Rafael Lomeu Gomes

Lomeu, Rafael. I Festival Internacional do Dia do Refugiado: Um relato etnográfico, Ponto Urbe [Online], URL: http://pontourbe.revues.org/3181 ; DOI: 10.4000/pontourbe.3181 

Lomeu Gomes, Rafael. Family Language Policy ten years on: A critical approach to family multilingualism, Multilingual Margins [Online], URL: http://multimargins.ac.za/index.php/mm/article/view/98/71

• Gomes, Rafael Lomeu; Opsahl, Toril & Røyneland, Unn (2024). «Imitation game»? Karnevalesk humor i medierepresentasjoner av andrespråkspreget tale. NOA - Norsk som andrespråk. ISSN 0801-3284. 40(2), s. 27–46. Fulltekst i vitenarkiv Vis sammendrag

  I denne artikkelen diskuterer vi planlagt imitasjon av norsk og engelsk som andrespråk brukt i humor i populærkulturen. Trekk som assosieres med talere av norsk som andrespråk, inngår også som en del av repertoaret til ungdommer i heterogene, urbane miljøer i det som popu­lært er blitt kalt «kebabnorsk». I denne artikkelen utforsker vi tilfeller der en slik multi­etnolektisk stil blir parodiert for å framheve, utfordre eller befeste identitetskategorier. Avisartikler publisert mellom 2015 og 2021 hvor ordet «kebabnorsk» forekommer, sammenstilles med analyser av videoklipp fra TV-serier hvor humoristiske imitasjoner av andrespråks- og «kebab­norsk»-talende personer brukes. Med bruk av et rasiolingvistisk perspektiv (Flores & Rosa, 2023), teorier om autentisitet (Coupland, 2003; Woolard, 2016), indeksikalsk regimentering (Bucholtz, 2011), begrepet språklig minstrel (Bucholtz & Lopez, 2011) og Bakhtins karnevalesk-begrep (Bakhtin, 1968, 1981; Kjus, 2005) diskuterer vi tilfeller der sammen­hengen mellom språk og kropp framstilles som «naturgitt» og ikke sosialt konstruert, og tilfeller der (meta-)parodiske framstillinger kan utfordre stereotypier og bidra til en denatura­lisering av språk-/kropps- og språk-/sted-forbindelser. Studien bidrar til en bredere forståelse av hvordan stereotypier blir diskursivt (re-)produsert, og maktforhold forhandlet.

• Gomes, Rafael Lomeu; Lanza, Elizabeth & Athari, Zahir (2023). (Nanny) State as family by proxy: Media discourses on refugee and asylum-seeking children in Norway. Journal of Multilingual Theories and Practices. ISSN 2632-4490. 4(2). doi: 10.1558/jmtp.26482. Fulltekst i vitenarkiv Vis sammendrag

  In this article, we extend the boundaries of research on family language policy (FLP) by addressing the situation that occurs when the State takes over the care of unaccompanied minor refugees and asylum-seekers, thereby assuming by proxy the responsibilities normally assigned to families. We analyse media discourses involving unaccompanied minors (UMs) in Norway, a Scandinavian country perceived as having liberal policies, in a corpus of 30 articles published between 2016 and 2017, a significant period of immigration in a European context. Our analysis reveals a polarized debate around these children, often termed anchor children, who allegedly aim for future biological family reunification. Assuming the family role as proxy, Norway is referred to as a Nanny State, making decisions for the UMs regarding their well-being, education and language learning. Engaging with recent calls for decolonizing and southernizing critical discourse studies (CDS), we anchor our analysis onto decoloniality. We argue that this epistemological move allows us to identify opposing understandings of culture undergirding two competing sides in debates about UMs in Norway. The study has both theoretical and methodological implications for future conceptualizations of the family in FLP research.

