ori Excellence - Kelli Te Maih?roa The approaches to language maintenance in Australia are diverse and heterogeneous and include at least three kinds of programs: bilingual education programs; ethnic school programs (after hours or weekend programs that are controlled and managed by the community concerned); and mainstream school programs where the indigenous native language is being taught as a school subject as part of the normal school curriculum. This report is divided into three parts. Part A discusses the salient themes of language education common to all students. Part B consists of a series of site reports on language education in different parts of Australia, including language maintenance via community controlled schooling (the case of Arabic in New South Wales); language maintenance via mainstream schooling (the cases of Khmer in Western Australia and Chinese and Italian in Victoria); and language maintenance via revitalization and revival (the cases of Noongar and Yindjibarndi, also in Western Australia). Part C is a cost benefit analysis of the various programs. Part D is a resource kit for establishing community language programs, with numerous organizational and individual points of contact. (Contains 51 references.) (KFT) Authors 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. This evaluation investigated three different types of language programs: bilingual education programs, "ethnic" school programs and mainstream programs where indigenous and community languages are taught as single subjects. Programs included speakers of Arabic, Khmer, Italian, Chinese, Noongar and Yindjibarndi and projects took place in NSW, WA and Victoria. This comprehensive report describes the different types of programs and includes transcripts of interviews with teachers and participants. The report revealed that, while there were features common to all programs other factors caused widespread differences. These included: culture, gender, religion, historical differences, national histories and methods and practice of teaching and learning. The document also includes a resources section (handouts and OHTs) that can be used to present information about the value and characteristics of community language programs This report examines language maintenance approaches in Australia, highlighting some common and salient themes across all schools and programs, as well as site reports on specific language programs. A cost benefit analysis and a resource kit are included