languages
A icle
T anslingual P ac ices and Recons uc ion o
Iden i ies in Magh ebi S uden s in Galicia
Adil Mous aoui S hi 1,* , Gab iela P ego Vázquez 2,* and Luz Zas Va ela 2,*
1
Depa men o Linguis ics and O ien al S udies, Uni e sidad Complu ense de Mad id, 28040 Mad id, Spain
2Depa men o de Lingua e Li e a u a Españolas, Teo ía da Li e a u a e Linguís ica Xe al,
Uni e sidade de San iago de Compos ela, 15782 San iago de Compos ela, Spain
*Co espondence: [email p o ec ed] (A.M.S.); [email p o ec ed] (G.P.V.);
[email p o ec ed] (L.Z.V.)
Recei ed: 8 May 2019; Accep ed: 10 Augus 2019; Published: 15 Augus 2019
Abs ac :
In his a icle, we explo e he eme gence o a new anslingual epe oi e among young
adolescen s o Mo occan and Alge ian o igin in Galicia and he ole i plays in econs uc ing he
ansna ional iden i y o young people wi hin he Magh ebi diaspo a. The da a include a mul imodal
co pus wi h spoken and w i en in e ac ions, collec ed as pa o a class oom ac ion esea ch p ojec ,
in which each s uden econs uc ed hei amily and school language epe oi e, as well as a
Wha sApp g oup cha se up wi h he same young people. The esul s o ou analysis e eal how
he in e c ossing o pa en al and adolescen agency plays a c ucial ole in dealing wi h he new
mul ilingual anslingual epe oi e. The indings also indica e how his epe oi e is deeply oo ed in
Mo occan A abic as he amily language and he inco po a ion o local languages, namely Spanish
and Galician, and elies hea ily on anslingual mul imodal p ac ices, associa ed wi h ansna ional
ajec o ies and he local schooling p ocess o hese young people.
Keywo ds:
anslingual mul imodal p ac ices; mul ilingualism; iden i ies; Magh ebi s uden s in
Galicia and diaspo a
1. In oduc ion
In his a icle, we explo e how a new anslingual epe oi e has eme ged among young adolescen s
o Mo occan and Alge ian o igin in Galicia and he ole o he new communica i e epe oi e in
add essing issues o iden i y (Mous aoui S hi 2016,2019a;Pe ei o e al. 2017). The esea ch was
conduc ed in A eixo, a u ban municipali y loca ed on he ou ski s o he ci y o A Co uña (Galicia,
Spain). A eixo has adi ionally been a bilingual Spanish/Galician communi y
1
. Howe e , o e he
las ew decades, mig a o y ends ha e led o he eme gence o a new mul ilingual and mul icul u al
ecology (P ego V
á
zquez and Va ela 2015,2018,2019;Zas Va ela and P ego V
á
zquez 2018). In he
1960s, he municipali y’s popula ion was less han 11,000 inhabi an s, and he e was a s ong ou bound
mig a o y low ab oad. This con as s sha ply wi h he 2018 da a o he municipali y eleased by he
Galician S a is ics Ins i u e (IGE, based on i s Spanish ini ials), which e ealed a popula ion o 31,917,
5% o whom we e o o eign o igin. I mus be emembe ed ha his pe cen age does no include
hose who ha e been g an ed Spanish ci izenship, o eigne s no egis e ed on he municipal census,
o , in he case o adolescen s, hose ha we e bo n in Galicia bu a e o o eign descen .
This new mul ilingual ecology, posi ioned on he limi s o supe di e si y (Ve o ec 2007;Mu sae s
and Swanenbe 2012;Wang e al. 2014), p o ides a space sha ed by speake s o a ie ies o Galician
1Spanish and Galician a e co-o icial languages in Galicia.
Languages 2019,4, 63; doi:10.3390/languages4030063 www.mdpi.com/jou nal/languages
Languages 2019,4, 63 2 o 18
and Spanish (Galician, Venezuelan, U uguayan, A gen inean, o Colombian Spanish), Mo occan
and Alge ian A abic, Amazigh, F ench, Wolo , Russian, Romanian, and Po uguese, amongs
o he languages. These languages and a ie ies o m symbolic ames o sel -iden i ica ion and
sel -a i ma ion (Bou dieu 1977) and a e o pa icula ele ance amongs young people o Magh ebi
o igin, some o whom, al hough hey we e bo n in Galicia, comp ise a s ong alloch honous g oup wi hin
he communi y and he educa ional en i onmen , bo h in e ms o hei numbe and social isibili y.