• Gomes, Rafael Lomeu & Lanza, Elizabeth (2022). Southern Approaches to Family Multilingualism, The Routledge Handbook of Language and the Global South/s. Routledge. ISSN 9780367440145. s. 285–296. doi: 10.4324/9781003007074-29. Fulltekst i vitenarkiv
• Gomes, Rafael Lomeu & Svendsen, Bente Ailin (2022). Minoritized youth language in Norwegian media discourse: Surfacing the abyssal line, Southernizing Sociolinguistics: Colonialism, Racism, and Patriarchy in Language in the Global South. Routledge. ISSN 9781032113753. s. 206–224. doi: 10.4324/9781003219590-15. Fulltekst i vitenarkiv Vis sammendrag

  This chapter sets out to analyse what the representations of urban youth and their language practices in Norwegian media reveals about circulating discourses about diversity and immigration. The digital media archive Atekst (Retriever) was used to build a corpus composed of articles published between 2015 and 2021 in Norwegian print media. The analysis presented here indicates that “Kebabnorsk” (Kebab Norwegian) – a term commonly used to describe the speech styles of urban youths in Norway – is oftentimes mobilized in media debates to construct an axis of differentiation (i.e. us x them) regimented by ideological work where “us” is constructed as a category that encompasses “ethnic Norwegians” who uphold Western values and speak standard Norwegian, whilst “them” describes those who have ethnic minoritized backgrounds, uphold non-Western values, and speak “Kebabnorsk.” Moreover, the notions of coloniality and abyssal line help us to account for the political and historical development of the hierarchization of categorizations such as class, race, and gender from colonial times to the present. Aligned with ongoing efforts into southernizing sociolinguistics, this study expands the scope of existing research by bringing together traditions of critical discourse studies with theories of decoloniality and epistemologies of the South.

• Gomes, Rafael Lomeu (2022). ‘Du er verdens beste pappa’: affect in parent–child multilingual interactions. International Journal of Bilingual Education and Bilingualism. ISSN 1367-0050. s. 1–15. doi: 10.1080/13670050.2022.2078159. Fulltekst i vitenarkiv Vis sammendrag

  This article examines the affective dimension of the linguistic repertoire of multilingual families. Specifically, resulting from a three-year ethnographic project in Norway, this study sets out to better understand the role of affect in parent–child interactions as members of two Brazilian-Norwegian families draw on their multilingual linguistic repertoires in the ongoing construction of their familial ties. A discursive analytical approach was employed to examine audio-recordings made by one of the parents of each family (i.e. around 15 h of recordings in total). The analysis demonstrates how certain linguistic features (i.e. terms of endearment and the ‘you are … ’-format), combined with the use of the participants’ multilingual repertoire, accomplish three interrelated social actions; they: (i) convey parental value-laden aspirations of child-rearing, (ii) position children according to expected social roles, and (iii) forge parent–child ties. These findings are supplemented with interview data, which serve to illustrate the role of home-external contexts in encouraging the parents to use Portuguese with their children in the home. Focusing on the affective dimension of parent–child interactions as they draw on their multilingual repertoires to construct familial bonds contributes to an underexplored area in family multilingualism studies.

• Gomes, Rafael Lomeu & Korne, Haley De (2022). Foreign-local teacher-learners in the digital classroom: Everyday translanguaging and pedagogical translanguaging in Norwegian higher education. Journal of Multilingual Theories and Practices. ISSN 2632-4490. 3(1), s. 78–100. doi: 10.1558/jmtp.21356. Fulltekst i vitenarkiv Vis sammendrag

