Enacting identities: children's narratives on person, place and experience in fixed and hybrid spaces

Ibrahim, Nayr

doi:10.3402/edui.v7.27595

Cited by 16 publications

(5 citation statements)

References 17 publications

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“…Some have used the technique of exploring 'visual narratives' accompanied by oral accounts of, mostly, elementary school learners' representations of their linguistic identity (Besser & Chik, 2014;Cummins, Hu, Markus, and Kristiina Montero (2015). ;Dressler, 2015;Ibrahim, 2016;Levine, 2013;Martin, 2012;Melo-Pfeifer, 2015;Welply, 2015). Melo-Pfeifer (2015, p. 198), for instance, adopts a 'socio-constructive' view of the concept of 'multilingual awareness' in her study, and her analysis of the multimodal data from Portuguese heritage pupil participants in primary schools in Germany provides vivid insights into the children's representations and allows her to discern 'patterns of experiences and feelings about those experiences' (p. 198) defined by linguistic identity.…”

Section: Multilingual/linguistic Identity Research In Educational Conmentioning

confidence: 99%

Participative multilingual identity construction in the languages classroom: a multi-theoretical conceptualisation

Fisher

Evans

Forbes

et al. 2018

International Journal of Multilingualism

107

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Multilingual identity is an area ripe for further exploration within the existing extensive body of identity research. In this paper we make a case for a conceptual framework that defines multilingual identity formation in terms of learners' active involvement, and proposes the classroom as the hitherto underused site for participative identity (re)negotiation. After reviewing three key theoretical perspectives on identity (the psychosocial, sociocultural and poststructural) for points of intersection and difference, we propose a new framework for a multi-theoretical approach to the conceptualisation and investigation of multilingual identity. This places it at the nexus of (a) individual psychological development, (b), the relational and social, and (c) the historical and contextual. Arguing that a participative perspective can take the field forward, we present a theorised model for classroom practice that provides a structure within which individual learners of a foreign language might explore, with reference to a range of sociolinguistic knowledge, the extent of their current linguistic repertoire. In addition, they are asked to explicitly consider their identity and identifications and offered the agency to (re)negotiate these in terms of multilingual identity, the development of which may be important for investment in language learning.

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Section: Multilingual/linguistic Identity Research In Educational Conmentioning

confidence: 99%

Participative multilingual identity construction in the languages classroom: a multi-theoretical conceptualisation

Fisher

Evans

Forbes

et al. 2018

International Journal of Multilingualism

107

View full text Add to dashboard Cite

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“…For the quantitative and qualitative content analysis, the full corpora, composed of 37 visual narratives and the related texts were coded into the following four categories ( In terms of analysis, multimodal and semiotic analysis of the visual materials were used (Kress & Van Leeuwen, 1996;Rose, 2016) and, when combined with verbal data, content and discourse analysis were also used as methodological approaches, as in Ibrahim (2016), for example.…”

Section: Discussionmentioning

confidence: 99%

“…Data support the idea that language identity is seen by children as encompassing expertise, affiliation and heritage. Also, Ibrahim (2016) investigated how children in France, aged 5 to 12 constructed their identity across languages (at least French, English, and a heritage language), literacies, and formal and non-formal educational spaces. She focuses on how children make sense of their place in the multilingual world, using interviews with children (and their parents), children's drawings and writings, and their chosen objects.…”

Section: Children's Perspectives On Their Lived Plurilingualism At Sc...mentioning

confidence: 99%

‘Me Siento Pequeña’ – A Visual Approach Towards Students’ Experiences with the Transition from Elementary to Secondary School in Spanish-German bilingual Education

Lingard de la Vega,

Melo-Pfeifer,

Duarte

2024

NJLTL

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As the education system is organised around horizontal and vertical transitions and because bilingual education (BE) and Content and Language Integrated Learning (CLIL) in languages other than English (LOTE) are quite rare, it is difficult to guarantee the continuity of CLIL in LOTE (Harbon & Fielding, 2022). Additionally, little is known about the possible causes and effects of such language and content learning disruptions on students’ learning pathways (Chambers, 2020). Through visual narratives and open-ended questionnaires, this paper examines how 37 young learners in two Spanish-German bilingual classrooms either experienced or envisioned their bilingual and CLIL classes and how they perceive the transition from elementary (4th grade) to secondary school (5th grade). The aim of the research is to better understand CLIL and BE transitions in LOTE from an emic perspective, by gaining some insights into students’ past and current experiences and expectations, thereby collecting ideas for successful transitions that incorporate their perceptions. Our results show that pupils' perspectives through their drawings and answers can be assigned to four main categories: difficulty and workload, self-perception, image of the school and teachers, and social environment at school or in BE. We discuss the implications of our findings for BE and CLIL LOTE, in general, and for dealing with educational transitions more effectively, in particular.

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“…Since separate educational contexts for children fail to reflect the "heterogeneity, hybridity and meaningmaking process which characterize multilingual development of children, the multilingual identity development will be a research focus with its transnational and hybrid features" (İbrahim,2016 p.4). The multilingual identity involves and is strengthened by multi-language exposure to literacy (Ibrahim, 2016). As families are increasingly mobile, children must establish multilingual literacies (Jones and Jones, 2001) to access various educational sites or to sustain relationships with family and friends in a plethora of transnational contexts.…”

Section: Interplay Of Multilingualism and Multilingual Identitymentioning

confidence: 99%

Multilingual identity development in a trilingual setting: A case study of refugee identity and language use

Karanfil¹,

Demir²

2021

Dil Ve Dilbilimi Çalışmaları Dergisi

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This case study explores Turkish-English-Arabic multilingual identity sequentially and simultaneously constructed by two refugee siblings raised by their multilingual mother in the family environment where they interact in English and Arabic while they are exposed to Turkish in societal surroundings. By focusing on the multilingualism experiences of a 7-year-old boy and a 10 -year old girl, the study aimed to explore the multilingualism of the children practising their languages. The study is filling the void of refugee children identity and language development under scrutiny via data triangulation, consisting of field notes of the researcher, a metaphor questionnaire, and semi-structured interviews. The findings suggest multilingual identity development is a way socialization and achieving success in their host country. The study offers implications for multilingual child-raising in a refugee setting offering the simultaneous use of the language repertoire of children fostering their interlanguage development, results in better awareness and improved use of the languages.

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Enacting identities: children's narratives on person, place and experience in fixed and hybrid spaces

Cited by 16 publications

References 17 publications

Participative multilingual identity construction in the languages classroom: a multi-theoretical conceptualisation

Participative multilingual identity construction in the languages classroom: a multi-theoretical conceptualisation

‘Me Siento Pequeña’ – A Visual Approach Towards Students’ Experiences with the Transition from Elementary to Secondary School in Spanish-German bilingual Education

Multilingual identity development in a trilingual setting: A case study of refugee identity and language use

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