دورية أكاديمية
A Transnational Multilingual Language Learning Journey: Examining Language Investment and the Intersectionality of Multiple Identities
| العنوان: | A Transnational Multilingual Language Learning Journey: Examining Language Investment and the Intersectionality of Multiple Identities |
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| المؤلفون: | Marisol Massó (ORCID |
| المصدر: | Australian Review of Applied Linguistics. 2023 46(2):140-163. |
| الإتاحة: | John Benjamins Publishing Company. Klaprozenweg 105 Postbus 36224, NL-1020 ME Amsterdam, Netherlands. Tel: +31-20-6304747; Fax: +31-20-6739773; e-mail: subscription@benjamins.nl; Web site: https://www.benjamins.comTest |
| تمت مراجعته من قبل الزملاء: | Y |
| Page Count: | 24 |
| تاريخ النشر: | 2023 |
| نوع الوثيقة: | Journal Articles Reports - Research |
| Education Level: | High Schools Secondary Education |
| الواصفات: | Multilingualism, Second Language Learning, Second Language Instruction, English (Second Language), Intersectionality, Refugees, Foreign Countries, African Languages, Native Language, French, Language Usage, Language Attitudes, Social Capital, Self Concept, Cultural Capital, Spanish, Dialects, Metalinguistics, Ethnicity, Social Class, Teaching Methods, High School Students, Student Attitudes |
| مصطلحات جغرافية: | Burundi, United States |
| DOI: | 10.1075/aral.22043.mas |
| تدمد: | 0155-0640 1833-7139 |
| مستخلص: | This study presents the case of a multilingual refugee (Maji) of Kirundi, Swahili, French, and English, from Burundi living in the U.S., and examines the language ideologies and identities embedded in his transnational narratives. We analyze our focal participant's multi-layered transnational experiences using Darvin and Norton's (2015) model of investment that foregrounds the intersection of ideology, capital, and identity. Specifically, we center on dominant ideologies in Maji's discourse and how he negotiated his ethnic, social class, and gendered identities. Our findings revealed that Maji, who adhered to discourses that promoted the English superiority, the prestige of dialectal forms of Swahili, Spanish, and English, and English as a global commodity displayed his awareness of language hierarchies and dominance. Yet, Maji, who drew on French for meaning-making, displayed contradictory ideas by framing French as a useless language in the U.S. as compared to English. Our study sheds light on the complexity of multilinguals' identity construction and discusses pedagogical implications on how to support language minority students' multilingualism. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| رقم الانضمام: | EJ1406715 |
| قاعدة البيانات: | ERIC |
| تدمد: | 0155-0640 1833-7139 |
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| DOI: | 10.1075/aral.22043.mas |