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    Talking Saivism in a Tamil migrant faith classroom

    79555.pdf (1.392Mb)
    Access Status
    Open access
    Authors
    Perera, Niru
    Date
    2020
    Type
    Journal Article
    
    Metadata
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    Citation
    Perera, N. 2020. Talking Saivism in a Tamil migrant faith classroom. International Journal of Multilingualism.
    Source Title
    International Journal of Multilingualism
    DOI
    10.1080/14790718.2020.1712406
    ISSN
    1479-0718
    Faculty
    Faculty of Health Sciences
    School
    School of Nursing, Midwifery and Paramedicine
    Remarks

    This is the peer reviewed version of the following article: Nirukshi Perera (2020) Talking Saivism in a Tamil migrant faith classroom, International Journal of Multilingualism, DOI: 10.1080/14790718.2020.1712406, which has been published in final form at https://doi.org/10.1080/14790718.2020.1712406. This article may be used for non-commercial purposes in accordance with Wiley Terms and Conditions for Use of Self-Archived Versions.

    URI
    http://hdl.handle.net/20.500.11937/79455
    Collection
    • Curtin Research Publications
    Abstract

    This study is located in a lesser-known educational context and investigates aspects of migration, religion and multilingualism. Focusing on the discourse of second-generation adolescent migrants in a Tamil Hindu temple school in urban Australia, I discuss how flexible language practices manifest in this migrant faith setting. I argue that the use of the heritage language is not always at the forefront, despite a monolingual Tamil language policy, because religious transmission is given priority over language transmission. At the same time, there are certain motivations that influence the use of Tamil: to index the close relationship between language and religious culture and to index one’s membership of the ethnoreligious community. This paper draws on ethnographic data to provide both a macro and micro view of these motivations–what drives adolescents to use their heritage language, how it is deployed from their linguistic repertoires, and how it contrasts with the use of the students’ dominant language, English. The analysis takes a whole of conversation approach to understanding the relationship between religion and heritage language use for second-generation migrant students.

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