S uden s o Magh ebi o igin accoun o a ound 0.8% o he o al school communi y. The da a
ob ained om he sociolinguis ic su ey ha we conduc ed du ing he 2018–2019 school yea
2
(Rod
í
guez Nei a e al. 2019) e eal ha 78 pupils aged be ween 12 and 17 yea s o age claim o ha e
a knowledge o A abic. Mo eo e , 52 o hese s uden s indica ed ha hey ha e an in e media e o
ad anced mas e y o Mo occan A abic, compa ed wi h 26 who belie ed ha hey ha e a low le el
o compe ency. A o al o 46 o 78 belie ed ha hey ha e an in e media e o ad anced mas e y o
Mode n S anda d A abic, and 32 belie ed hey ha e a low le el o compe ency. This con as s wi h
o he a ie ies o A abic and Amazigh, o which he language skills o he esponden s a e lowe :
18 esponden s claimed o ha e an in e media e/ad anced knowledge o o he A abic a ie ies—a
numbe ha d ops o jus 13 in he case o he Amazigh language.
Wi hin his educa ional con ex , he Magh ebi g oup can be conside ed o o m a communi y o
p ac ice (Wenge 2001), in which i s membe s o ge a ne wo k o dense, mul iple social ela ionships
(Mil oy 1980), in which young people o Mo occan o igin exe a s ong leade ship. In his sense, he
Mo occans no only ou numbe he Alge ians, bu he g oup has also adop ed he Mo occan A abic
a ie y used in he cen al-sou he n egion o Tadla-Azilal o hei g oup con e sa ions, as we obse ed
in ou e hnog aphic esea ch p ojec ha a ge s he educa ional communi y o his municipali y and
ha has been ongoing since 2016.
This esea ch, which alls wi hin he ame o c i ical e hnog aphic sociolinguis ics, ocuses on his
communi y o p ac ice made up o young s uden s o Magh ebi o igin in A eixo (Galicia, Spain) and
aims o p o ide he answe o he ollowing esea ch ques ions based on a co pus o mul i-si ed da a:
Wha a e he anslingual esou ces used by his communi y o p ac ice, and o wha deg ee a e
hey ele an o iden i y issues?
Wha a e he linguis ic ideologies unde pinning hese p ac ices, and how do hey a ec a ious
o ms o language esis ance and main enance?
Wha a e he unde lying p ocesses in ol ed in add essing his new anslingual epe oi e?
2. Me hodological Conside a ions3
This esea ch was conduc ed wi hin a mul idisciplina y ame, combining c i ical e hnog aphic
sociolinguis ics (Fai clough 1990,1999;Helle 2002;Ma
í
n Rojo 2010), in e ac ional sociolinguis ics
(Gumpe z 1982), and an educa ional app oach called c i ical language awa eness (Ga c
í
a 2008;
Hawkins 1984
,1992). The me hodology employed included ame analysis (Go man 1981).
The concep s o anslanguaging (Ga c
í
a 2009) and anslanguaging momen s (Wei 2018) we e
also included in o de o add ess hyb id p ac ices and he eme gence o his new mul ilingual
and anslingual epe oi e (Co ona e al. 2013;Ga c
í
a e al. 2018;Llompa 2016;Ramp on 1995).
Bou dieu’s concep s o agency and habi us (Bou dieu 1977) a e also pe inen o he in e p e a ion o
he esul s ob ained.
The da a include a mul imodal co pus wi h spoken and w i en in e ac ions, collec ed as pa
o a class oom ac ion esea ch p ojec , in which each s uden was in i ed o e lec on hei amily
and school language epe oi e, based on he pe sonal econs uc ion o hei language biog aphy
2
The sociolinguis ic su ey uni e se included all pupils en olled in he municipali y’s seconda y and baccalau ea e schools.
We a e cu en ly analyzing he da a collec ed.