  Prior to the Covid-19 pandemic outbreak in 2020, the University of Oslo (UiO), Norway, operated largely through in-person teaching, with minimal use of digital platforms. While online teaching did not change the multilingual nature of the academic community at UiO, nor the everyday Scandinavian-English translanguaging practices of our classrooms, it did bring to light the need to explicitly discuss forms of engagement and participation, including language use. We are both sociolinguists, learners of Norwegian and work migrants to Norway who have been members of UiO for over five years; as such, we negotiate positions as both foreign and local, and as teachers as well as learners. In this article, we take an autoethnographic practitioner inquiry perspective to investigate how our pedagogical translanguaging practices in digital modes of teaching have been shaped by (a) localised language hierarchies, (b) institutional demands/structures, (c) students’ needs and (d) our teaching philosophies. Drawing on our experiences in online teaching over three semesters, we analyse the challenges we have encountered and how attempting to address these challenges through pedagogical translanguaging practices has led to new insights into the nuances of Scandinavian repertoires and to pedagogical relationships based on a non-hierarchical understanding of the roles of lecturers and students. We have found it useful to draw attention to the everyday translanguaging of Norwegian society and to explicitly legitimise pedagogical translanguaging and translingual literacies in our classes as a way to foster metalinguistic awareness and better communication in the online classroom. At the same time, we acknowledge that the particular challenges posed by this digital transition and the dominant role of English in Scandinavian higher education still need further attention as we attempt to create teaching and learning spaces in online platforms that encourage the use of students’ and teachers’ linguistic repertoires.

• Lanza, Elizabeth & Gomes, Rafael Lomeu (2020). Family language policy: Foundations, theoretical perspectives and critical approaches. I Schalley, Andrea C. & Eisenchlas, Susana A. (Red.), Handbook of Home Language Maintenance and Development. Social and Affective Factors. De Gruyter Mouton. ISSN 9781501516894. s. 153–173. doi: 10.1515/9781501510175-008. Fulltekst i vitenarkiv
• Gomes, Rafael Lomeu (2020). Talking multilingual families into being: language practices and ideologies of a Brazilian-Norwegian family in Norway. Journal of Multilingual and Multicultural Development (JMMD). ISSN 0143-4632. s. 1–21. doi: 10.1080/01434632.2020.1788037. Fulltekst i vitenarkiv Vis sammendrag

  This article sets out to explore the relationships between parental language ideologies, and language use and negotiation in parent–child interaction. The primary dataset is composed of around 10 h of audio recordings of everyday interactions of family members (i.e. a Brazilian mother, a Norwegian father, and a 3-year old Norwegian born daughter) during a three-year ethnographically-oriented project undertaken in Norway. A discourse analytical approach with a focus on instances of language negotiation led to the identification of a set of seven parental discourse strategies in the corpus: addressee-bound, code-bound, code rebuttal, filling gaps, rephrase, say ‘x’, and ‘what is–’ frame. Results indicate that, contrary to what parents might expect, drawing on discourse strategies that make explicit references to language names might hinder the active use of the child’s full linguistic repertoire. Conversely, discourse strategies that only implicitly serve as requests to use a given language can foster continuous multilingual language use. Finally, I suggest that strategies that make explicit references to named languages could be linked to a one-person-one-language-one-nation ideology, and I demonstrate how these strategies help us understand the ways family members navigate their complex national affiliations and talk their multilingual selves into being.

• Gomes, Rafael Lomeu (2020). Family multilingualism from a southern perspective: Language ideologies and practices of Brazilian parents in Norway. Multilingua - Journal of Cross-cultural and Interlanguage Communiciation. ISSN 0167-8507. doi: 10.1515/multi-2019-0080. Fulltekst i vitenarkiv Vis sammendrag

  Abstract This article derives from a three-year ethnographic project carried out in Norway focusing on language practices of Brazilian families raising their children multilingually. Analyses of interview data with two Brazilian parents demonstrate the relevance of examining intersectionally the participants’ orientation to categorisations such as social class, gender, and race/ethnicity. Additionally, I explore how parents make sense of their transnational, multilingual experiences, and the extent to which these experiences inform the language-related decisions they make in the home. Advancing family multilingualism research in a novel direction, I employ a southern perspective as an analytical position that: (i) assumes the situatedness of knowledge production; (ii) aims at increasing social and epistemic justice; (iii) opposes the dominance of Western-centric epistemologies; and (iv) sees the global South as a political location, not necessarily geographic, but with many overlaps. Finally, I draw on the notions of intercultural translation and equivocation to discuss the intercultural encounters parents reported. The overarching argument of this article is that forging a southern perspective from which to analyse parental language practices and beliefs offers a theoretical framework that can better address the issues engendered by parents engaged in South–North transnational, multilingual practices.

