Friendship and Peer Culture in Multilingual Settings

Maryanne Theobald, Queensland University of Technology, Brisbane, AustraliaLoretta E. Bass, The University of Oklahoma, Norman, OK, USA

• Foreword - William A. CorsaroFriendship and Peer Culture in Multilingual Settings: An Introduction - Maryanne TheobaldFriendship, Participation, and Multimodality in Moroccan Immigrant Girls’ Peer Groups - Inmaculada M. García-SánchezSpeaking Distance: Language, Friendship and Spaces of Belonging in Irish Primary Schools - Susan McdonnellFiji School Students’ Multilingual Language Choices When Talking with Friends - Suzanne C. Hopf, Sharynne Mcleod and Sarah H. McdonaghLanguage, Identity and Peer Interactions at a Linguistically Diverse School - Ruth Barley The Dilemma of Deviant Subcultures for Immigrant Youth Integration: An Analysis of Popularity Attainment in Israeli Schools - Keith Goldstein and Pnina Golan-CookPeer Collaboration in Front of Two Alphabet Charts - Polly Björk-Willén “I’M Your Best Friend”: Peer Interaction and Friendship in a Multilingual Preschool - Maryanne Theobald, Amanda Bateman, Gillian Busch, Megan Laraghy and Susan DanbyMultiple Involvements in Interactional Repair: Using Smartphones in Peer Culture to Augment Lingua Franca English - Tim GreerIntercultural Learning and Friendship Development in Short-Term Intercultural Education Programmes - Jennifer Watson and Zhù HuáWhanaungatanga Relationships: Within a One Day School of Te Reo M?ori Excellence - Kelli Te Maih?roa

The studies in this volume add to prior work in many important ways. First, the studies provide new insights with data across a wide range of cultural groups on how second language children in multilingual settings establish peer relations, friendship, and fit into subculture groups in establishing peer cultures where they are learning and using the dominant or official language along with their own mother tongues. Secondly, they address the complexities and intricacies of friendship processes in multilingual settings the researchers rely on with a wide range of traditional and innovative methods (often involving mixed methods). Third, all of the studies provide important applied educational implications for second language learners in a wide variety of culturally diverse pedagogical philosophies, circumstances, and settings. Finally, the recognition and demonstration of the potential of bilingualism in a global world and economy is in some of the studies linked to the children’s active participation (through language practices, routines, and narratives) in their families and communities.