3All subjec s ga e hei in o med consen o inclusion be o e hey pa icipa ed in he s udy.
Languages 2019,4, 63 3 o 18
as well as on a Wha sApp g oup cha we se up wi h he same young people. The mul i-si ed and
mul imodal e hnog aphic collec ion o da a allowed o he c ea ion o a co pus con aining da a om
a ious con ex s, which in u n was in ended o econs uc he emic ision o he social ac o s in ligh
o hese new mul ilingual eali ies.
Mul imodali y is o pa icula ele ance in ou s udy due o adolescen s’ con inued use o a ying
epe oi es and semio ic sys ems in hei in e ac ions (K ess 2010). As we will show, hey deploy a mix o
simpli ied sc ip , a ious alphabe s, and semio ic sys ems. Wha sApp is a new, delocalized, mul imodal
space posi ioned on he bounda y be ween o ali y and li e acy in which anslingual p ac ices eme ge
spon aneously. This mul i-si ed co pus allows us no only o con as me a-communica i e p ac ices in
o mal and in o mal con ex s bu also o obse e he di e gence be ween me alinguis ic awa eness
and he p ac ices ac ually employed. The ollowing ypes o da a complemen he co pus:
1.
Discussion g oups, based on he Jigsaw echnique (A onson 1978), in which language ajec o ies
a e cons uc ed in a g oup o ma ;
2.
The econs uc ion o amily language biog aphies based on an ac i i y known as ‘ he Language
T ee’, in which pa icipa es eco d he languages o hei ances o s in a genealogical ee o ma ,
oge he wi h he languages used in hei amily en i onmen , bo h in Galicia and hei coun y
o o igin;
3. Longi udinal in e iews;
4.
A discussion g oup se up ia a Wha sApp cha (Dud@sxlingu@s), p o iding he esponden s
wi h a o um o e lec ion on he a ious languages included in hei amily ajec o ies;
5. A quan i a i e sociolinguis ic su ey (Rod íguez Nei a e al. 2019).
The da a selec ed o he quali a i e analysis o his a icle ocus on s uden s o Magh ebi o igin:
28 pupils (18 males and 10 emales) aged be ween 12 and 17 yea s o age. The ac i i ies we e ca ied ou
wi hin he amewo k o he A abic classes de eloped in he p og am o his school, en i led “A abic
Language and Mo occan Cul u e”. Th ee esea che s and he A abic eache also pa icipa ed in he
ac i i ies. One esea che and he A abic eache a e Mo occan and male. The o he wo esea che s
a e women and Spanish. None o he h ee esea che s belongs o he local Magh ebi communi y.
The h ee esea che s hold h ee di e en posi ions wi h espec o his communi y. The Mo occan
esea che connec s wi h hem because o hei cul u e o o igin bu li es in Mad id ( a om A eixo).
One o he esea che s li es in he same illage as he pupils, and she also has a li e ajec o y linked
o mig a ion. The hi d esea che li es in ano he locali y in Galicia and has had di e en ypes o
expe iences ( esea ch and eaching) wi h mig an s o Magh ebi o igin om o he ne wo ks in Galicia.
3. Resul s o Ou Analysis
Ou analysis shows ha he anslingual epe oi e in ol ed in add essing he iden i y o young
people wi hin he Magh ebi diaspo a is he esul o pa en al and adolescen agency in e c ossing
wi hin he communi y o p ac ice o ged by hese young s uden s. In his sense, we obse ed h ee key
agen i e p ocesses (Bou dieu 1977) ha in e c ossed o o m a ansna ional (Gua nizo 1997)habi us
(Bou dieu 1977): (a) pa en al agency in main aining he language o o igin; (b) adolescen agency
in handling amily mul ilingualism; and (c) adolescen agency in handling new o ms o language
esis ance wi hin he con ex o digi al discou se.
3.1. Pa en al Agency in Main aining he Family Language
Pa en al agency plays a c ucial ole in ansmi ing and main aining languages o o igin.
The language socializa ion o young Magh ebis akes place mainly in he language a ie ies o
o igin wi hin he amily con ex . A home, hey wa ch ele ision p og ams b oadcas om Mo occo
o o he A ab coun ies and use social media o main ain an ongoing low o communica ion wi h
iends and ela i es in hei places o o igin, whe e, in u n, hey isi p ac ically e e y summe wi h
hei pa en s.