• Gomes, Rafael Lomeu (2018). Family Language Policy ten years on: A critical approach to family multilingualism. Multilingual Margins. ISSN 2221-4216. 5(2), s. 50–71. Fulltekst i vitenarkiv Vis sammendrag

  Family language policy (FLP) has been establishing itself as a field in the past decade. Yet, much of the scholarly debate around family multilingualism has remained within the boundaries imposed by Western-centric epistemologies. In order to address this issue, this article reviews FLP studies published between 2008 and 2017, and discusses accomplishments and limitations of recent publications. The main argument presented here is that a critical approach to family multilingualism might contribute to the development of FLP in an unexplored direction. More specifically, this paper shows how drawing on a decolonial approach allows for an express engagement with debates that have only been marginally tapped into in current FLP scholarship, for instance, the intersectional dimension of social categorisations such as social class, race, and gender. Furthermore, a decolonial approach provides a robust frame to examine transnational practices by reconciling perspectives that tend to privilege either the material basis of the economic relations of production, or the cultural domain as a locus where these relations gain meaning. Finally, a decolonial approach to family multilingualism takes a step towards redressing the extant underrepresentation of southern theories in sociolinguistics.

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• Makoni, Sinfree; Madany-Saá, Magda; Antia, Bassey Edem & Gomes, Rafael Lomeu (2022). Decolonial Voices, Language and Race. Multilingual Matters. ISBN 9781800413481. doi: 10.21832/MAKONI3481. Fulltekst i vitenarkiv

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• Gomes, Rafael Lomeu (2025). Exploring students’ linguistic repertoires over time: A longitudinal study using multimodal digital journals. Fulltekst i vitenarkiv
• Gomes, Rafael Lomeu (2025). Digitally-meditated communication as a “safe space”: understanding family multilingualism through an ubuntu translanguaging lens. Fulltekst i vitenarkiv
• Gomes, Rafael Lomeu (2024). Linguistic repertoire in transitions: Language practices and ideologies in educational settings in Northern Norway. Fulltekst i vitenarkiv
• Gomes, Rafael Lomeu (2024). Investigating linguistic repertoires with a digital language journal: ethical and methodological reflections. Fulltekst i vitenarkiv
• Gomes, Rafael Lomeu (2024). Discourses on youth language in Norwegian media. Fulltekst i vitenarkiv
• Gomes, Rafael Lomeu (2024). Family Multilingualism. Fulltekst i vitenarkiv
• Gomes, Rafael Lomeu (2024). Linguistic repertoire in transitions. Multilingualism in upper secondary education in Northern Norway. Fulltekst i vitenarkiv
• Gomes, Rafael Lomeu (2024). Multilingualism and language learning at the home-school intersection. A case study from Northern Norway. Fulltekst i vitenarkiv
• Gomes, Rafael Lomeu (2024). Digitally-mediated communication as a “safe space” for language learning in the family. Fulltekst i vitenarkiv
• Gomes, Rafael Lomeu (2024). Family multilingualism. Fulltekst i vitenarkiv
• Gomes, Rafael Lomeu (2024). Investigating family multilingualism through southern lenses: towards epistemic justice. Fulltekst i vitenarkiv
• Gomes, Rafael Lomeu (2024). Countering standard language ideology through minoritised language practices: Creative expression in music and literature in Norway. Fulltekst i vitenarkiv
• Gomes, Rafael Lomeu (2024). Navigating ideological and implementational spaces in upper secondary education in Northern Norway. Fulltekst i vitenarkiv
• Gomes, Rafael Lomeu; Pesch, Anja Maria & Sollid, Hilde (2024). Transitions as in-between space in multilingual educational settings. Fulltekst i vitenarkiv
• Gomes, Rafael Lomeu (2023). Decolonising multilingualism: Language teaching and learning at the home-school intersection. Fulltekst i vitenarkiv
• Lanza, Elizabeth & Gomes, Rafael Lomeu (2023). Decolonial and Southern Approaches to Multilingualism: An Introduction. Journal of Multilingual Theories and Practices. ISSN 2632-4490. 4(2). Fulltekst i vitenarkiv
• Gomes, Rafael Lomeu; Opsahl, Toril & Røyneland, Unn (2023). Imitation game? Karnevalesk humor i media-representasjoner av (andrespråkspreget) norsk. Fulltekst i vitenarkiv Vis sammendrag

