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Perceptions of linguistic parity on social media: a qualitative comparison between primary Cymraeg and English-medium secondary school pupils

Richard Jones, Irene Reppa Orcid Logo, Phil Reed Orcid Logo

International Journal of Bilingual Education and Bilingualism, Pages: 1 - 14

Swansea University Authors: Richard Jones, Irene Reppa Orcid Logo, Phil Reed Orcid Logo

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Abstract

This thematic analytic qualitative study used participants’ oral narratives to examine primary Cymraeg, which is the Welsh language, and English-speaking adolescents’ perceptions regarding Cymraeg-speakers’ opportunities of using their primary language on social media. Twenty-three participants were...

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Published in: International Journal of Bilingual Education and Bilingualism
ISSN: 1367-0050 1747-7522
Published: Informa UK Limited
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URI: https://cronfa.swan.ac.uk/Record/cronfa59918
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first_indexed 2022-04-28T14:15:33Z
last_indexed 2022-06-07T03:32:10Z
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spelling v2 59918 2022-04-28 Perceptions of linguistic parity on social media: a qualitative comparison between primary Cymraeg and English-medium secondary school pupils f7cfbc8c0e5e81d95b4de3d3601e0c0d Richard Jones Richard Jones true false 7824f127c16603af4e08530245a62400 0000-0002-2853-2311 Irene Reppa Irene Reppa true false 100599ab189b514fdf99f9b4cb477a83 0000-0002-8157-0747 Phil Reed Phil Reed true false 2022-04-28 This thematic analytic qualitative study used participants’ oral narratives to examine primary Cymraeg, which is the Welsh language, and English-speaking adolescents’ perceptions regarding Cymraeg-speakers’ opportunities of using their primary language on social media. Twenty-three participants were interviewed (two Welsh/Bilingual-medium schools: males = 5, females = 6; two English-medium schools: males = 6, females = 6). All of the Welsh/Bilingual-medium participants were primary Cymraeg-speakers. Operating at the broad thematic level, both groups provided similar responses. However, inter-group variance might be inferred at the sub-thematic level where, for instance, Cymraeg-speakers identified a greater array of technical limitations preventing Cymraeg-speakers using Cymraeg within the social media domain. The potential consequences of an actual or perceptual linguistic imbalance on social media are discussed. Journal Article International Journal of Bilingual Education and Bilingualism 0 1 14 Informa UK Limited 1367-0050 1747-7522 Social media; Cymraeg 0 0 0 0001-01-01 10.1080/13670050.2022.2072171 COLLEGE NANME COLLEGE CODE Swansea University SU Library paid the OA fee (TA Institutional Deal) 2022-07-22T15:36:13.9625925 2022-04-28T15:10:44.0871547 College of Human and Health Sciences Psychology Richard Jones 1 Irene Reppa 0000-0002-2853-2311 2 Phil Reed 0000-0002-8157-0747 3 59918__24233__55e4d4a2e1604d3f8540af1f7f1edab8.pdf 59918.pdf 2022-06-06T12:33:58.0615763 Output 1921919 application/pdf Version of Record true © 2022 The Author(s). This is an Open Access article distributed under the terms of the Creative Commons Attribution License true eng http://creativecommons.org/licenses/by/4.0/
title Perceptions of linguistic parity on social media: a qualitative comparison between primary Cymraeg and English-medium secondary school pupils
spellingShingle Perceptions of linguistic parity on social media: a qualitative comparison between primary Cymraeg and English-medium secondary school pupils
Richard Jones
Irene Reppa
Phil Reed
title_short Perceptions of linguistic parity on social media: a qualitative comparison between primary Cymraeg and English-medium secondary school pupils
title_full Perceptions of linguistic parity on social media: a qualitative comparison between primary Cymraeg and English-medium secondary school pupils
title_fullStr Perceptions of linguistic parity on social media: a qualitative comparison between primary Cymraeg and English-medium secondary school pupils
title_full_unstemmed Perceptions of linguistic parity on social media: a qualitative comparison between primary Cymraeg and English-medium secondary school pupils
title_sort Perceptions of linguistic parity on social media: a qualitative comparison between primary Cymraeg and English-medium secondary school pupils
author_id_str_mv f7cfbc8c0e5e81d95b4de3d3601e0c0d
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author_id_fullname_str_mv f7cfbc8c0e5e81d95b4de3d3601e0c0d_***_Richard Jones
7824f127c16603af4e08530245a62400_***_Irene Reppa
100599ab189b514fdf99f9b4cb477a83_***_Phil Reed
author Richard Jones
Irene Reppa
Phil Reed
author2 Richard Jones
Irene Reppa
Phil Reed
format Journal article
container_title International Journal of Bilingual Education and Bilingualism
container_volume 0
container_start_page 1
institution Swansea University
issn 1367-0050
1747-7522
doi_str_mv 10.1080/13670050.2022.2072171
publisher Informa UK Limited
college_str College of Human and Health Sciences
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hierarchy_top_id collegeofhumanandhealthsciences
hierarchy_top_title College of Human and Health Sciences
hierarchy_parent_id collegeofhumanandhealthsciences
hierarchy_parent_title College of Human and Health Sciences
department_str Psychology{{{_:::_}}}College of Human and Health Sciences{{{_:::_}}}Psychology
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description This thematic analytic qualitative study used participants’ oral narratives to examine primary Cymraeg, which is the Welsh language, and English-speaking adolescents’ perceptions regarding Cymraeg-speakers’ opportunities of using their primary language on social media. Twenty-three participants were interviewed (two Welsh/Bilingual-medium schools: males = 5, females = 6; two English-medium schools: males = 6, females = 6). All of the Welsh/Bilingual-medium participants were primary Cymraeg-speakers. Operating at the broad thematic level, both groups provided similar responses. However, inter-group variance might be inferred at the sub-thematic level where, for instance, Cymraeg-speakers identified a greater array of technical limitations preventing Cymraeg-speakers using Cymraeg within the social media domain. The potential consequences of an actual or perceptual linguistic imbalance on social media are discussed.
published_date 0001-01-01T15:36:12Z
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