Cover -- Series page -- Title page -- Copyright page -- Dedication -- Contents -- Acknowledgments -- 1: Introduction -- 1.1 About this Introduction -- 1.2 Orientalism Revisited: North African and Muslim Immigrant Communities in Europe -- 1.3 The Everyday Landscapes of Immigrant Childhoods -- 1.4 Theoretical Paradigms for Understanding Difference and Belonging -- 1.5 A Linguistic Anthropological Lens on Negotiating Difference and Belonging -- 1.6 The Chapters in this Book -- 2: Moros en la Costa: The Moroccan Immigrant Diaspora in Spain -- 2.1 A Brief History of the Moroccan Immigrant Diaspora in Contemporary Spain -- 2.2 The Moroccan Immigrant Community in Vallenuevo -- 2.3 Communities of Origin of the Moroccan Immigrant Community in Vallenuevo -- 2.4 Contemporary Discourses About Moroccan Immigration in Spain -- 2.5 Between New "Convivencia"32 and New "Morofobia" -- 2.5 Welcome to "Vallemoro": Myths and Realities about Life in the Community -- 3: Learning About Children's Lives: A Note On Methodology -- 3.1 A Methodological Overview -- 3.2 Sites of Data Collection and My Ethnographic Role -- 3.2.1 The Public School -- 3.2.2 The Oratory-Mosque -- 3.2.3 The Health Center -- 3.2.4 The Households -- 3.2.5 The Peer Group -- 3.3 Participant Observation and Recording of Naturally-Occurring Interactions -- 3.4 Ethnographic Interviews -- 3.5 Collection of Site and Press-Media Documents -- 4: Moroccan Immigrant Childhoods in Vallenuevo -- 4.1 Snapshots of the Focal Children and their Families -- 4.1.1 Worda: The Responsible and Reliable One -- 4.1.2 Wafiya: The Firecracker -- 4.1.3 Sarah: The Newcomer -- 4.1.4 Karim: Always in Trouble -- 4.1.5 Mimon: The Computer-game Wiz -- 4.1.6 Kamal: The Athlete -- 4.2 The Contexts of Children's Lives -- 4.2.1 School Contexts -- 4.2.2 Family Contexts -- 4.2.3 Neighborhood Contexts.

5: The Public School: Ground Zero for the Politics of Inclusion -- 5.1 The Microgenesis of Social Markedness and Racialized Exclusion -- 5.2 Acusar (Tattling) -- 5.3 Mandatos (Peer Directives) -- 5.4 Echar Leña al Fuego (Fueling the Fire) -- 5.5 Moroccan Immigrant Children's Reactions to Practices of Exclusion -- 5.6 Compliance and Silence -- 5.7 Denial and Confrontation -- 5.8 Conclusion -- 6: Learning How to Be Moroccans in Vallenuevo: Arabic and the Politics of Identity -- 6.1 A Tale of Two Teachers -- 6.2 The ArabicLanguage Teacher at the Public School -- 6.3 The Fqih -- 6.4 The Role of Classical/Standard Arabic in Everyday Life in the Community -- 6.5 The Politics of Moroccan-ness in Arabic-Language Classes -- 6.5.1 Literacy Practices and Instructional Organization -- 6.5.2 Teachers' Treatment of Mistakes in Error-Correction Practices -- 6.5.3 Children's Use of Moroccan Arabic -- 6.5.4 Children's Misuse of Classical/Standard Arabic -- 6.5.5 Categorization of Students in Classroom Discourse -- 6.6 Conclusion -- 7: Becoming Translators of Culture: Moroccan Immigrant Children's Experiences as Language Brokers -- 7.1 Just a Routine Medical Visit -- 7.2 Research on Immigrant Children as Language Brokers -- 7.3 From "Natural Translation" to Everyday Interpreting as an Interactional Achievement -- 7.4 Moroccan Immigrant Children's Experiences as Language Brokers -- 7.4.1 Verbatim Translations vs. Selective Modification -- 7.4.2 Selective Modification vs. Linguistic Problems and Mistranslations -- 7.5 Conclusion -- 8: Heteroglossic Games: Imagining Selves and Voicing Possible Futures -- 8.1 Communicative Practices and Play in Children's Peer Groups -- 8.2 Interactional Frames and Identity Construction in Pretend-Play -- 8.3 Patterns of Code Choice and Use: Managing Play and Interactional Frames.

8.4 Linguistic Resources for the Construction of Social Identities and Life Worlds -- 8.4.1 Naming Practices -- 8.4.2 Register Shifts in "In-Character Dialogue" -- 8.4.3 Emplotment through Stage-Setting Narration and In-Character Dialogue -- 8.5 Ambivalent Stances and the Moral Inflection of Codes -- 8.6 The Peer Group as a Context for Language Socialization into Communicative Practices and Gendered Identities -- 8.7 Conclusion -- 9: Conclusion -- 9.1 Racialized Exclusion in Moroccan Immigrant Children's Lives -- 9.2 Negotiating Membership and Belonging as the Outsiders' Inside -- 9.3 A Final Note on Moroccan Immigrant Children's Worlds and Agency -- Appendix 1: Working with Video-Recorded Discourse Data -- Appendix 2: Arabic Transliteration Symbols -- References -- Index.