Multilingual, Hybrid, Planken, Multiple, Codes, Bilingualism, Multilingualism, Mixing, Practices, Contact, Variation, World_Englishes_English, Genre_Variety, Global, Code-switching, Function, Symbol, Norm_Approach, Advertising, Contact, Identity: 18-42
but also that can be viewed "ETHNOGRAPHICALLY
" or socially
had raised their kids with the insurance of the additional
"root/heritage" integration of culturally traditional norms and values (p. 157). This is important as the children that had therefore had had different demands being placed on them
in Auer
(2007
edited by Peter Auer
De Gruyter
and Bueno-Aniola discuss in their conclusion (part 4) how within a business office
a community of Brazilians in a rural
and their change over time: A case study of a group of German- Turkish girls in Mannheim/Germany Inken Keim Keim (Chapter 6
a temporal communicative case study of a group of German-Turkish girls and in the book on styles of identities and linguistic HETEROGENEITY) in Auer Ed. (2007); *Regarding the aim of the study
and social standards for which they usually are not prepared. A typical reaction to these experiences is the organization of an ethnically defined peer group along with the dissociation from or the upgrading of ethnic features." "There is a third educational career: with a good Hauptschule-diploma
adolescents have the option to attend various Fachschulen and obtain a qualification that enables them to go to Fachoberschule and later on perhaps even to a university. German teachers call this career der langsame Weg ('the slow path'). It is recommended that migrant children can join this cohort if they have the "ability" to learn a specifically needed competence. If selected for this group
they may live in the migrant area until they turn 15
after which they too must take on and immerse themselves in an unfamiliar environment (Keim in Auer
the group developed into a wild
aggressive ethnic clique that even became criminal for a period." (Keim in Auer
Androutsopoulos (2007) has a section (3.5) on advertising that is "multilingual"
also with an ethnosymbolic focus (p. 2020). According to Androutsopoulos (2007)
situates the reader into a specific context of those who are a part of this migrational diaspora. Keim in Auer (2007) reports the following on the location of the primary study. "The ethnographic research on which this paper is based was carried out in an inner-city district of Mannheim
an industrial town of 320
where they felt marginalized and excluded
and
a more practically-oriented school type
and children with low marks go to the Hauptschule
code-switching
and code-mixing
"This ethnic background comes in play to very different degrees though
and it combines with a self-positioning along the dimension of rurality/urbanity. To be sure
syntactic
and lexico-semantic level as well as by the realization of specific activity types or specific genres and conversational structures. Elements from all these levels are combined along the same line
and economic conditions. Striving for social integration as well as for social differentiation is a part of these conditions. Cultural or social styles correspond to schematic knowledge of social behavior
and their relevant traits reflect distinctive features of the respective social and cultural paradigm. From this perspective
with a different language of the general population) as their parents were not able to help them with their academic deficits
and they were too embarrassed to ask their German peers or teachers for help. These peers had excluded them from the same sort of inclusion that a German pupil might otherwise be invited to participate more naturally. One group of Turkish girls joined another and at the age of 12-13
Auer [2008] in the intro to the first part of the book explains that Bierbach and Birken-Silverman
approach bilingualism from an index viewpoint, so as to point to social identities [p. 27].
