---
_id: '61900'
abstract:
- lang: eng
text: Background Anti-Muslim and anti-Islam attitudes are widespread in contemporary
western societies. A grassroots movement of mosques tries to reduce prejudice
by organizing guided mosque tours for non-Muslims. While this is an opportunity
for intergroup contact in a social psychological sense, contact occurs under sometimes
difficult conditions. As yet, its effects have not been investigated empirically.
Objective We examine (a) whether visits have an immediate and medium-term effect
on prejudice toward Islam and (b) how they change the visitors’ subjective images
of Muslims. Methods (a) We survey N = 324 secondary school students in a three-wave
panel study in 6 guided mosque tours in different parts of Germany, including
a control sample. The tour programme was in line with common practice in the mosques.
Standardized measurements were taken immediately before and after the tour and
again several months later. (b) We asked about subjective images of Muslims and
had subjects report their spontaneous associations with the term Muslim. Results
(a) Most, but not all, mosque visits significantly alleviate anti-Islam prejudice
in the short term. The effects fall off after several months. (b) After the visit,
the image of Muslims possessed more concrete religious content, while negative
and menacing associations, such as oppression of women, threat, or so-called Islamic
State have decreased. Conclusions Outgroup contact in a mosque works as predicted
by the intergroup contact research, even under less than optimal conditions. However,
there is potential for improvement of the setup of tours in the interest of a
more sustainable impact.
author:
- first_name: Olga
full_name: Janzen, Olga
last_name: Janzen
- first_name: Isabell
full_name: Diekmann, Isabell
id: '119325'
last_name: Diekmann
- first_name: Dorian
full_name: Tsolak, Dorian
last_name: Tsolak
- first_name: Kurt
full_name: Salentin, Kurt
last_name: Salentin
citation:
ama: Janzen O, Diekmann I, Tsolak D, Salentin K. Do Guided Mosque Tours Alleviate
the Prejudice of Non-Muslims against Islam and Muslims? Evidence from a Quasi-Experimental
Panel Study from Germany. Zeitschrift für Religion, Gesellschaft und Politik.
2024;8(1):129–159. doi:10.1007/s41682-023-00161-4
apa: Janzen, O., Diekmann, I., Tsolak, D., & Salentin, K. (2024). Do Guided
Mosque Tours Alleviate the Prejudice of Non-Muslims against Islam and Muslims?
Evidence from a Quasi-Experimental Panel Study from Germany. Zeitschrift Für
Religion, Gesellschaft Und Politik, 8(1), 129–159. https://doi.org/10.1007/s41682-023-00161-4
bibtex: '@article{Janzen_Diekmann_Tsolak_Salentin_2024, title={Do Guided Mosque
Tours Alleviate the Prejudice of Non-Muslims against Islam and Muslims? Evidence
from a Quasi-Experimental Panel Study from Germany}, volume={8}, DOI={10.1007/s41682-023-00161-4},
number={1}, journal={Zeitschrift für Religion, Gesellschaft und Politik}, publisher={Springer
VS}, author={Janzen, Olga and Diekmann, Isabell and Tsolak, Dorian and Salentin,
Kurt}, year={2024}, pages={129–159} }'
chicago: 'Janzen, Olga, Isabell Diekmann, Dorian Tsolak, and Kurt Salentin. “Do
Guided Mosque Tours Alleviate the Prejudice of Non-Muslims against Islam and Muslims?
Evidence from a Quasi-Experimental Panel Study from Germany.” Zeitschrift Für
Religion, Gesellschaft Und Politik 8, no. 1 (2024): 129–159. https://doi.org/10.1007/s41682-023-00161-4.'
ieee: 'O. Janzen, I. Diekmann, D. Tsolak, and K. Salentin, “Do Guided Mosque Tours
Alleviate the Prejudice of Non-Muslims against Islam and Muslims? Evidence from
a Quasi-Experimental Panel Study from Germany,” Zeitschrift für Religion, Gesellschaft
und Politik, vol. 8, no. 1, pp. 129–159, 2024, doi: 10.1007/s41682-023-00161-4.'
mla: Janzen, Olga, et al. “Do Guided Mosque Tours Alleviate the Prejudice of Non-Muslims
against Islam and Muslims? Evidence from a Quasi-Experimental Panel Study from
Germany.” Zeitschrift Für Religion, Gesellschaft Und Politik, vol. 8, no.
