The paper presents the local, global and sociolinguistic contexts of an international HERAproject
(IDII4MES; the Humanities in the European Research Area, 2010-2012). Its main
aims are summarized as follows; to:
- investigate the range of language and literacy practices of multilingual young
people and how these practices are used to negotiate inheritance and identities,
- explore the cultural and social significance of language and literacy practices
of multilingual young people,
- develop innovative multi-site, ethnographic team methodologies using
interlocking case studies across national, social, cultural, and linguistic contexts
- contribute to policy and practice in the inclusion of non-national minority
languages in the wider European educational agenda.
The four research sites, Birmingham (U.K.; coordinator), Copenhagen (Denmark), Stockholm
(Sweden), and Tilburg (Netherlands), followed similar routes for data creation, but
concentrated on school-age children of different language-backgrounds: Punjabi
(Birmingham), Finnish and Spanish (Stockholm), Chinese (Tilburg, Eindhoven, Utrecht), and
mainstream context (Danish) for various language-background children (Copenhagen). The
methods involve ethnographic fieldwork in- and out-of-school, interviews, discussions,
linguistic landscaping and ‘nethnographic’ studies of multilingual adolescents’ social media
and internet communication. Analyses and reports based on the qualitative data from the
diverse, multilingual contexts have been discussed and produced. Following these, new datadriven
and comparative-theoretical studies of the project are being produced.
2012. Vol. 14, 41-56 p.