Multilingual construction of identity
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Reporting on a linguistic ethnographic study, Işıl Erduyan explores multilingual identity construction of high school students with Turkish descent enrolled in a downtown high school (Gymnasium) in Berlin. She focuses on naturally occurring classroom interactions across German, Turkish, and English classes and attends to the complex relationship between identities and multilingual repertoires through a scalar analytical perspective. Her findings demonstrate how multilingual students’ linguistic repertoires are bound by linguistic performances within and across multiple timescales. The study takes an innovative path by attending to the everyday linguistic practices of a group of multilingual immigrant students with the same national background through linguistic ethnographic lenses in the context of mainstream schooling in Europe, and by focusing on a much-understudied group, namely higher achieving students of immigrant descent enrolled in a German high school.
Buchkauf
Multilingual construction of identity, Işıl Erduyan
- Sprache
- Erscheinungsdatum
- 2019
Lieferung
Zahlungsmethoden
Deine Änderungsvorschläge
- Titel
- Multilingual construction of identity
- Sprache
- Englisch
- Autor*innen
- Işıl Erduyan
- Verlag
- ibidem-Verlag
- Erscheinungsdatum
- 2019
- ISBN10
- 3838212010
- ISBN13
- 9783838212012
- Reihe
- An interdisciplinary series of the Centre for Intercultural and European Studies
- Kategorie
- Skripten & Universitätslehrbücher
- Beschreibung
- Reporting on a linguistic ethnographic study, Işıl Erduyan explores multilingual identity construction of high school students with Turkish descent enrolled in a downtown high school (Gymnasium) in Berlin. She focuses on naturally occurring classroom interactions across German, Turkish, and English classes and attends to the complex relationship between identities and multilingual repertoires through a scalar analytical perspective. Her findings demonstrate how multilingual students’ linguistic repertoires are bound by linguistic performances within and across multiple timescales. The study takes an innovative path by attending to the everyday linguistic practices of a group of multilingual immigrant students with the same national background through linguistic ethnographic lenses in the context of mainstream schooling in Europe, and by focusing on a much-understudied group, namely higher achieving students of immigrant descent enrolled in a German high school.