Abstract
This article explores hip hop music as a powerful tool for educational institutions to promote minority languages among teenagers living in multilingual contexts. It reports on an educational experience in secondary education that consisted of a series of rhyme workshops given by a guest hip hop artist in a secondary school in Catalonia, where two main languages (Spanish and Catalan) coexist in an unbalanced situation that favours Spanish for peer-communication. Drawing on two articulated pieces of fieldwork (the first one in the classroom and the second outside school with three students who were emergent rappers), the study shows a rift between language practices in the classroom and hip hop language practices in the teenagers’ lives. It also shows the powerful effect of bringing a professional musician into the classroom and how the school can have an impact on the language practices of the students outside school.
Acknowledgements
With the support of the Secretary for Universities and Research of the Ministry of Economy and Knowledge of the Government of Catalonia and the Co-fund programme of the Marie Curie Actions of the 7th R&D Framework Programme of the European Union (Beatriu de Pinós 2011-A). Moreover, the author takes part of two R&D research projects financed by the Ministry of Science and Innovation in Spain for the period 2015–2018 at Pompeu Fabra University: “Digital identities and Cultures in Language Education – ICUDEL” (EDU2014-57677-C2-1-R, directed by D. Cassany, https://sites.google.com/site/icudel15/research-team) and “Translingual and transcultural processes in students of local and foreign origin” (FFI2014-52663-P, directed by M. Trenchs). I am grateful to the participants in this study, the students, the rap artist and the teacher, and to Peter Skuce, who has contributed a helpful linguistic revision of this article.
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© 2017 Walter de Gruyter GmbH, Berlin/Boston
Artikel in diesem Heft
- Frontmatter
- Dear Pr.
- Spanish and Kaqchikel-Maya: A study in town and village in Guatemala’s central highlands
- Language is me: Language maintenance in Chipilo, Mexico
- “I have struggled really hard to learn Sami”: Claiming and regaining a minority language
- Reconsidering language shift within Singapore’s Chinese community: A Bourdieusian analysis
- Language ideologies in a Uyghur comedy sketch: the comedy sketch Chüshenmidim ‘I don’t understand’ and the importance of Sap Uyghur
- On the nature of mixed languages: The case of Bildts
- Language and identity construction: Evidence from the ethnic minorities of Armenia
- What is in a language: Essentialism in macro-sociolinguistic research on Afrikaans
- Small languages and small language communities 83
- Rap music in minority languages in secondary education: A case study of Catalan rap
- Reviewers 2017
- Reviewers for the International Journal of the Sociology of Language 2017
Artikel in diesem Heft
- Frontmatter
- Dear Pr.
- Spanish and Kaqchikel-Maya: A study in town and village in Guatemala’s central highlands
- Language is me: Language maintenance in Chipilo, Mexico
- “I have struggled really hard to learn Sami”: Claiming and regaining a minority language
- Reconsidering language shift within Singapore’s Chinese community: A Bourdieusian analysis
- Language ideologies in a Uyghur comedy sketch: the comedy sketch Chüshenmidim ‘I don’t understand’ and the importance of Sap Uyghur
- On the nature of mixed languages: The case of Bildts
- Language and identity construction: Evidence from the ethnic minorities of Armenia
- What is in a language: Essentialism in macro-sociolinguistic research on Afrikaans
- Small languages and small language communities 83
- Rap music in minority languages in secondary education: A case study of Catalan rap
- Reviewers 2017
- Reviewers for the International Journal of the Sociology of Language 2017