Languages 2019,4, 63 4 o 18
The amilies also encou age ac i i ies aimed a he acquisi ion o A abic language skills and
cul u al knowledge. Families pass on hei eligious p ac ices and a end he local mosque, which ac s
no only as a place o wo ship bu also as a space in which o lea n and ep oduce he language and
cul u al p ac ices o hei coun ies o o igin. The municipali y has wo Magh ebi cul u al cen e s
ha o ganize eligious ac i i ies and cou ses in Mode n S anda d A abic, which a e a ended by he
majo i y o child en and young people.
Families also en oll hei child en in he p og am en i led “A abic Language and Mo occan
Cul u e” (PLACM, based on i s Spanish ini ials). Se up ollowing he signing o a cul u al coope a ion
ag eemen be ween he go e nmen s o Spain and Mo occo, he p incipal aim o his p og am is o
each A abic and Mo occan cul u e o Mo occan s uden s en olled in junio and seconda y schools in
Spain, al hough i is also open o non-Mo occan pupils and eaching s a . A o al o 47 pupils a he
school we e en olled in his p og am du ing he 2018–2019 school yea ; he majo i y we e o Mo occan
o igin, al hough he p og am was also u ilized by Alge ian pupils. No au och honous s uden s and
eache s o hose o any o he na ionali ies signed up. P ac ically all he Mo occan and Alge ian pupils
a he school ake pa in his ac i i y.
Pa en al agency is he e o e o pa icula ele ance in ensu ing he lingual i ali y o he languages
o o igin amongs young Magh ebis and gua an eeing sociolinguis ic cohesion wi hin hei amilies
and language communi ies (Mous aoui S hi 2019a,2019b). The ollowing agmen is an example o
he pa en al agency p ocess and highligh s he impo ance o he amily con ex as he hub in which
his ansna ional habi us un olds (Bou dieu 1977).
Example 1. ¿Quélengua o quélenguas son las más impo an es?
1. INV: ¿Quélengua o quélenguas de las que habéis señalado cada uno en su á bol es la más impo an e?
2. INV: Pa a oso os.
3. (Todos los alumnos con es an a la ez y no se en iende)
4. INV: No amos a habla así, que cada uno diga una idea ¿ ale?
5. (0.72)
6. INV: Vamos a empeza po aquí.
7. SR: Eh, á abe
8. INV: XXX
9. (0.52)
10.
INV: ¿Po quéxxx?
11.
SR: Po que es la que más se usa en Ma uecos.
12.
CG: xxxx.
13.
INV: Es amos hablando no solo de Ma uecos, sino de Ma uecos, España, la amilia, el ba io, la escuela,
odo.
14.
(0.20)
15.
INV: Todo ues o en o no.
16.
(Niño 3 asien a con la cabeza)
17.
INV: ¿Vale?
18.
(2.03)
19.
INV: ¿Vale? á abe.
20.
(0.65)
21.
SR: Eh, ¿cómo, quéde qué?
22.
INV: ¿Po quées la más impo an e pa a i?
23.
SR: Po que es la que yo uso y conside o más impo an e.
24.
INV2: ¿Túla usas?
25.
(0.42)
Languages 2019,4, 63 5 o 18
26.
SR: Sí, xxxx.
27.
(Todos los alumnos se íen y no se escucha lo que dice el alumno que es áin e iniendo)
28.
INV: xxxx
29.
INV: ¿Sí?
30.
(1.33)
31.
INV: á abe ¿con la amilia, no?
32.
SR: Sí, con la amilia, pe o xxxx.
33.
INV: Vale, ¿XX?
34.
SM: Da iya.
35.
INV: ¿Da iya ambién?
36.
(1.21)
37.
INV: ¿Po qué?
38.
(0.60)
39.
SM: Po que es la que nos enseñan nues os pad es y nos la siguen enseñando.
40.
(0.42)
41.
SM: Pa a
42.
INV: Uhu.
43.
(0.66)
44.
INV: Y ¿pensáis que la ais a ansmi i a ues os hijos ambién?
45.
SM: Sí.
46.
