After exile : heritage language and literacy socialization across three generations in one Chilean-Canadian family
department or school: Education, Faculty of
department or school: Language and Literacy Education (LLED), Department of
data provider: DSpace
degree campus: UBCV
creator: Becker, Ava
issued: 2021-04-21T20:41:45Z
issued: 2021
related degree: Doctor of Philosophy - PhD
degree grantor: University of British Columbia
description: Global migration is increasingly driven by experiences of extreme social, political, economic, and environmental adversity (UNHCR, 2019)—experiences which become part of families’ personal and cultural narratives. However, such narratives are routinely marginalized in formal learning contexts (e.g., Campano, 2007; Marshall & Toohey, 2010), even though they may constitute a key part of students’ identities and connection to the language/s and culture/s of their heritage (Avineri, 2019; Becker, 2013, 2014). In recent decades, modern language education scholars have begun to call for the more explicit integration of historical and political knowledge when conceptualizing culture in language teaching (Byram & Kramsch, 2008; Freadman, 2014), but it appears that the field of heritage language education has yet to enter these conversations. Guided by theories of language socialization (Ochs & Schieffelin, 1984, 2017), syncretic literacy (e.g., Duranti & Ochs, 1996), and difficult knowledge (e.g., Pitt & Britzman, 2003), in this year-long ethnographic case study, I examined the language and literacy socialization of difficult cultural knowledge across three generations in one Chilean-Canadian family: the Calfus (pseudonym). The grandparents had come to Canada as refugees in the 1970s fleeing the Pinochet regime in Chile. Their grandchildren (ages 7 and 9) were learning their heritage language at home and in a Spanish-English bilingual program at school. I used thematic (Saldaña, 2013) and narrative (Ochs & Capps, 2001) methods to analyze data from multiple sources, including interviews, audio recordings, field notes, and photos of student work. I also examined how adults made use of IRE (initiation, response, evaluation) routines to manage difficult historical topics when talking with children. Overall, the analysis demonstrated the salience and significance of difficult cultural knowledge in the Calfu family’s language and literacy socialization practices outside of school…
aggregated CHO: https://circle.library.ubc.ca/rest/handle/2429/77863
note: AFTER EXILE: HERITAGE LANGUAGE AND LITERACY SOCIALIZATION ACROSS THREE GENERATIONS IN ONE CHILEAN-CANADIAN FAMILY by Ava Becker M.A., The University of Alberta, 2013 B.A., The University of Alberta, 2010 A THESIS SUBMITTED IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF DOCTOR OF PHILOSOPHY in THE FACULTY OF GRADUATE AND POSTDOCTORAL STUDIES (Language and Literacy Education) THE UNIVERSITY OF BRITISH COLUMBIA (Vancouver) April 2021 © Ava Becker, 2021 ii The following individuals certify that they have read, and recommend to the Faculty of Graduate and Postdoctoral Studies for acceptance, the dissertation entitled: After Exile: Heritage Language and Literacy Socialization Across Three Generations in One Chilean-Canadian Family submitted by Ava Becker in partial fulfillment of the requirements for the degree of Doctor of Philosophy in Language and Literacy Education Examining Committee: Dr. Patricia A. Duff, Professor, Department of Language and Literacy Education, UBC Supervisor Dr. Maureen Kendrick, Professor, Department of Language and Literacy Education, UBC Supervisory Committee Member Dr. Meghan Corella, Assistant Professor, Department of Language and Literacy Education, UBC Supervisory Committee Member Dr. Margaret Early, Professor, Department of Language and Literacy Education, UBC University Examiner Dr. Ann Anderson, Professor, Department of Curriculum and Pedagogy, UBC University Examiner iii Abstract Global migration is increasingly driven by experiences of extreme social, political, economic, and environmental adversity (UNHCR, 2019)—experiences which become part of families’ personal and cultural narratives. However, such narratives are routinely marginalized in formal learning contexts (e.g., Campano, 2007; Marshall & Toohey, 2010), even though they may constitute a key part of students’ identities and connection to the language/s and culture/s of their heritage (Avineri, 2019; Becker, 2013, 2014). In recent decades, modern language educati…
has type: Thesis/Dissertation
date issued: 2021-05
is shown at: 10.14288/1.0396869
language: eng
degree discipline: Language and Literacy Education
provider: Vancouver : University of British Columbia Library
publisher: University of British Columbia
rights: Attribution-NonCommercial-NoDerivatives 4.0 International
rights URI: http://creativecommons.org/licenses/by-nc-nd/4.0/
scholar level: Graduate
type: Text
identifier URI: http://hdl.handle.net/2429/77863