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Lomeu Gomes, Rafael
(2024).
Discourses on youth language in Norwegian media.
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Lomeu Gomes, Rafael
(2024).
Family Multilingualism.
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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.
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Lanza, Elizabeth; Judith, Purkarthofer; Lexander, Kristin Vold; Objoska, Maria & Gomes, Rafael Lomeu
(2023).
Family matters - Northern and Southern
perspectives.
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Lomeu Gomes, Rafael
(2023).
Decolonising multilingualism: Language teaching and learning at the home-school intersection.
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Lomeu Gomes, Rafael; Opsahl, Toril & Røyneland, Unn
(2023).
Stemmer som ikke stemmer: forventninger til språk og kropp.
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Lomeu Gomes, Rafael
(2023).
Multilinguismo Familiar a partir de uma Perspectiva do Sul.
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Lomeu Gomes, Rafael
(2023).
Enacting and negotiating family roles in multilingual interactions: Insights from an ethnographic perspective.
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Lomeu Gomes, Rafael; Opsahl, Toril & Røyneland, Unn
(2023).
Imitation game? Karnevalesk humor i media-representasjoner av (andrespråkspreget) norsk.
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.
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Lomeu Gomes, Rafael
(2022).
Hierarchies of language practices in Norwegian print media: Is kebabnorsk good enough?
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Diepeveen, Aafke; Lomeu Gomes, Rafael; 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
.
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Lomeu Gomes, Rafael; 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?
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Lomeu Gomes, Rafael
(2022).
Tecnologias digitais em investigações acerca de multilinguismo familiar: oportunidades e desafios metodológicos.
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Lomeu Gomes, Rafael
(2022).
Intercultural translation in ethnographic encounters.
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Lomeu Gomes, Rafael
(2022).
Positionality, power, and voice in research with multilingual families.
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Makoni, Sinfree; Madany-Saá, Magda; Antia, Bassey Edem & Lomeu Gomes, Rafael
(2022).
Introduction,
Decolonial Voices, Language and Race.
Multilingual Matters.
ISSN 9781800413481.
s. 1–13.
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Lomeu Gomes, Rafael & Svendsen, Bente Ailin
(2022).
Minoritised youth language in Norwegian media discourse: Surfacing the abyssal line.
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Lomeu Gomes, Rafael
(2021).
‘Eu Sou Criancinha Feliz fra Mamma’: Affect and Multilingualism in Forging Family Ties.
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Makoni, Sinfree; Lomeu Gomes, Rafael; Antia, Bassey Edem; Madany-Saá, Magda & van der Merwe, Chanel
(2021).
African Studies Forum on Decoloniality and Southern Epistemologies: Bernard Spolsky.
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Lomeu Gomes, Rafael
(2021).
'How do you say it in Portuguese?': Parent-child language negotiation in a multilingual family.
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Lomeu Gomes, Rafael
(2021).
Family Language Policy.
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Lomeu Gomes, Rafael
(2021).
‘Du må leke Norge på pappa’: Language and identity negotiation in a Brazilian-Norwegian family.
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Lomeu Gomes, Rafael; Lanza, Elizabeth & Athari, Zahir
(2021).
Nanny State? Integration, kinship and identity among refugee and asylum-seeking unaccompanied minors.
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Lomeu Gomes, Rafael
(2020).
(Super)diversidade, Migração e Colonialidade.
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Lomeu Gomes, Rafael
(2020).
‘Não Danço Samba’: Multilinguismo Familiar a partir de uma Perspectiva Decolonial.
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Lomeu Gomes, Rafael
(2020).
Family Multilingualism through a ‘Translingual Lens’: Current Theoretical Orientations and Challenges.
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Lomeu Gomes, Rafael
(2020).
Hvordan få tospråklige barn.
[Radio].
https://radio.nrk.no/serie/ekko/sesong/202002/MDFP02003420.
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Lomeu Gomes, Rafael
(2019).
Translanguaging families into being: Parental language ideologies, use, and negotiation in a Brazilian-Norwegian family in Norway.
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Lomeu Gomes, Rafael
(2018).
Family language policy ten years on: A critical approach to family multilingualism.
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Lomeu Gomes, Rafael
(2018).
Family Multilingualism through a Southern Perspective: (Self)Positioning of Brazilian Parents in Intercultural Encounters in Norway.
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Lomeu Gomes, Rafael
(2018).
Family Multilingualism through a Southern Perspective: (Self)Positioning of Brazilian Parents in Intercultural Encounters in Norway.
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Lomeu Gomes, Rafael
(2018).
Language practices of Brazilian families in Norway: a southern perspective.
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Lomeu Gomes, Rafael
(2018).
Language practices of Brazilian families in Norway: a southern perspective.
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Lomeu Gomes, Rafael
(2017).
Language attitudes of Brazilians in Brazil and in the UK: comparing quantitative and qualitative approaches.
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.
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Lomeu Gomes, Rafael
(2019).
Family multilingualism: Language practices and ideologies of Brazilian-Norwegian families in Norway.
07 Gruppen.
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, selfrecording,
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 these 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 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