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