  I dette innlegget diskuterer vi planlagt imitasjon av norsk som andrespråk brukt i humor i populærkulturen. Trekk som assosieres med talere av norsk som andrespråk, inngår i repertoaret til ungdommer i heterogene, urbane miljøer i det som populært er blitt kalt «kebabnorsk». Det dreier seg om både om uttale, leksikalske og morfosyntaktiske trekk, som brudd på V2-regelen eller overforbruk av maskulin genusmarkering. Slike multietnolektiske talestiler er nå veletablerte, og det er ikke rimelig å kalle språkbruken for imitasjon. Det vi skal ta for oss, imidlertid, er tilfeller der multietnolektisk stil blir parodiert for å framheve, utfordre eller befeste identitetskategorier. Helt konkret vil vi ta utgangspunkt i avisartikler publisert mellom 2015 og 2021 hvor søkeordet «kebabnorsk» forekommer, og sammenstille med analyser av videoklipp fra TV-serier hvor imitasjoner av «kebabnorsktalende» personer brukes til å skape humor. Med utgangspunkt i et rasiolingvistisk perspektiv (Rosa 2019), teorier om autentisitet (Coupland 2003; Woolard 2016) og Bakhtins karnevalesk-begrep (Bakhtin 1965, 1981; Kjus 2005), diskuterer vi både tilfeller av naturalisering av sammenhengen mellom språk og kropp, og tilfeller der (meta-)parodiske framstillinger kan utfordre stereotypier og bidra til en denaturalisering av språk/kropps- og språk- /sted-forbindelser. Studien vår kan bidra til en bredere forståelse av mangfoldsdiskurser i samfunnet, særlig om hvordan stereotypier blir (re-)produsert, og maktforhold forhandlet.