1, Springer VS, 2024, pp. 129–159, doi:10.1007/s41682-023-00161-4.
short: O. Janzen, I. Diekmann, D. Tsolak, K. Salentin, Zeitschrift Für Religion,
Gesellschaft Und Politik 8 (2024) 129–159.
date_created: 2025-10-21T11:21:41Z
date_updated: 2025-10-21T12:09:06Z
doi: 10.1007/s41682-023-00161-4
extern: '1'
intvolume: ' 8'
issue: '1'
keyword:
- Intergroup contact
- Anti-Islam attitudes
- Anti-Muslim attitudes
- Prejudice
- Youth
language:
- iso: eng
page: ' 129–159'
publication: Zeitschrift für Religion, Gesellschaft und Politik
publication_identifier:
issn:
- 2510-1226
publisher: Springer VS
status: public
title: Do Guided Mosque Tours Alleviate the Prejudice of Non-Muslims against Islam
and Muslims? Evidence from a Quasi-Experimental Panel Study from Germany
type: journal_article
user_id: '119325'
volume: 8
year: '2024'
...
---
_id: '23750'
author:
- first_name: Elwin R.
full_name: Savelsbergh, Elwin R.
last_name: Savelsbergh
- first_name: Gjalt T.
full_name: Prins, Gjalt T.
last_name: Prins
- first_name: Charlotte
full_name: Rietbergen, Charlotte
last_name: Rietbergen
- first_name: Sabine
full_name: Fechner, Sabine
id: '54823'
last_name: Fechner
orcid: 0000-0001-5645-5870
- first_name: Bram E.
full_name: Vaessen, Bram E.
last_name: Vaessen
- first_name: Jael M.
full_name: Draijer, Jael M.
last_name: Draijer
- first_name: Arthur
full_name: Bakker, Arthur
last_name: Bakker
citation:
ama: 'Savelsbergh ER, Prins GT, Rietbergen C, et al. Effects of innovative science
and mathematics teaching on student attitudes and achievement: A meta-analytic
study. Educational Research Review. 2016;19:158-172. doi:10.1016/j.edurev.2016.07.003'
apa: 'Savelsbergh, E. R., Prins, G. T., Rietbergen, C., Fechner, S., Vaessen, B.
E., Draijer, J. M., & Bakker, A. (2016). Effects of innovative science and
mathematics teaching on student attitudes and achievement: A meta-analytic study.
Educational Research Review, 19, 158–172. https://doi.org/10.1016/j.edurev.2016.07.003'
bibtex: '@article{Savelsbergh_Prins_Rietbergen_Fechner_Vaessen_Draijer_Bakker_2016,
title={Effects of innovative science and mathematics teaching on student attitudes
and achievement: A meta-analytic study}, volume={19}, DOI={10.1016/j.edurev.2016.07.003},
journal={Educational Research Review}, author={Savelsbergh, Elwin R. and Prins,
Gjalt T. and Rietbergen, Charlotte and Fechner, Sabine and Vaessen, Bram E. and
Draijer, Jael M. and Bakker, Arthur}, year={2016}, pages={158–172} }'
chicago: 'Savelsbergh, Elwin R., Gjalt T. Prins, Charlotte Rietbergen, Sabine Fechner,
Bram E. Vaessen, Jael M. Draijer, and Arthur Bakker. “Effects of Innovative Science
and Mathematics Teaching on Student Attitudes and Achievement: A Meta-Analytic
Study.” Educational Research Review 19 (2016): 158–72. https://doi.org/10.1016/j.edurev.2016.07.003.'
ieee: 'E. R. Savelsbergh et al., “Effects of innovative science and mathematics
teaching on student attitudes and achievement: A meta-analytic study,” Educational
Research Review, vol. 19, pp. 158–172, 2016, doi: 10.1016/j.edurev.2016.07.003.'
mla: 'Savelsbergh, Elwin R., et al. “Effects of Innovative Science and Mathematics
Teaching on Student Attitudes and Achievement: A Meta-Analytic Study.” Educational
Research Review, vol. 19, 2016, pp. 158–72, doi:10.1016/j.edurev.2016.07.003.'
short: E.R. Savelsbergh, G.T. Prins, C. Rietbergen, S. Fechner, B.E. Vaessen, J.M.