INV: ¿La en
é
is que ap ende po que solamen e po que la hablas odos los d
í
as o po que es algo muy
impo an e y enéis que man ene la y luego ansmi i la...?
47.
(0.31)
48.
INV: ¿No?
49.
(0.38)
50.
INV: ¿Po qué?
51.
(0.26)
52.
INV: á abe ¿quépensáis los demás?
53.
CG: Dos.
54.
CR á abe.
55.
INV: á abe.
56.
(0.53)
57.
CG: Yo dos el español y el, y el, el á abe.
58.
CG: Da iya.
59.
INV: Da iya.
a. (0.49)
60.
INV: Son muy impo an es, ¿po qué?
61.
CG: ¿Po qué? Po que yo las uso las dos pa a habla en casa con los amigos, odo.
b. (0.25)
62.
CG: La amilia, el cole.
63.
(0.36)
64.
CG: Es que, es que es la que más uso con odo.
65.
INV2: ¿El gallego no xxxx?
66.
CG: A e .
67.
(0.82)
Languages 2019,4, 63 6 o 18
68.
CG: En español en a el gallego, pe o yo no hablo gallego solo en clase de gallego.
69.
(0.75)
70.
CG: Sabes, yo yo como pe sonalmen e yo el gallego no lo uso.
71.
(0.85)
72.
(N5 ges icula con las manos y encoge los homb os)
73.
CG: ¿Sabes?
74.
(2.30)
75. INV: O sea, en
é
minos de uso c ees que el español y el da iya son los m
á
s impo an es po que los usas m
á
s.
76.
CG: Pa a mí, sí.
77.
INV: Pa a i.
78.
(0.19)
79.
INV: Sí, sí, pa a i xxx.
80.
(1.30)
80.
CG: Pa a i.
82.
(N5 le pone la mano en el homb o a su compañe o de al lado mien as lo mi a)
83.
INV: ¿Quién, quién quie e habla , opina ?
84.
CR: Yo.
85.
(0.28)
86.
(N5 señala a N6 con el dedo)
87.
CR: Yo.
88.
INV: xxxx.
89.
CR Yo, da iya.
90.
INV: ¿También?
91.
CR: Sí.
92.
(0.57)
93.
CR: Po que, po que yo soy de una eligión que es áen ese idioma.
94.
(0.39)
95.
INV: ¿La eligión es áen es e idioma?
96.
(0.66)
97.
INV: ¿Y c ees que po se musulmán ienes que habla es a lengua?
98.
(0.35)
99.
CR: Homb e, sí.
[Which language o languages a e he mos impo an ?
1. REA: Which language o languages ha you ma ked on you indi idual ees a e he mos impo an ?
2. REA: To you.
3. (All he pupils answe a he same ime, and he e o e, hei esponses a e unin elligible)
4. REA: Le us no do i ha way; each pe son should pu o wa d hei idea, OK?
5. (0.72)
6. REA: Le us s a wi h you.
7. SR: E , A abic
8. REA: XXX
9. (0.52)
10.
REA: Why xxx?
11.
SR: Because i is he one spoken mos in Mo occo.
12.
CG: xxxx.
Languages 2019,4, 63 7 o 18
13.
REA: We a e no jus alking abou Mo occo, bu Mo occo, Spain, he amily, he neighbo hood, school,
e e ywhe e.
14.
(0.20)
15.
REA: You en i onmen as a whole.
16.
(Child 3 nods)
17.
REA: OK?
18.
(2.03)
19.
REA: OK? A abic.
20.
(0.65)
21.
SR: Eh, like, like wha ?
22.
REA: Why is i he mos impo an one o you?
23.
SR: Because i is he one I speak, and I conside i o be he mos impo an .
24.
REA2: So, you speak i ?
25.
(0.42)
26.
SR: Yes, xxxx.
27.
(All he pupils laugh, and i is impossible o make ou wha he pupil who is speaking is saying)
28.
REA: xxxx
29.
REA: So?
30.
(1.33)
31.
REA: A abic, wi h he amily, igh ?
32.
SR: Yes, wi h he amily, bu xxxx.
33.
REA: OK, ¿XX?
34.
SM: Da iya.
35.
REA: Da iya as well?
36.
(1.21)
37.