due to these schools being outside of the district
are a minority then
with three of the following options
as Keim explains (Keim in Auer
in the case of second generation immigrants
as a descendant of people with discrepant social and cultural roots - means being placed on the edge of the receiving society
" etc. Some secondary sources used here are Eastman and Stein (1993: 198
as cited in Androutsopoulos
this suggests something more 'erotic' as Piller (2001
as cited in Androutsopoulos
etc. The district's youth center offered them developmental assistance they all-around had needed. This is where the author met these girls for the first time. The observation was a long-spanning one. Interpersonal relationships within their ethnic community
as well as the experiences in the schools outside their migrant district
children have options between three school types at the end of primary school (at the age of ten)..." (p. 157). At the age of 10
at a time when
the lowest secondary school type with a very negative image." These are the three different types of same level schools that a child at the end of primary school can go to
based on grades/marks. "Because of their low school marks
p. 159)
cites as secondary support Keim (2002)
http://ebookcentral.proquest.com/lib/asulib-ebooks/detail.action?docID=364724. 32 pages (pp. 155-186) of Chapter 6 Socio-cultural identity
communicative style
as Keim in Auer (2007) writes in a second
context-situating section of the text. These sorts of workers were called "guest" workers for such needs-based jobs. Keim explains that the following countries were where such workers had come from. These were: Italy
colonial zone with German descent the individuals index cultural
economic and ethnic categories and in so doing
they experienced the Schock des Lebens ('shock of their lives') because they were not up to the new linguistic
educational
and tend to marry those that their parents know
etc. The middle sort of school is the one where the following occurs with those at that turning point that fit the following statistic. They "have the chance to go to the Gymnasium or the Realschule (10-20% of an age-group) develop quite different social orientations." The migrants
as in Germany it is considered such
for example
the Turkish parents there
for example
Spain
former Yugoslavia
as well as "from phonology to ellipsis
from language choice to rhetorical strategies" (p. 118). Also
'in between' cultural systems." Auer (2008)
furthermore and with Arnhold
who up till then had defined themselves as a rebellious 'Turkish' group
gradually came to see themselves as something 'new'
were both the main topics of their discussions. Keim
here
Keim in Auer (2007) wrote the following. This was an ethnographic case study in which the author explains (Keim
in Auer
here marginalized
in a different and perhaps economically more promising place
however
in certain instances
loss of nasalisation in the vowels (particularly in the ending -äo
in its extreme form pronounced as /οη/)
as cited in Androutsopoulos). This can also be a sign of their desirable culture. An example that Androutsopoulos (2007) provides of this is a "print advertisement for French cigarette paper in Germany
in which an attractive female is given the headline: 'Voulez-vous rouler avec moi?'" As you may have guessed
at this point in the text
it remains to be seen. Their repertoire changed with time
a socio-cultural style is defined as the specific solution for existential needs and aspirations. The specifics of a socio-cultural style become obvious through comparison across different social worlds." A stylistically developed section of this study's data reveals that the FORMATION of STYLE is based on not just words but also on the outward look of a person and how they present themselves; a: "signaled by co-occurring features on the prosodic
lexical
p. 158). The orientation of the school dropouts is that of wishing to follow trends of famous idols
like those related to entertainment and sports
they have to cope with new educational
linguistic
even in some cases
lived for over 30 years there. Inner-city districts there had then stabilized into MIGRANT "'GHETTOS.'" Keim in Auer (2007) notes that the workers' children have issues with attaining the mainstream educational competence or at least fail professionally to deliver the usual local quality of effort. "Preschool institutions and schools were and still are badly equipped for the instruction of children from various cultural and linguistic backgrounds. Many teachers saw and still see migrant children as double semi-linguals with serious deficits. A high percentage of migrant children are not successful in school and have few opportunities on the job market" (p. 156). Keim in Auer (2007) also explains how due to fear about potentially "losing" their native culture
2007) has pointed out. This line "appropriates a French pop song line to contextualize the
main ethnosymbolic value of French in German advertising." Androutsopoulos (2007) writes that for ethnosymbolic analysis of ads what is needed is: chunked foreign (language) semantics
and Turkey. The legal and social statuses of these "guests" were limited; the residency in Germany had been set up for only a short amount of time or a short stay
meaning their working condition was on a temporarily permitted residence status. This status had changed for some over time
the district's primary schools have not succeeded to build upon the children's bilingual abilities and foster their proficiency in standard German. As a consequence
most migrant children are not very successful in school. In the German school system
18 Androutsopoulos [2007]:
multilingual: from the 18th source.
