Lenguas en situación de contacto: Una mirada transescalar a los usos lingüísticos de los inmigrantes filipinos de mesina
- Autores: Maria Cama
- Directores de la Tesis: Francisco Javier García Castaño (dir. tes.), María Rubio Gómez (dir. tes.)
- Lectura: En la Universidad de Granada ( España ) en 2021
- Idioma: español
- Número de páginas: 273
- Tribunal Calificador de la Tesis: José Antonio Fernández Avilés (presid.), Nieves Ortega Pérez (secret.), Alberto Álvarez de Sotomayor Posadillo (voc.), Trinidad Lourdes Vicente Torrado (voc.), Juan de Dios López López (voc.)
- Programa de doctorado: Programa de Doctorado en Estudios Migratorios por la Universidad de Granada; la Universidad de Jaén y la Universidad Pablo de Olavide
- Materias:
- Enlaces
- Tesis en acceso abierto en: DIGIBUG
- Resumen
- español
Esta tesis doctoral, –que se centra en la cuestión de las lenguas en contextos migratorios–, enfrenta un conjunto de desafíos en el ámbito de las políticas públicas vinculadas al aprendizaje de la lengua de acogida por parte de las personas inmigrantes y de sus hijos e hijas residentes en el país de destino. A partir de un estudio de tipo etnográfico, la investigación se orienta sobre todo a comprender las condiciones de integración sociolingüística de la comunidad filipina de Mesina y los procesos de construcción identitaria de un conjunto de jóvenes adolescentes pertenecientes a esta misma comunidad. El intento es aclarar si –y cómo– la lengua de acogida y/o la lengua de origen afectan a la esperada integración social de las personas inmigrantes adultas, así como a la integración escolar y al sentido de pertenencia e identidad de las jóvenes generaciones. Para ello, se han llevado a cabo análisis críticos de las medidas legislativas y las posiciones institucionales relativas a las cuestiones lingüísticas, y también una serie de interacciones con las personas a las que estas medidas se dirigen. Los resultados, construidos desde las interpretaciones subjetivas de los sujetos protagonistas y del propio proceso reflexivo de la autora, se presentan bajo la forma de compendio de publicaciones a partir de la inclusión de tres artículos científicos y dos capítulos de libro publicados por distintas revistas y editoriales. El orden en el que se presentan los textos compilados permite identificar y comprender mejor las inquietudes lingüísticas de las personas filipinas involucradas en la investigación así como el proceso de transición hacia la edad adulta de sus hijos e hijas, en relación a la manera de vivir entre dos o más lenguas en un contexto que subordina y problematiza la lengua y la cultura familiar considerándolas un obstáculo al aprendizaje de la lengua nacional y un impedimento a la inclusión social y escolar. A través del conjunto de textos se identifican y desvelan, desde una perspectiva crítica, las estrategias cotidianas desarrolladas por un grupo de mujeres y un grupo de adolescentes que describen sus hábitos y expresan sus inquietudes y a través de sus experiencias confrontan las ideas actuales de integración e identificación que reflejan concepciones asimilacionistas. Todo lo emergido ha permitido generar un mayor conocimiento sobre la situación y necesidades lingüísticas de las personas pertenecientes y/o descendientes de este tipo de flujos migratorios y al mismo tiempo ofrecer pistas de reflexión que puedan estimular el mundo político e institucional (incluido el mundo escolar) a dar respuestas concretas a cuestiones que necesitan esfuerzos urgentes y un diálogo constante y constructivo con el mundo de la investigación socio antropológica.
- English
This doctoral thesis, –focused on the topic of languages in migratory contexts–, faces a unique set of challenges in the field of public policies related to the host country language learning by immigrants and their sons and daughters residing in it. Starting from an ethnographic study, the research aims at understanding the conditions of sociolinguistic integration of the Philippine community of Messina and the identity building processes of a group of adolescents belonging to the same community. The objective is to clarify whether and how the host language and the native language affect the expected integration of adult migrants, as well as the school integration and the sense of belonging and identity of young generations. A critical analysis has been carried out about legislative measures and institutional initiatives concerning language questions, together with a number of interactions with persons affected by these measures. The results, achieved from the perspectives of the same actors and the author’s considerations, appear under the form of a compendium of publications including three scientific articles and two book chapters, published by different journals and editorials. The order, in which the compiled texts are, makes it possible to identify and better understand the linguistic concerns of the Filipinos involved in this research. At the same time, it provides insights into their sons and daughters transition process to adulthood, in relation to their living between two or more languages, in a context that overtakes and problematizes language and family culture, both considered as obstacles to the national language learning and impediments to social and school inclusion. From a critical perspective, this set of texts identifies and reveals the daily strategies developed by a group of women and a group of teenagers describing their habits, expressing their anxieties and reflecting, –through their own experience–, the assimilationist current ideas of integration and identification. What has emerged leads to a better understanding of the linguistics needs of the persons belonging to, or descendants from, these migratory flows. At the same time, it offers points for reflections to encourage the political and institutional world (including schools) to give concrete answers to issues requiring urgent efforts and a constructive dialogue with the world of sociological–anthropological research.conditions of sociolinguistic integration of the Philippine community of Messina and the identity building processes of a group of adolescents belonging to the same community. The objective is to clarify whether and how the host language and the native language affect the expected integration of adult migrants, as well as the school integration and the sense of belonging and identity of young generations. A critical analysis has been carried out about legislative measures and institutional initiatives concerning language questions, together with a number of interactions with persons affected by these measures. The results, achieved from the perspectives of the same actors and the author’s considerations, appear under the form of a compendium of publications including three scientific articles and two book chapters, published by different journals and editorials. The order, in which the compiled texts are, makes it possible to identify and better understand the linguistic concerns of the Filipinos involved in this research. At the same time, it provides insights into their sons and daughters transition process to adulthood, in relation to their living between two or more languages, in a context that overtakes and problematizes language and family culture, both considered as obstacles to the national language learning and impediments to social and school inclusion. From a critical perspective, this set of texts identifies and reveals the daily strategies developed by a group of women and a group of teenagers describing their habits, expressing their anxieties and reflecting, –through their own experience–, the assimilationist current ideas of integration and identification. What has emerged leads to a better understanding of the linguistics needs of the persons belonging to, or descendants from, these migratory flows. At the same time, it offers points for reflections to encourage the political and institutional world (including schools) to give concrete answers to issues requiring urgent efforts and a constructive dialogue with the world of sociological–anthropological research.
- español
