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This paper examines the situated ways in which Moroccan immigrant children in Spain create imagined, alternative life worlds and explore possible forms of identification through an investigation of these children’s hybrid linguistic practices in the midst of play. Drawing on Bakhtin’s (1981, 1986) notions of heteroglossia and hybridity, the analysis focuses on the meanings of codeswitching practices that a group of Moroccan immigrant girls deploy in pretend-play sequences involving dolls to construct female identities; identities that they treat as desirable in the context of Spanish idealizations of femininity, but that are considered transgressional by adults in Moroccan diaspora communities in Spain. Neighborhood peer group play affords Moroccan immigrant girls’ transformations and engagement in subversive tactics, in that these activities take place outside the scrutiny of parents and other adults. The rich verbal and sociocultural environment of Moroccan immigrant children’s peer groups provide us with an excellent window to investigate peer language socialization processes in relation to how immigrant children negotiate, transform, and subvert in the midst of play the different, and often incongruous, socio-cultural and linguistic expectations and constraints that they encounter on a daily basis. Use of Moroccan Arabic and Spanish in this pretend play, in particular, results in a heteroglossic polyphony of voices imbued with moral tensions (Bahktin 1981, 1986). This analysis highlights the importance of these hybrid linguistic practices in immigrant girls’ explorations of alternative processes of gendered identification in multilingual, culturally-syncretic environments. Through surreptitious pretend-play, Moroccan immigrant girls explore imagined transgressional possible identities and moral worlds. In this sense, this research also underscores the implications of children’s language use and language choice in pretend-play for larger processes of cultural continuity and transformation in transnational, diasporic communities undergoing rapid change.

The collection of papers represented in the Integrative Research Review responds to the question: How can we study children’s/youth’s out of school experiences to inform classroom practices? Using a variety of lenses to address the question, the authors consider how to understand, respond to, and serve children and youth in a variety of contexts. Duke explores a quasi-experimental design showing the potential impact on student achievement and motivation in schools that incorporate literacy practices from children’s lives outside of school compared to the traditional curriculum. Bloome and Faust take a philosophical approach to explore the languaging of the relationship between students’ out-of-school lives and classroom practices and its implications for the construction of personhood by examining one classroom event from a microethnographic discourse analysis perspective. García-Sánchez highlights the methodological features that allow linguistic anthropologists to make visible the agentive and innovative character of immigrant children’s communicative practices in a variety of learning situations. Drawing on the transliteracies approach, Stornaiuolo considers work with a group of young people to study multimodal composing and the development of school makerspaces in a 6-year partnership project with a local innovation high school. Alvermann discusses the papers, pointing out the affordances and challenges of each perspective.

Sedation is necessary in the management of critically ill patients, both to alleviate suffering and to cure patients with diseases that require admission to the intensive care unit. Such sedation should be appropriate to the patient needs at each timepoint during clinical evolution, and neither too low (undersedation) nor too high (oversedation). Adequate sedation influences patient comfort, safety, survival, subsequent quality of life, bed rotation of critical care units and costs. Undersedation is detected and quickly corrected. In contrast, oversedation is silent and difficult to prevent in the absence of management guidelines, collective awareness and teamwork. The Zero Oversedation Project of the Sedation, Analgesia and Delirium Working Group of the Spanish Society of Intensive and Critical Care Medicine and Coronary Units aims to offer a practical teaching and collective awareness tool for ensuring patient comfort, safety and management with a view to optimizing the clinical outcomes and minimizing the deleterious effects of excessive sedation. The tool is based on a package of measures that include monitoring pain, analgesia, agitation, sedation, delirium and neuromuscular block, keeping patients pain-free, performing dynamic sedation according to clinical objectives, agreeing upon the multidisciplinary protocol to be followed, and avoiding deep sedation where not clinically indicated.

In this paper, I examine cultural citizenship not as a stable fact but as the product of everyday practice. The analysis focuses on educational discourses and classroom interactions in the school of a rural town in Spain and in relation to Moroccan immigrant children’s membership and identity. I show how teachers engage in distinction, authentication, and authorization practices, playing on essentialist notions of children’s ethnolinguistic identities and upholding notions of belonging to the nation that are predicated on homogeneity. This paper also examines how Moroccan immigrant children contest teachers’ essentialist formulations by asserting multiple, hybrid forms of membership and belonging.

Purpose The purpose of this chapter is to examine everyday multilingual peer play interactions through their implications for the development of friendships among immigrant children. Methodology/approach Bringing together linguistic anthropology and conversation analysis as methodological approaches, this chapter explores friendship processes among Moroccan immigrant girls in Spain, specifically by analyzing the structure and composition of one such peer group, as well as their multilingual and multimodal interactions. Findings The main findings are that the multi-age, mixed-expertise composition of this peer group, as well as the semiotically flexible forms of participation and interaction that it encourages, are conducive to remarkably inclusive groups and strong friendships among a diverse group of Moroccan immigrant girls (including, younger and older girls, girls with disabilities and girls with very different immigration histories). Solid inclusive friendships are cemented in this peer interactional environment first because being able to interchangeably negotiate expert/novice participation roles in game interactions affirms feelings of social competence among all the girls, and second because achieving shared understandings in play entails successfully negotiating rules and expectations, which promotes trust and collaboration, while minimizing conflict. The inclusive nature of these girls’ peer-groups contrasts with the exclusion they encounter in other social settings and relationships. Research Implications In this sense, this chapter has important implications for understanding immigrant children’s abilities to respond to forms of social exclusion by forming diverse peer groups and strong friendships of their own. These friendships offer them a path to combat the marginalization they experience in other domains of social life.

Maria was a fifth grade student when the authors met her in a study of immigrant child-language brokers. Her family immigrated from a farming community in Mexico to a Chicago suburb where there wer...

This paper focuses on issues of reproduction and the manufacturing of national/ethnic and religious identities in the deterritorialized space of the Moroccan immigrant diaspora. More specifically, this paper examines Moroccan immigrant children's language socialization into pan-Arabic and Islamic identities in relation to the teaching of the Arabic language to these younger generations of Moroccans, who have either already been born in Spain, or who immigrated to Spain with their parents when they were toddlers. Moroccan immigrant children in this study attend Arabic language classes in a Spanish public school—a relatively new program jointly funded by the Spanish and Moroccan Ministries of Education—and in after-school religious classes in a small oratory-mosque run by a local Islamic cultural organization. In this paper, I address similarities and differences in linguistic and literacy practices between these two contexts, paying particular attention to how the internal dynamism of the Moroccan community itself organizes adults’ socializing efforts in relation to language education, especially where there may be some conflicting interests in achieving literacy by religious and secular elements of the children's communities of origin. Comparing language and literacy practices in the fields of Arabic language classes at the school and in the mosque allows us to trace homologies, or similarity of organization in linguistic and cultural (re)production, across these two settings, but also to uncover different kinds of strategies teachers engage in and the differential effect pursued by putting these strategies to use in the classroom. Outlining both, processes of homology and heterogeneity, is particularly important to understand the degree of redundancy in language socialization practices, as well as the possible areas of disjuncture that may impinge upon children's ability to negotiate commonality of belonging in their multiple communities.