• Gomes, Rafael Lomeu; Opsahl, Toril & Røyneland, Unn (2023). Stemmer som ikke stemmer: forventninger til språk og kropp. Fulltekst i vitenarkiv
• Gomes, Rafael Lomeu (2023). Multilinguismo Familiar a partir de uma Perspectiva do Sul. Fulltekst i vitenarkiv
• Svendsen, Bente Ailin; Ryen, Else; Ims, Ingunn Indrebø; Goodchild, Samantha; Lamb, Gavin Mitchell & Røyneland, Unn [Vis alle 10 forfattere av denne artikkelen] (2023). Language and youth in Norway – practices, spaces and representations. Fulltekst i vitenarkiv
• Lanza, Elizabeth; Judith, Purkarthofer; Lexander, Kristin Vold; Objoska, Maria & Gomes, Rafael Lomeu (2023). Family matters - Northern and Southern perspectives. Fulltekst i vitenarkiv
• Gomes, Rafael Lomeu (2023). Enacting and negotiating family roles in multilingual interactions: Insights from an ethnographic perspective. Fulltekst i vitenarkiv
• Gomes, Rafael Lomeu (2022). Intercultural translation in ethnographic encounters. Fulltekst i vitenarkiv
• Gomes, Rafael Lomeu (2022). Positionality, power, and voice in research with multilingual families. Fulltekst i vitenarkiv
• Gomes, Rafael Lomeu (2022). Tecnologias digitais em investigações acerca de multilinguismo familiar: oportunidades e desafios metodológicos. Fulltekst i vitenarkiv
• Gomes, Rafael Lomeu; Goodchild, Samantha; Ims, Ingunn Indrebø; Johnsen, Ragni Vik; Sollid, Hilde & Svendsen, Bente Ailin (2022). Sociolinguistic change in Norway - from unity («felleskulturen» eller «enhetskulturen”) to linguistic and cultural pluralism? Fulltekst i vitenarkiv
• Diepeveen, Aafke; Gomes, Rafael Lomeu; Goodchild, Samantha; Ims, Ingunn Indrebø; Johnsen, Ragni Vik & Sollid, Hilde [Vis alle 8 forfattere av denne artikkelen] (2022). Language, Globalisation and the Nation. The workshop series from a Norwegian perspective. Fulltekst i vitenarkiv
• Makoni, Sinfree; Madany-Saá, Magda; Antia, Bassey Edem & Gomes, Rafael Lomeu (2022). Introduction, Decolonial Voices, Language and Race. Multilingual Matters. ISSN 9781800413481. s. 1–13. Fulltekst i vitenarkiv
• Gomes, Rafael Lomeu (2022). Hierarchies of language practices in Norwegian print media: Is kebabnorsk good enough? Fulltekst i vitenarkiv
• Opsahl, Toril; Gomes, Rafael Lomeu; Goodchild, Samantha; Ims, Ingunn Indrebø; Lamb, Gavin Mitchell & Røyneland, Unn [Vis alle 7 forfattere av denne artikkelen] (2022). (Re)producing stereotypes in media representations of contemporary urban vernaculars. Fulltekst i vitenarkiv
• Gomes, Rafael Lomeu & Svendsen, Bente Ailin (2022). Minoritised youth language in Norwegian media discourse: Surfacing the abyssal line. Fulltekst i vitenarkiv
• Gomes, Rafael Lomeu (2021). ‘Eu Sou Criancinha Feliz fra Mamma’: Affect and Multilingualism in Forging Family Ties. Fulltekst i vitenarkiv
• Gomes, Rafael Lomeu; Lanza, Elizabeth & Athari, Zahir (2021). Nanny State? Integration, kinship and identity among refugee and asylum-seeking unaccompanied minors. Fulltekst i vitenarkiv
• Gomes, Rafael Lomeu (2021). ‘Du må leke Norge på pappa’: Language and identity negotiation in a Brazilian-Norwegian family. Fulltekst i vitenarkiv
• Gomes, Rafael Lomeu (2021). 'How do you say it in Portuguese?': Parent-child language negotiation in a multilingual family. Fulltekst i vitenarkiv
• Gomes, Rafael Lomeu (2021). Family Language Policy. Fulltekst i vitenarkiv
• Gomes, Rafael Lomeu (2020). Hvordan få tospråklige barn. [Radio]. https://radio.nrk.no/serie/ekko/sesong/202002/MDFP02003420. Fulltekst i vitenarkiv
• Gomes, Rafael Lomeu (2020). ‘Não Danço Samba’: Multilinguismo Familiar a partir de uma Perspectiva Decolonial. Fulltekst i vitenarkiv
• Gomes, Rafael Lomeu (2020). Family Multilingualism through a ‘Translingual Lens’: Current Theoretical Orientations and Challenges. Fulltekst i vitenarkiv
• Gomes, Rafael Lomeu (2020). (Super)diversidade, Migração e Colonialidade. Fulltekst i vitenarkiv
• Gomes, Rafael Lomeu (2019). Translanguaging families into being: Parental language ideologies, use, and negotiation in a Brazilian-Norwegian family in Norway. Fulltekst i vitenarkiv
• Gomes, Rafael Lomeu (2018). Family Multilingualism through a Southern Perspective: (Self)Positioning of Brazilian Parents in Intercultural Encounters in Norway. Fulltekst i vitenarkiv
• Gomes, Rafael Lomeu (2018). Family Multilingualism through a Southern Perspective: (Self)Positioning of Brazilian Parents in Intercultural Encounters in Norway​. Fulltekst i vitenarkiv
• Gomes, Rafael Lomeu (2018). Language practices of Brazilian families in Norway: a southern perspective. Fulltekst i vitenarkiv
• Gomes, Rafael Lomeu (2018). Language practices of Brazilian families in Norway: a southern perspective. Fulltekst i vitenarkiv
• Gomes, Rafael Lomeu (2018). Family language policy ten years on: A critical approach to family multilingualism. Fulltekst i vitenarkiv
• Gomes, Rafael Lomeu (2017). Language attitudes of Brazilians in Brazil and in the UK: comparing quantitative and qualitative approaches. Fulltekst i vitenarkiv Vis sammendrag