Draijer, A. Bakker, Educational Research Review 19 (2016) 158–172.
date_created: 2021-09-03T12:13:47Z
date_updated: 2025-12-11T13:29:47Z
department:
- _id: '386'
- _id: '33'
doi: 10.1016/j.edurev.2016.07.003
intvolume: ' 19'
keyword:
- innovation
- STEM education
- science education
- attitudes
language:
- iso: eng
page: 158-172
publication: Educational Research Review
publication_identifier:
issn:
- 1747-938X
publication_status: published
quality_controlled: '1'
status: public
title: 'Effects of innovative science and mathematics teaching on student attitudes
and achievement: A meta-analytic study'
type: journal_article
user_id: '54823'
volume: 19
year: '2016'
...
---
_id: '4477'
abstract:
- lang: eng
text: "The aim of this qualitative study is first to investigate the attitude development
of students in their initial year at university. College effectiveness research
has shown that attitudes towards studying as well as to one's university are key
factors influencing student engagement. Up to now, little is known about the processes
through which such attitudes develop. Based on the theory of planned behaviour
(Ajzen & Fishbein, 1980), the study addresses this research gap in three parts:
a) development paths of students' attitudes towards studying and the university;
b) the normative behaviour of the fellow students as well as significant persons,
c) university-related experiences during the first year influencing students'
attitude development. \r\nTo answer these research questions, a series of five
interviews was conducted throughout the first year with a total of 13 first-year
students at the University of St. Gallen/Switzerland. Data analysis was performed
referring to the procedures suggested by Neale (2012) for qualitative longitudinal
data. To master the challenge of displaying developments over time, graphical
analysis was used to construct a case history (cf. Henderson, Holland et al.,
2012) for each individual. Regarding the students' developments over time, the
analysis shows the participants' attitudes towards the university became more
differentiated over time. A second major result concerns frictions between students'
own attitudes and what they perceive to be the dominant normative behaviour. It
became obvious that this developmental process is influenced by concrete incidents
students experience during the first year and thus, can be shaped by structural
changes."
author:
- first_name: Tobias
full_name: Jenert, Tobias
id: '71994'
last_name: Jenert
orcid: ' https://orcid.org/0000-0001-9262-5646'
- first_name: Taiga
full_name: Brahm, Taiga
last_name: Brahm
citation:
ama: 'Jenert T, Brahm T. How Business Students Attitudes towards their University
and Studying Develop during the First Year: A Qualitative Longitudinal Study.
In: EARLI European Association for Research on Learning and Instruction; 2013.'
apa: 'Jenert, T., & Brahm, T. (2013). How Business Students Attitudes towards
their University and Studying Develop during the First Year: A Qualitative Longitudinal
Study. Presented at the 15th Biennial EARLI Conference, München: EARLI European
Association for Research on Learning and Instruction.'
bibtex: '@inproceedings{Jenert_Brahm_2013, title={How Business Students Attitudes
towards their University and Studying Develop during the First Year: A Qualitative
Longitudinal Study}, publisher={EARLI European Association for Research on Learning
and Instruction}, author={Jenert, Tobias and Brahm, Taiga}, year={2013} }'
chicago: 'Jenert, Tobias, and Taiga Brahm. “How Business Students Attitudes towards
Their University and Studying Develop during the First Year: A Qualitative Longitudinal
Study.” EARLI European Association for Research on Learning and Instruction, 2013.'
ieee: 'T. Jenert and T. Brahm, “How Business Students Attitudes towards their University
and Studying Develop during the First Year: A Qualitative Longitudinal Study,”
presented at the 15th Biennial EARLI Conference, München, 2013.'
mla: 'Jenert, Tobias, and Taiga Brahm. How Business Students Attitudes towards
Their University and Studying Develop during the First Year: A Qualitative Longitudinal
Study. EARLI European Association for Research on Learning and Instruction,
2013.'
short: 'T. Jenert, T. Brahm, in: EARLI European Association for Research on Learning
and Instruction, 2013.'
conference:
end_date: 2013-08-31
location: München
name: 15th Biennial EARLI Conference
start_date: 2013-08-27
date_created: 2018-09-19T08:19:05Z
date_updated: 2022-01-06T07:01:06Z
department:
- _id: '208'
- _id: '282'
extern: '1'
keyword:
- student attitudes
- qualitative research
- longitudinal study
- student motivation
publisher: EARLI European Association for Research on Learning and Instruction
status: public
title: 'How Business Students Attitudes towards their University and Studying Develop
during the First Year: A Qualitative Longitudinal Study'
type: conference
user_id: '51057'
year: '2013'
...
