Identidades y agencias lingüísticas entre adolescentes. El español como lengua de herencia en contexto escolar

• Yvette Bürki ^[1]
  1. [1] University of Bern

     University of Bern

     Bern/Berne/Berna, Suiza

     
• Localización: Boletín de filología: (Universidad de Chile), ISSN 0067-9674, ISSN-e 0718-9303, Vol. 58, Nº. 2, 2023, págs. 225-253
• Idioma: español
• DOI: 10.4067/s0718-93032023000200225
• Enlaces
  • Texto completo
• Dialnet Métricas: 1 Cita
• Resumen

  • Desde una perspectiva crítica, este artículo arroja luz sobre los tipos de agencia individual que despliegan adolescentes bi/multilingües con español como lengua de herencia en una escuela complementaria fundada por padres de familia con raíces latinoamericanas en el cantón de Berna (Suiza). Partiendo del presupuesto de que las identidades son contextuales, relacionales y parciales (Bucholz y Hall 2005), en este estudio exploratorio se analiza cómo las alumnas y los alumnos, haciendo uso de sus agencias, se posicionan frente al español como lengua de herencia en clase. El estudio muestra la importancia de tomar en cuenta los factores contextuales en el análisis de las formas de agencia que pueden darse en el marco del aprendizaje institucionalizado de la lengua de herencia. Se suma además a los estudios de las políticas lingüísticas que incluyen las actitudes y las agencias de los adolescentes para comprender las complejidades de los procesos de mantenimiento y cambio lingüísticos en épocas de transnacionalismo y globalización.

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