The Complex Impact of Closeness: Studying Arab Adolescents in Israel

Autor/inn/en	Tannenbaum, Michal; Essa, Rania
Titel	The Complex Impact of Closeness: Studying Arab Adolescents in Israel
Quelle	In: Language and Intercultural Communication, 12 (2012) 3, S.248-267 (20 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1470-8477
DOI	10.1080/14708477.2011.645828
Schlagwörter	Semitic Languages; Municipalities; Jews; Student Attitudes; Arabs; Adolescents; Intergroup Relations; Foreign Countries; Self Concept; Urban Areas; Cultural Pluralism; Correlation; Conflict; Language Usage; Social Behavior; Israel + Suchen Sie Ihr Suchwort? Arabisch; Hebräisch; Magistrat; Jew; Jude; Jüdin; Juden; Schülerverhalten; Arab; Araber; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Intergruppenbeziehungen; Ausland; Selbstkonzept; Urban area; Stadtregion; Kulturpluralismus; Korrelation; Konflikt; Sprachgebrauch; Social behaviour; Soziales Verhalten
Abstract	This paper examines the relationship between language and identity in the Israeli conflictual situation, exploring the perceptions of Israeli Arab adolescents in two different contexts: a mixed city and a homogeneous Arab town. Adolescents in the mixed city, although more exposed to Hebrew and to Jewish culture, develop a stronger sense of "Arab" identity than adolescents in the Arab town, who use Hebrew less but have a lower sense of aversion toward it and a weaker "Arab" identity. The findings highlight the strong association between language and identity and the ambivalence involved in language use in conflictual contexts, contributing to the understanding of language as a mirror of individual dynamics and intergroup relations. The study suggests implications for the local conflict and for adolescents growing up in conflictual contexts in general, as well as the reflection of these conflicts on social, psychological, and linguistic behaviors. (Contains 4 tables and 3 notes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10