Linguistic, affective, parental, and educational contributions to the bicultural identity development of Balkan minority adolescents

Abstract

This study investigated linguistic, affective, parental, and educational contributions to bicultural identity, in two samples of younger (13‐ to 14‐year‐old; N = 95) and older (16‐ to 17‐year‐old; N = 67) bilingual adolescents, who were immigrants or belonged to ethnic minority communities in the Balkans. While bicultural identity level was not differentiated as a function of age group, there was an age‐related shift in its predictors. Bicultural identity level was significantly predicted by perceived educators' attitudes toward linguistic/cultural diversity in the younger adolescent group, but by personal affective states (motivation and attitudes) toward the mainstream language in the older adolescent group. Implications of the findings are discussed regarding educational and family practices that would facilitate biculturalism in minority adolescents.