Bilingual Writing as an Act of Identity: Sign-Making in Multiple Scripts

Kabuto, Bobbie

doi:10.1080/15235882.2010.503143

Cited by 19 publications

(1 citation statement)

References 16 publications

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“…Rymes and Pash, 2001) or that analyze linguistic acts, such as writing, as acts of identity (e.g. Kabuto, 2010) but do not study L2 learning. The studies were also limited to those published in English, simply (if sadly) because that is the author’s only academic language.…”

Section: Studying “Identity” and Young Second Language Learnersmentioning

confidence: 99%

Post-structuralist potentialities for studies of subjectivity and second language learning in early childhood

Bernstein

2016

Contemporary Issues in Early Childhood

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The past two decades have seen a proliferation of studies investigating, complicating, and reimagining the relationship between second language learning and identity. Yet, with only a handful of exceptions, these studies are limited to adolescent and adult second language learners. In this article, the author proposes that identity research with very young second language learners has been limited both by a tendency to see early second language learning as less problematic than that of older learners and by the conceptualization of identity itself. The author argues that a post-structuralist perspective on identity-or, rather, subjectivity-opens possibilities for research with the youngest students. In order to explore this theoretical potential, the author examines four major studies of identity and young second language learners (kindergarten and Grade 1) to analyze how their authors conceive of identity and what each affords for analysis. These studies support the idea that a post-structural analysis, through its interrogation of the concept of identity, offers possibilities for studies of subjectivity in young children. Yet they also highlight a need to interrogate traditional views of language and of language learning. KeywordsEnglish language learners, identity, positioning, second language acquisition, subjectivityIn the past two decades, identity has become a widespread topic in academic research. Educational researchers have produced studies connecting identity, curriculum, and learning across grade levels and subjects. This work has shown that classrooms are spaces not only for the production of knowledge, but also for the production of selves-selves that exist at the nexus of gender and race; selves that are seen as particular kinds of peers and friends and people-and that who a student becomes in a classroom is inextricably intertwined with and profoundly impacts how she participates and what she learns (for some notable examples, see Anderson, 2007;Bomer and

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Section: Studying “Identity” and Young Second Language Learnersmentioning

confidence: 99%

Post-structuralist potentialities for studies of subjectivity and second language learning in early childhood

Bernstein

2016

Contemporary Issues in Early Childhood

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Hamburg Studies on Linguistic Diversity

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Biscriptuality

Usanova

2019

Hamburg Studies on Linguistic Diversity

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In the context of constantly increasing linguistic diversity in many parts of the world, opportunities and challenges arise for the acquisition of literacy skills. The successful development of literacy skills becomes a crucial prerequisite for educational attainment determining future career prospects of migrant students. Multilingual settings reveal the diversification of languages and scripts prompted in the context of migration. This monograph explores the phenomenon of biscriptuality and aims to provide an approach for investigating the development of biliteracy in the context of divergent scripts. This interdisciplinary mixed-methods study bridges intercultural education science, education research and applied linguistics for gaining a complex view on the role of biscriptuality in students’ biliteracy. It considers the extent of students’ biscriptual skills, specifies language dimensions in which the influence on biliteracy may occur, and differentiates between the effects of biscriptuality on the development of writing skills in two different genres, narrative and expository.

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Bilingual Writing as an Act of Identity: Sign-Making in Multiple Scripts

Cited by 19 publications

References 16 publications

Post-structuralist potentialities for studies of subjectivity and second language learning in early childhood

Post-structuralist potentialities for studies of subjectivity and second language learning in early childhood

Hamburg Studies on Linguistic Diversity

Biscriptuality

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