REA: Why?
38.
(0.60)
39.
SM: Because ha is he one ou pa en s augh us, and hey s ill do.
40.
(0.42)
41.
SM: Fo
42.
REA: Uh-huh.
43.
(0.66)
44.
REA: And do you hink you will pass i on o you kids as well?
45.
SM: Yes.
46.
REA: Do you ha e o lea n i jus because you speak i e e y day o because i is impo an and some hing
you should main ain and hen pass on . . . ?
47.
(0.31)
48.
REA: Is ha no he case?
49.
(0.38)
50.
REA: Why?
51.
(0.26)
52.
REA: A abic. Wha do he es o you hink?
53.
CG: Two.
54.
CR A abic.
55.
REA: A abic.
56.
(0.53)
57.
CG: In my case wo: Spanish and, and A abic.
Languages 2019,4, 63 8 o 18
58.
CG: Da iya.
59.
REA: Da iya.
a. (0.49)
60.
REA: Why a e hey so impo an ?
61.
CG: Why? Because I speak bo h languages a home, wi h my iends, e e yone.
b. (0.25)
62.
CG: Family, school.
63.
(0.36)
64.
CG: And i is like he one I use mos , o e e y hing.
65.
REA2: Don’ you speak Galician xxxx?
66.
CG: Well.
67.
(0.82)
68.
CG: Galician and Spanish go oge he , bu I do no jus speak Galician in Galician language lessons.
69.
(0.75)
70.
CG: You know, pe sonally, I, I do no speak Galician.
71.
(0.85)
72.
(Child 5 ges icula es and sh ugs his shoulde s)
73.
CG: You know wha I mean?
74.
(2.30)
75
REA: In o he wo ds, in e ms o usage, you hink ha Spanish and Da iya a e mo e impo an because
you use hem mo e.
76.
CG: In my case, ha is ue.
77.
REA: In you case.
78.
(0.19)
79.
REA: Yes, yes, in you case xxx.
80.
(1.30)
81.
CG: In you case.
82.
(N5 places his hand on he shoulde o he classma e si ing nex o him and u ns o look a him)
83.
REA: So, who would like o say some hing and gi e hei opinion?
84.
CR: Me.
85.
(0.28)
86.
(Child 5 poin s o Child 6)
87.
CR: Me.
88.
REA: xxxx.
89.
CR In my case, Da iya.
90.
REA: So, you ag ee?
91.
CR: Yes.
92.
(0.57)
93.
CR: Because ha is he language o my eligion.
94.
(0.39)
95.
REA: Religion is in ha language?
96.
(0.66)
97.
REA: So, you hink ha because you a e a Muslim, you ha e o speak ha language?
98.
(0.35)
99.
CR: Basically, yes.]
Languages 2019,4, 63 9 o 18
This episode is a mul i-pa y in e ac ion (Le ne 1996) in which he esea che uses glances,
ges u es, and e e ences o a second pa y o single ou he a ious esponden s o encou age
sel -selec ion. The esponden s o ge an in o mal in e ac ional ame (Go man 1981), as shown in he
jocula byplays (Go man 1981) e lec ed in lines 27, 82, and 86. The esea che ini ia es he i s pa
wi h an adjacency pai (lines 1–2) by posing he ollowing ques ion: “Which language o languages a e
he mos impo an ?” The a ious esponden s comple e he pai wi h e e ences o Da iya/Mo occan
A abic
4
(lines 7, 19, 23, 26, 31, 34, 35, 52, 54, 55, 57, 58, and 59), amongs o he s. All he pupils excep
one, CG, claim ha o hem, Da iya/Mo occan A abic is he mos impo an language. I is wo h
no ing ha CG, he only boy who conside s Spanish o be equally as impo an as Da iya, comes
om a mixed amily comp ising a Galician mo he and a Mo occan a he —a si ua ion ha is s ill
ela i ely a e in he communi y unde s udy. In con as , Galician, he language o Galicia, does no
hold a posi ion o ele ance amongs he child en’s p e e ences.
