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El Seny I La Rauxa: Identity, Ideologies, and Communicative Practices of Honduran Youth in Catalonia

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El Seny I La Rauxa: Identity, Ideologies, and Communicative Practices of Honduran Youth in Catalonia El Seny I La Rauxa: Identity, Ideologies, and Communicative Practices of Honduran Youth in Catalonia Item Type text; Electronic Dissertation Authors Vujasinović, Ellen Elizabeth Publisher The University of Arizona. Rights Copyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author. Download date 27/09/2021 02:57:22 Link to Item http://hdl.handle.net/10150/625852 1 EL SENY I LA RAUXA: IDENTITY, IDEOLOGIES, AND COMMUNICATIVE PRACTICES OF HONDURAN YOUTH IN CATALONIA by Ellen Elizabeth Vujasinović __________________________ Copyright © Ellen Elizabeth Vujasinović 2017 A Dissertation Submitted to the Faculty of the DEPARTMENT OF TEACHING, LEARNING, AND SOCIOCULTURAL STUDIES In Partial Fulfillment of the Requirements For the Degree of DOCTOR OF PHILOSOPHY WITH A MAJOR IN LANGUAGE, READING, AND CULTURE In the Graduate College THE UNIVERSITY OF ARIZONA 2017 2 THE UNIVERSITY OF ARIZONA GRADUATE COLLEGE As members of the Dissertation Committee, we certify that we have read the dissertation prepared by Ellen Elizabeth Vujasinović titled El Seny i La Rauxa: Identity, Ideologies, and Communicative Practices of Honduran Youth in Catalonia and recommend that it be accepted as fulfilling the dissertation requirement for the Degree of Doctor of Philosophy. __________________________________________________Date: 4/07/2017 Norma E. González __________________________________________________Date: 4/07/2017 Perry Gilmore __________________________________________________Date: 4/07/2017 Mary C. Combs Final approval and acceptance of this dissertation is contingent upon the candidate’s submission of the final copies of the dissertation to the Graduate College. I hereby certify that I have read this dissertation prepared under my direction and recommend that it be accepted as fulfilling the dissertation requirement. ________________________________________________ Date: 4/07/2017 Dissertation Director: Norma E. González 3 STATEMENT BY AUTHOR This dissertation has been submitted in partial fulfillment of the requirements for an advanced degree at the University of Arizona and is deposited in the University Library to be made available to borrowers under rules of the Library. Brief quotations from this dissertation are allowable without special permission, provided that an accurate acknowledgement of the source is made. Requests for permission for extended quotation from or reproduction of this manuscript in whole or in part may be granted by the head of the major department or the Dean of the Graduate College when in his or her judgment the proposed use of the material is in the interests of scholarship. In all other instances, however, permission must be obtained from the author. SIGNED: Ellen Elizabeth Vujasinović 4 Acknowledgments First and foremost, I want to thank my committee members who have guided me through my coursework and dissertation over the past few years. Dr. Norma Gonzalez, Dr. Perry Gilmore, and Dr. Mary Carol Combs, three amazing and intelligent women, who have lent me their time and sound advice as prominent female academics in the field of Language, Reading, and Culture. I am grateful beyond words. I am privileged to have been mentored and advised by Dr. Norma González. As my Ph.D. advisor and committee chair, you have been a model of academic dedication and commitment to anthropology and education. Your wisdom, experience, and contributions to the field have shaped and reshaped my thoughts and ideas, constantly. Your support and encouragement have gotten me through this long marathon. May I have the opportunity to give to my future students the endless support you have given me. Dr. Perry Gilmore, your belief in me as a scholar, as a writer, and linguistic anthropologist has been inspirational. Encouraging me to take a leap of faith to conduct my dissertation field research in Spain, child in tow, and to follow my love of being in “the field” as an ethnographer and student of sociolinguistics. You encouraged me to “never lose my own voice.” Dr. Mary Carol Combs, your dedication as a master teacher and leader in language policy and education has opened my eyes to endless possibilities. You’ve taught me that if I just put my creative inquiry to work, I can do great things both in the classroom and in the community, and continue to fight for social justice in education. To my mentor, colleague, and friend, Dr. Moises Esteban Guitart, seeing my potential as a scholar and contributor to the field of immigrant language education in Catalonia brought me both opportunity and encouragement that I will not forget. Your support during my fieldwork, your belief in me as an ethnographer in the field, and unending advice while conducting my research on site has been invaluable. To my mentor and committee member, Dr. Richard Ruiz. Your guidance remains in my thoughts and forever in my heart. Your questions, of which I will always seek the answers to, will always stay with me. I miss you terribly. Que descanses en paz mi maestro. To Dr. Luis Moll, who convinced me to be part of the LRC Program. I am indebted to you for your wise words and guidance towards a most fulfilling doctoral career that enriched me as both an educator and researcher. To Barrí Sant Domenech, thank you for allowing me and my daughter into your lives, into your community. We are forever tied to you. My “catratchos”, your willingness be part of this study and give me your honest opinions showed me humility and inspired me. 5 Dedication Mi luz, mi razón por seguir y triunfar: My Marina. Daughter: I will forever be a better teacher and researcher because I have had you as my “sidekick” as an ethnographer, educator, and researcher; giving me a child’s perspective of both language learning and of living and studying in another country. You’ve kept me balanced, centered, and laughing when I’d forget the reason I ever started this journey in the first place. To my family: My mother and father, sister, and brother-in-law, niece and nephew who helped me actualize my dreams through your unfettered encouragement and endless support and patience. Thank you for supporting me through this bumpy road, and for always just being there. I love you all so much. To Pepi, Quico, Samantha, and Quico Jr: Sois como mi otra familia, mi familia de Sabadell, que me ha apoyado por más de veinte años y que continua su amor y apoyo como maestra y persona. Os amo con todo mi corazón. To Sandra Kottwitz: you sparked my lifelong passion for language learning. May you rest in peace. You are always in my thoughts and in my mind. 6 Table of Contents List of Figures .................................................................................................................................. 8 Abstract ............................................................................................................................................ 9 CHAPTER 1: Introduction ......................................................................................................... 10 CHAPTER 2: The Case of Catalonia ......................................................................................... 22 “New” Immigrants to Catalonia: Late 1990’s to Present ........................................................... 26 Catalan Language Planning Directives Amidst “New” Immigration ........................................ 29 CHAPTER 3: Theoretical Framework ...................................................................................... 32 Transnationalism and Language Learner Investment ................................................................ 44 Relevant Literature: Latin American Immigrants in Catalonia .................................................. 46 Latino Youth “Resistance” to Catalan ....................................................................................... 48 CHAPTER 4: Methodology ........................................................................................................ 51 Research Site .............................................................................................................................. 51 Why Barrí Sant Domenech? ...................................................................................................... 54 Sant Domenech High School ..................................................................................................... 56 Aula d’ Acollida at Sant Domenech High School ..................................................................... 59 Participant Recruitment ............................................................................................................. 62 Participants ................................................................................................................................. 63 Research Site and Participants ................................................................................................... 66 In-Depth Interviews ................................................................................................................... 66 Observations in the Aula d’ Acollida ......................................................................................... 68 Journaling ................................................................................................................................... 68 Questionnaires ..........................................................................................................................
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