Language and youth identity in a multilingual setting: A multimodal repertoire approach

Abstract

This article is based on a study of a community of multilingual adolescents in Johannesburg which examines participants' linguistic repertoires and how they use their linguistic resources as a basis for identity construction, integration and performance. This kind of linguistic multiplicity lends itself to subtle and occasionally subversive positioning, as well as the creation of complex identities. Multilingual speakers call into play different aspects of their linguistic identity according to what particular circumstances dictate. For the most part, learners use their repertoires, which in some cases include non-standardised, mixed forms such as Tsotsitaal, to integrate and negotiate; and they are open to learning and accommodating other languages, with perhaps (in this data-set) one exception, namely Xitsonga. The implications of these findings are discussed with regard to language use in educational settings.

‘Red is the colour of the heart’: making young children’s multilingualism visible through language portraits

“…In conclusion, as the number of highly linguistic heterogeneous classrooms increases, research concerning students' multilingual repertoires is essential, as one's identity is closely linked to language attitudes and choices (Pavlenko and Blackledge 2004). It is also important to keep in mind that although language portraits graphically represent participants' linguistic repertoires, the use of a multimodal approach is advisable as it allows participants to present their linguistic repertoire through different modes (Busch 2018), which can contribute to a better understanding of language practices (Bristowe, Oostendorp, and Anthonissen 2014). The current study was a first contribution to developing such a multimodal approach towards capturing language profiles and language representations of primary school children in super-diverse areas.…”

“…Although visual representations are considered texts to be read interpretively, Riessman (2007) acknowledges that "just as oral and written narratives cannot speak for themselves, neither can images" (p. 179). The use of a multimodal approach allows participants to present their linguistic repertoire through different modes, switching from visual to oral and written modes (Busch 2018), overcoming the limitations of each mode and contributing to the "unravelling of narratives of identity and language" (Bristowe, Oostendorp, and Anthonissen 2014). Most researchers working with language portraits, however, acknowledge the limitations of this research tool and therefore make use of a multimodal approach, either interviewing the participants or asking them for a written description of their linguistic repertoire (Botsis and Bradbury 2018; Bristowe, Oostendorp, and Anthonissen 2014; Busch 2010; Coffey 2015; Dressler 2015; Melo-Pfeifer 2015, 2017; Prasad 2014).…”

A small speech community with many small languages: The role of receptive multilingualism in supporting linguistic diversity at Warruwi Community (Australia)

“…The language portrait task, popularised by sociolinguist Brigitta Busch (Busch, 2006(Busch, , 2010(Busch, , 2012, has been taken up by researchers working in diverse contexts around the world because it provides a great starting point for people to discuss their languages (Bristowe et al, 2014;Coffey, 2015;Dressler, 2015;Pietikäinen and Pitkänen-Huhta, 2013). I used the language portrait task in conjunction with linguistic biography interviews.…”

Social meanings of linguistic variation in BISINDO (Indonesian Sign Language)

“…The example presented in section 6 points to how variation enables the expression of ethnic identity, as some Javanese deaf people align themselves with Javanese hearing people against other deaf people who are not Javanese. Indeed, given the multifarious uses of spoken language variation for 'othering' (Antaki & Widdicombe, 1998;Bristowe, Oostendorp, & Anthonissen, 2014;Bucholtz & Hall, 2004;Farrell, 2008;Hamid & Jahan, 2015;Llamas, 2006;Wortham, 2006), it might come as no surprise that signers do this too.…”