The esponses p o ided by hese s uden s e lec a leaning owa ds hei cul u e o o igin om he
ancho poin o he “he e and now in Galicia”. Toge he , hey cons uc a ch ono ope (
Bakh in 1989
)
ha neu alizes he sense o opposi ion be ween he e (Galicia) and he e (Mo occo). In his sense,
Da iya is impo an o SR, because i is he language spoken in Mo occo (line 9), and i is also he
language he uses mos in Galicia (line 18) wi h his amily and iends. Da iya indexicalizes a key
‘delocalized’ and ansna ional ch ono ope ha posi ions hese young people in a e i o ialized space
be ween Galicia and Mo occo, which hey use o cons uc a new ‘ e i o y’ based on hei iden i y and
anslingual p ac ices.
When he esea che asks o easons ha jus i y his esponse (lines 10, 22, and 37), he esponden s
join ly e oke key aspec s o hei iden i y: Mo occo, hei place o o igin (lines 11 and 13); he equen
use o his language when in e ac ing wi h iends and ela i es (lines 23 and 29); hei upb inging and
ansmission om amily membe s (lines 39, 44, and 45); hei own ole in ansmi ing he language
(lines 44 and 45); and he eligion o Islam and i s associa ion wi h he language (lines 93–95; “Because
ha ’s he language o my eligion”). In his sense, language—Da iya/Mo occan A abic; place o
o igin—Mo occo; and he sense o Muslimness ha is o en associa ed wi h he A abic language ac as
c ea i ely e ec i e indexical elemen s (Sil e s ein 1976), in ended o econs uc key aspec s o he
sense o iden i y o being a young Mo occan wi hin he diaspo a.
Essen ially, he amily p o ides a space o ansna ional habi us, encou aged by pa en al agency,
which s ems om he c ea ion o a delocalized space ha connec s he e (Galicia) and he e (Mo occo)
h ough a se ies o social, linguis ic, eligious, economic, and poli ical p ac ices (Giddens 1991;
Gua nizo 1997
;Os e gaa d Nielsen 2003;Ve o ec 2007). Fac o s ela ed o eligion, cul u al he i age,
and socio-communica i e elemen s, media ed h ough pa en al agency, o ge posi i e ideologies
associa ed wi h A abic, and Da iya in pa icula , due o i s mo he ongue s a us. Such ideologies
a e a o able o he capi aliza ion o he languages o o igin in he diaspo a and p omo e hei
ansmission and main enance wi hin he amily con ex .
3.2. Adolescen Agency in Handling Family Mul ilingualism
Ou analysis o bo h he ‘Language T ee’ ac i i y and he ‘sociolinguis ic su ey’ has shown ha
a ie ies o Galician and Spanish a e also included in he communica i e epe oi e o hese young
people. Socializa ion wi hin he con ex o school and o he spaces ou side hei amily en i onmen is
c ucial o hei acquisi ion o hese wo languages. School is o pa icula impo ance in ha i p o ides
a egula mee ing poin o bo h au och honous and alloch honous g oups. One o he esul s o his
si ua ion is ha he young Mo occans in oduce his new mul ilingual epe oi e in o he amily space,
and consequen ly, hey change he home sociolinguis ic egime and i s in e ac ional o de . Adolescen s
a e essen ial in a icula ing amilies’ mul ilingual p o iles in he sense ha hei agency is c ucial o
4Da iya is he e m commonly used o e e o Mo occan and Alge ian A abic.
Languages 2019,4, 63 16 o 18
Au ho Con ibu ions:
All h ee au ho s con ibu ed equally o collec ing, p ocessing, and analyzing he da a,
as well as he w i ing o his a icle.
Funding:
The da a analyzed and discussed in his pape come ou o a esea ch p ojec inanced by
FEDER/Minis e io de Ciencia, Inno aci
ó
n y Uni e sidades—Agencia Es a al de In es igaci
ó
n. FI2016-76425-P.:
P ojec I +D+I Supe di e sidad lingü
í
s ica en
á
eas pe iu banas. An
á
lisis escala de p ocesos sociolingü
í
s icos y
desa ollo de la conciencia me alingüís ica en aulas mul ilingües.
Acknowledgmen s:
We would like o ex end ou hanks o he anonymous e iewe s o hei ca e ul eading o
ou manusc ip and o hei use ul commen s.
Con lic s o In e es : The au ho s decla e no con lic s o in e es .
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