Chapter
1.6 The Chapters in this Book
2: Moros en la Costa: The Moroccan Immigrant Diaspora in Spain
2.1 A Brief History of the Moroccan Immigrant Diaspora in Contemporary Spain
2.2 The Moroccan Immigrant Community in Vallenuevo
2.3 Communities of Origin of the Moroccan Immigrant Community in Vallenuevo
2.4 Contemporary Discourses About Moroccan Immigration in Spain
2.5 Between New “Convivencia”32 and New “Morofobia”
2.5 Welcome to “Vallemoro”: Myths and Realities about Life in the Community
3: Learning About Children’s Lives: A Note On Methodology
3.1 A Methodological Overview
3.2 Sites of Data Collection and My Ethnographic Role
3.3 Participant Observation and Recording of Naturally-Occurring Interactions
3.4 Ethnographic Interviews
3.5 Collection of Site and Press-Media Documents
4: Moroccan Immigrant Childhoods in Vallenuevo
4.1 Snapshots of the Focal Children and their Families
4.1.1 Worda: The Responsible and Reliable One
4.1.2 Wafiya: The Firecracker
4.1.3 Sarah: The Newcomer
4.1.4 Karim: Always in Trouble
4.1.5 Mimon: The Computer-game Wiz
4.2 The Contexts of Children’s Lives
4.2.3 Neighborhood Contexts
5: The Public School: Ground Zero for the Politics of Inclusion
5.1 The Microgenesis of Social Markedness and Racialized Exclusion
5.3 Mandatos (Peer Directives)
5.4 Echar Leña al Fuego (Fueling the Fire)
5.5 Moroccan Immigrant Children’s Reactions to Practices of Exclusion
5.6 Compliance and Silence
5.7 Denial and Confrontation
6: Learning How to Be Moroccans in Vallenuevo: Arabic and the Politics of Identity
6.1 A Tale of Two Teachers
6.2 The ArabicLanguage Teacher at the Public School
6.4 The Role of Classical/Standard Arabic in Everyday Life in the Community
6.5 The Politics of Moroccan-ness in Arabic-Language Classes
6.5.1 Literacy Practices and Instructional Organization
6.5.2 Teachers’ Treatment of Mistakes in Error-Correction Practices
6.5.3 Children’s Use of Moroccan Arabic
6.5.4 Children’s Misuse of Classical/Standard Arabic
6.5.5 Categorization of Students in Classroom Discourse
7: Becoming Translators of Culture: Moroccan Immigrant Children’s Experiences as Language Brokers
7.1 Just a Routine Medical Visit
7.2 Research on Immigrant Children as Language Brokers
7.3 From “Natural Translation” to Everyday Interpreting as an Interactional Achievement
7.4 Moroccan Immigrant Children’s Experiences as Language Brokers
7.4.1 Verbatim Translations vs. Selective Modification
7.4.2 Selective Modification vs. Linguistic Problems and Mistranslations
8: Heteroglossic Games: Imagining Selves and Voicing Possible Futures
8.1 Communicative Practices and Play in Children’s Peer Groups
8.2 Interactional Frames and Identity Construction in Pretend-Play
8.3 Patterns of Code Choice and Use: Managing Play and Interactional Frames
8.4 Linguistic Resources for the Construction of Social Identities and Life Worlds
8.4.2 Register Shifts in “In-Character Dialogue”
8.4.3 Emplotment through Stage-Setting Narration and In-Character Dialogue
8.5 Ambivalent Stances and the Moral Inflection of Codes
8.6 The Peer Group as a Context for Language Socialization into Communicative Practices and Gendered Identities
9.1 Racialized Exclusion in Moroccan Immigrant Children’s Lives
9.2 Negotiating Membership and Belonging as the Outsiders’ Inside
9.3 A Final Note on Moroccan Immigrant Children’s Worlds and Agency
Appendix 1: Working with Video-Recorded Discourse Data
Appendix 2: Arabic Transliteration Symbols