---
_id: '4478'
abstract:
- lang: eng
text: "The purpose of the research was to develop and validate an instrument for
the assessment of attitudes towards the study environment in higher education
contexts. The questionnaire is designed to measure students' attitudes towards
two particular objects: the university (or Higher Education Institution) and the
process of studying. Five studies at two different universities were conducted
to develop and validate the Attitudes towards the Study Environment Questionnaire
(ASEQ). In total, 1640 students filled in the questionnaire. Reliability tests
and exploratory factor analysis as well as confirmatory factor analysis showed
satisfactory psychometric characteristics of the ASEQ. Each part of the questionnaire
is internally consistent and construct validity of the scales is supported by
correlations with other constructs as assumed by current theories: Positive attitudinal
constructs (normative behavior, autonomy, joy, self-efficacy, and task value)
are positively related to intrinsic motivation and the expected study performance
while anxiety is negatively related to these constructs. \r\nSince attitudes towards
the study situation are connected to student engagement and motivation, the study
contributes to the theory of student learning by providing a validated instrument
to assess attitudes. Thus, the ASEQ can support further research on student performance
and development by providing an instrument for the hitherto neglected but nonetheless
extremely relevant domain of attitudes. Also, the questionnaire can be used as
a diagnostic instrument for higher education faculty and administration to trace
students' attitudinal development over time - a factor of prime importance for
student socialization during the introductory phase of studying."
author:
- first_name: Taiga
full_name: Brahm, Taiga
last_name: Brahm
- first_name: Tobias
full_name: Jenert, Tobias
id: '71994'
last_name: Jenert
orcid: ' https://orcid.org/0000-0001-9262-5646'
- first_name: Dieter
full_name: Euler, Dieter
last_name: Euler
citation:
ama: 'Brahm T, Jenert T, Euler D. On the assessment of attitudes towards the study
process and the university: Attitudes towards the Study Environment Questionnaire
(ASEQ). In: EARLI European Association for Research on Learning and Instruction;
2013.'
apa: 'Brahm, T., Jenert, T., & Euler, D. (2013). On the assessment of attitudes
towards the study process and the university: Attitudes towards the Study Environment
Questionnaire (ASEQ). Presented at the 15th Biennial EARLI Conference, München
: EARLI European Association for Research on Learning and Instruction.'
bibtex: '@inproceedings{Brahm_Jenert_Euler_2013, title={On the assessment of attitudes
towards the study process and the university: Attitudes towards the Study Environment
Questionnaire (ASEQ)}, publisher={EARLI European Association for Research on Learning
and Instruction}, author={Brahm, Taiga and Jenert, Tobias and Euler, Dieter},
year={2013} }'
chicago: 'Brahm, Taiga, Tobias Jenert, and Dieter Euler. “On the Assessment of Attitudes
towards the Study Process and the University: Attitudes towards the Study Environment
Questionnaire (ASEQ).” EARLI European Association for Research on Learning and
Instruction, 2013.'
ieee: 'T. Brahm, T. Jenert, and D. Euler, “On the assessment of attitudes towards
the study process and the university: Attitudes towards the Study Environment
Questionnaire (ASEQ),” presented at the 15th Biennial EARLI Conference, München
, 2013.'
mla: 'Brahm, Taiga, et al. On the Assessment of Attitudes towards the Study Process
and the University: Attitudes towards the Study Environment Questionnaire (ASEQ).
EARLI European Association for Research on Learning and Instruction, 2013.'
short: 'T. Brahm, T. Jenert, D. Euler, in: EARLI European Association for Research
on Learning and Instruction, 2013.'
conference:
end_date: 2013-08-31
location: 'München '
name: 15th Biennial EARLI Conference
start_date: 2013-08-27
date_created: 2018-09-19T08:22:51Z
date_updated: 2022-01-06T07:01:06Z
department:
- _id: '208'
- _id: '282'
extern: '1'
keyword:
- attitudes
- teaching and learning
- studying
- higher education institution
- theory of planned behavior
- instrument development
publisher: EARLI European Association for Research on Learning and Instruction
status: public
title: 'On the assessment of attitudes towards the study process and the university:
Attitudes towards the Study Environment Questionnaire (ASEQ)'
type: conference
user_id: '51057'
year: '2013'
...