  This study aims to contribute to the debate of language attitudes in the fields of sociolinguistics and applied linguistics by examining the factors that affect attitudes of language learners. Considering the existence of two major, opposing conceptual frameworks in studies of language learners’ attitudes, namely sociopsychological (Cargile et al. 1994; Gardner 2005; Lambert et al. 1960) and poststructuralist approaches (Morgan 2007; Norton 2013; Pavlenko 2002), this project employs methods and mobilises concepts of both in order to analyse the limitations and contributions of each. Two groups of language learners are examined in this project: Brazilian learners of English (BLE) living in Brazil, and BLE in the UK, First, participants’ attitudes were elicited through a questionnaire based on notions such as social status and solidarity (Garrett 2010). Second, one-to-one interviews were conducted, transcribed and analysed in the light of poststructuralist approaches (Morgan 2007; Norton 2013; Pavlenko 2002). Previous literature has motivated the following hypotheses: (i) L1 will be positively evaluated (ii) English will be positively evaluated; (iii) social exposure in the L2 country may have an effect on language learners’ attitudes. Finally, we argue that the global English (Crystal 1997), linguistic imperialism (Phillipson 1992) and World Englishes (Kachru 1985) frameworks share the same epistemological matrices with the sociopsychological approaches. In opposition, Pennycook’s (2007) Global Englishes and Moita-Lopes’ (2015) Global Portuguese frameworks are arguably related to poststructuralist approaches. Thus, an underlying claim of this study is that while the sociopsychological, quantitative framework may contribute to the understanding the homogeneities and uniformities of abstract systems, poststructuralist approaches may help to understand the discrepancies, conflicts and heterogeneities that might be overlooked by the former framework.

• Gomes, Rafael Lomeu; Lane, Pia; Lanza, Elizabeth & Pennycook, Alastair (2019). Family multilingualism: Language practices and ideologies of Brazilian-Norwegian families in Norway. Universitetet i Oslo. Fulltekst i vitenarkiv Vis sammendrag

  This thesis examines the interconnections between language practices and ideologies of Brazilian-Norwegian families in Oslo, Norway. Resulting from a three-year ethnographically oriented sociolinguistic project (2017-2019), the thesis is based on data generated through the employment of various methods: online questionnaire, semi-structured interview, self-recording, and participant observation. Contributions to research on multilingual families are as follows: First, I claim that certain parental discourse strategies might, contrary to parental expectations, restrict the child’s use of their emerging linguistic repertoire. I also suggest that a translanguaging lens is helpful to problematise the notion of one-person-one-language, typically conceived of as a strategy employed by parents. Instead, the notion of one-person-one-language-one-nation is put forth as an ideology that might inform parental language practices. Moreover, I suggest that drawing on a revisited notion of linguistic repertoire can be helpful to understand the role of affect in parent-child multilingual interactions. It also elucidates the discursive positioning of children by parents in expected social roles as family members mind mundane tasks and familial bonds are interactionally constructed. Finally, I argue that drawing on a southern perspective provides robust theoretical grounding to examine the material and discursive structures of differentiation parents have to navigate in intercultural encounters. I then discuss the implications of the processes to language practices in the home. Drawing on recent conceptualisations of language and on a southern perspective reframes debates about how transnational practices, identity construction, and family-making can shape the language practices of families. In particular, it attends to issues concerning the hierarchisation of social class, gender and race/ethnicity, and advances knowledge in the direction of understanding language as a socio-historical construct.

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