as in themselves as 'Powergirls.' The location of this reported research was a German inner city called Mannheim. The following
second section by Kevin in Auer
especially against the traditional Turkish female role
since they had been exposed to other female models in their new surroundings. Gradually
the use of the "out-group" language is "appropriation,"
so the display aspect of a foreign/ethnic language is meant to be appealing
style is the product of adjustment to larger networks of "of human communities to their ecological
social
such explains how an identity
socio-culturally
where 90% of the pupils have a migration background. Teachers adjusted to this situation by reduc-ing their educational standards with the consequence that it has become even more difficult for migrant children to succeed in schools outside the migrant district." Maybe instead of reducing standards for all
special sections of courses (or some other set-up) could be used for additional instruction for those struggling? Migrant children's schooling experiences have a noticeable effect on their overall communicative orientations and practices. Interactive codes then can reflect mixed use or bilingual means
and here
such a point in education would be considered a "primary" school system transition
and social demands." They felt excluded due to their perceived reason
that being their "Turkish-ness" (an ethnic identity type
in the course of time
the Hauptschule of the district has become a school for migrant children
most migrant children have only one choice
the Hauptschule. So
lacking palatalisation of /t/ before /i/ and lack of voicing in the voiced stop system; Where he does speak German
the client uses a very broad
"their distribution across
the components of an advertisement" plus
sequentiality
the organization of complex (extended) turns
there are overlapping stylistic features; for instance
the way in which the costumers present their concern is similarly vague. There are commonalities of conversational style relating to discourse structure
upon which development
the workers' wives and children were brought to live and study at the German schools. Migrant families there have then
as well as morphologically and lexically reduced German learner varieties mixed with elements from other languages. When they start school
their competence in standard German - a precondition in the monolingually oriented German school - is not very high. Up till now
on the other hand
they revolted against their parents' educational principles
within that social space
they show belonging through SEMIOTIC systems
and 21% of the population are migrants (p. 157). Keim in Auer (2007) writes that... "Since up to 100% of the preschool children have a migration background
they soon begin to develop bilingual practices
they altogether called themselves 'Turkish Powergirls.' "On the one hand
they struggled against the German school world
in a vaster German school system. "[T]hey experience the negative image of the Turkish migrants in terms of abuse such as scheiß ausländer ('****ing foreigner') and dreckiger ('dirty') or dummer Türke ('stupid Turk').8" Keim explains also that for some
this alienating experience is completely new. "In these schools
basilectal variant of Hunsriickisch
though. Note in particular the monophthong and the high onglide in the diphthong in inseie (std. German einsäen)" (p. 119). ... Some Notes Based on Certain Portions or Chs_ in Auer_2007 Auer (2007) is just the editor of this book. Style and Social Identities: Alternative Approaches to Linguistic Heterogeneity
who came up with the concept of ethnosymbolism
to mean that a foreign language is a symbol of some sort of interesting or expertly ethnic group (1986: 109
the institution sending the message
to the intended recipient
"the relation of language to choice
to types of commodities (product groups)
2007) that interviews and observations were recorded. A Conversational Analysis-based interactive analysis or approach is used here. The girls are described as a "ghetto" clique here
whether real or imagined
more social but both local and root-based principles
which balancing of is something to be coped with in some way. Mannheim is an industrial location
discourse voices
which overall need furthermore includes
such choices are not as bad as they seem and are actually meant to be used to connote more positive associations in casual use
with a seemingly neutral tone at least
in this context
would form on an individual's level over time and based on different
and so on which do not distinguish sharply between the three customers" (pp. 118-119). Notes 2 and 4: "the distribution of the /R/-variants (with a merger of the Portuguese phonemic contrast between and
/h/ vs. /r/)
000 inhabitants in southwestern Germany. Over 21% of Mannheim's population are migrants
2 most of them of Turkish origin" (p. 157). The Iron Curtain and the Berlin Wall mark the migratory wave to Germany from the Mediterranean region. The industry in Germany was seeking to fill up jobs with workers (both skilled and unskilled ones) since the 1960s
they have almost no opportunity to obtain a professional qualification" (Keim in Auer
2007
as well as any other visual/verbal ethno-symbolic cues" (p. 221). Cited and put together regarding this list are secondary sources like Piller (2001); Bhatia (1992); Martin (2002); Cheshire and Moser (1994 (as cited in Androutsopoulos
2007). *TBC... Some key points of their 5th chapter in Auer are that naming performance is a hybrid style in a global and cosmopolitan of the Italian-German youth context. The first page of the 5th chapter also states that "Being defined as a 'foreigner' - or
Inc.
2007. ProQuest Ebook Central
so such reflect ethnically based variation. "When the adolescents complete the Hauptschule at the age of 15 with low marks or without a qualification
6 as 25-30% of the students do
to explain how this is one example of how in this particular context
A NEW SOCIAL IDENTITY had come forth from such a lifestyle. "The 'Powergirls'
as 'modern
German-Turkish' young women who wanted to be socially and professionally successful and who were determined to fight against restrictions put on them by both the migrant community and German society" (Keim in Auer
specifically when they matured. They are referred to in the text
referred to
attractive
or modern
the "children with the best marks go to the Gymnasium'
others go to the Realschule
2007
p. 159) This was apparent in their foul word choice. The too taboo for public use language was negative and over-pronounced
2007
p. 159). The following and third section of the sixth chapter in Auer (2007) is on identity based on social style and different relationship ebbs and flows (p. 160). Identity is seen here as being born out of (in one part) culture
2007
p. 220). And Haarmann
2007
pp. 157-168). At 10
2007
pp. 158-159). Some of the 'Powergirls' were a lucky few and some took the "slow path" (p. 159). Gymnasium was the beginning point of the ethnic group's formation. "Here