---
_id: '4481'
abstract:
- lang: ger
text: 'Die vorliegende Untersuchung an der Universität St. Gallen soll Erkenntnisse
über die Verläufe der Einstellungsveränderungen der Studierenden geben (vgl. Brahm
& Jenert, 2012). Basierend auf der Theorie des geplanten Verhaltens (Ajzen & Fishbein,
1980) werden drei Forschungsfragen adressiert: (1) Gibt es typische Pfade der
Einstellungsentwicklung? (2) Wie wird das normative Verhalten von Mitstudierenden
und anderen Personen wahrgenommen? (3) Welche Erfahrungen beeinflussen die Entwicklung?
Zur Beantwortung dieser Fragen wurde über das erste Studienjahr hinweg eine Interviewserie
mit 13 Studierenden durchgeführt. Die Datenanalyse mithilfe grafischer Case Histories
zeigt, dass die Einstellungen der Probanden über die Zeit differenzierter werden.
Zudem gibt es Widersprüche zwischen den Einstellungen und dem wahrgenommenen normativen
Verhalten. Dabei ist die Einstellungsentwicklung von konkreten Ereignissen geprägt
und kann damit durch strukturelle Interventionen beeinflusst werden.'
author:
- first_name: Tobias
full_name: Jenert, Tobias
id: '71994'
last_name: Jenert
orcid: ' https://orcid.org/0000-0001-9262-5646'
- first_name: Taiga
full_name: Brahm, Taiga
last_name: Brahm
citation:
ama: 'Jenert T, Brahm T. Die Entwicklung studien-und hochschulbezogener Einstellungen
an einer Wirtschaftsuniversität: eine qualitative Längsschnittstudie. In: Institut
für Psychologie; 2013.'
apa: 'Jenert, T., & Brahm, T. (2013). Die Entwicklung studien-und hochschulbezogener
Einstellungen an einer Wirtschaftsuniversität: eine qualitative Längsschnittstudie.
Presented at the 14. Fachgruppentagung Pädagogische Psychologie der Deutschen
Gesellschaft für Psychologie, Hildesheim: Institut für Psychologie.'
bibtex: '@inproceedings{Jenert_Brahm_2013, title={Die Entwicklung studien-und hochschulbezogener
Einstellungen an einer Wirtschaftsuniversität: eine qualitative Längsschnittstudie},
publisher={Institut für Psychologie}, author={Jenert, Tobias and Brahm, Taiga},
year={2013} }'
chicago: 'Jenert, Tobias, and Taiga Brahm. “Die Entwicklung Studien-Und Hochschulbezogener
Einstellungen an Einer Wirtschaftsuniversität: Eine Qualitative Längsschnittstudie.”
Institut für Psychologie, 2013.'
ieee: 'T. Jenert and T. Brahm, “Die Entwicklung studien-und hochschulbezogener Einstellungen
an einer Wirtschaftsuniversität: eine qualitative Längsschnittstudie,” presented
at the 14. Fachgruppentagung Pädagogische Psychologie der Deutschen Gesellschaft
für Psychologie, Hildesheim, 2013.'
mla: 'Jenert, Tobias, and Taiga Brahm. Die Entwicklung Studien-Und Hochschulbezogener
Einstellungen an Einer Wirtschaftsuniversität: Eine Qualitative Längsschnittstudie.
Institut für Psychologie, 2013.'
short: 'T. Jenert, T. Brahm, in: Institut für Psychologie, 2013.'
conference:
end_date: 2013-09-25
location: Hildesheim
name: 14. Fachgruppentagung Pädagogische Psychologie der Deutschen Gesellschaft
für Psychologie
start_date: 2013-09-23
date_created: 2018-09-19T08:29:59Z
date_updated: 2022-01-06T07:01:06Z
department:
- _id: '208'
- _id: '282'
extern: '1'
keyword:
- student attitudes
- theory of planned behaviour
- Einstellungsentwicklung
- student motivation
publisher: Institut für Psychologie
status: public
title: 'Die Entwicklung studien-und hochschulbezogener Einstellungen an einer Wirtschaftsuniversität:
eine qualitative Längsschnittstudie'
type: conference
user_id: '51057'
year: '2013'
...
---
_id: '28449'
abstract:
- lang: eng
text: This article investigates forms of address, in particular the T/V distinction
in German, in conversational interviews with German-speaking immigrants to English-speaking
Canada and their descendants. From among 77 interviews conducted in two urban
areas in Canada, we discuss instances of both the interactional use of and metalinguistic
comments on forms of address. Our analysis is largely guided by conversation analysis
and interactional sociolinguistics (e.g. Goodwin & Heritage 1990). Using Clyne,
Norrby and Warren’s (2009) model of address as a backdrop, we investigate the
construction of group identity and group socialization through the lens of positioning
theory (e.g. van Langenhove & Harré 1993; Dailey-O’Cain & Liebscher 2009). This
combination of analytical tools can explain shifts in both usage of and attitudes
toward the T/V distinction that cannot be explained through language attrition
arguments alone.
article_type: original
author:
- first_name: Grit
full_name: Liebscher, Grit
last_name: Liebscher
- first_name: Jennifer
full_name: Dailey-O’Cain, Jennifer
last_name: Dailey-O’Cain
- first_name: Mareike
full_name: Müller, Mareike
id: '71540'
last_name: Müller
- first_name: Tetyana
full_name: Reichert, Tetyana
last_name: Reichert
citation:
ama: Liebscher G, Dailey-O’Cain J, Müller M, Reichert T. Negotiating identities
through pronouns of address in an immigrant community. Pragmatics Quarterly
Publication of the International Pragmatics Association (IPrA). 2010;20(3):375-400.
doi:10.1075/prag.20.3.04lie
apa: Liebscher, G., Dailey-O’Cain, J., Müller, M., & Reichert, T. (2010). Negotiating
identities through pronouns of address in an immigrant community. Pragmatics.
Quarterly Publication of the International Pragmatics Association (IPrA),
20(3), 375–400. https://doi.org/10.1075/prag.20.3.04lie
bibtex: '@article{Liebscher_Dailey-O’Cain_Müller_Reichert_2010, title={Negotiating
identities through pronouns of address in an immigrant community}, volume={20},
DOI={10.1075/prag.20.3.04lie},
number={3}, journal={Pragmatics. Quarterly Publication of the International Pragmatics
Association (IPrA)}, author={Liebscher, Grit and Dailey-O’Cain, Jennifer and Müller,
Mareike and Reichert, Tetyana}, year={2010}, pages={375–400} }'
chicago: 'Liebscher, Grit, Jennifer Dailey-O’Cain, Mareike Müller, and Tetyana Reichert.
“Negotiating Identities through Pronouns of Address in an Immigrant Community.”
Pragmatics. Quarterly Publication of the International Pragmatics Association
(IPrA) 20, no. 3 (2010): 375–400. https://doi.org/10.1075/prag.20.3.04lie.'
ieee: 'G. Liebscher, J. Dailey-O’Cain, M. Müller, and T. Reichert, “Negotiating
identities through pronouns of address in an immigrant community,” Pragmatics.
Quarterly Publication of the International Pragmatics Association (IPrA),
vol. 20, no. 3, pp. 375–400, 2010, doi: 10.1075/prag.20.3.04lie.'
mla: Liebscher, Grit, et al. “Negotiating Identities through Pronouns of Address
in an Immigrant Community.” Pragmatics. Quarterly Publication of the International
Pragmatics Association (IPrA), vol. 20, no. 3, 2010, pp. 375–400, doi:10.1075/prag.20.3.04lie.
short: G. Liebscher, J. Dailey-O’Cain, M. Müller, T. Reichert, Pragmatics. Quarterly
Publication of the International Pragmatics Association (IPrA) 20 (2010) 375–400.
date_created: 2021-12-08T14:38:18Z
date_updated: 2022-01-06T06:58:05Z
department:
- _id: '468'
doi: 10.1075/prag.20.3.04lie
extern: '1'
intvolume: ' 20'
issue: '3'
keyword:
- Forms of address
- T/V distinction
- Du vs. Sie
- Conversation analysis
- Language attitudes
- Interviews
- German in Canada
- Migration studies
- North American migration
language:
- iso: eng
page: 375-400
publication: Pragmatics. Quarterly Publication of the International Pragmatics Association
(IPrA)
publication_identifier:
issn:
- 1018-2101
- 2406-4238
publication_status: published
status: public
title: Negotiating identities through pronouns of address in an immigrant community
type: journal_article
user_id: '71540'
volume: 20
year: '2010'
...