Multicultural coexistence as a site of otherness and becoming self: A narrative of a multilingual

Abstract

Identity is a subject of intense scrutiny in the field of Applied Linguistics. Of particular concern are issues of intersectionality of language and culture in the lives of minority groups. Yet, the empirical evidence in support of language and cultural identity (re)construction of ethnic minorities in Japan is far from conclusive. Drawing on a narrative inquiry approach, the present study seeks to shed light on multilingual identity construction and negotiation in different language contexts, as experienced by Riko, a third-generation Japanese woman of Korean descent. Our analysis shows that Riko's multilingual identity is undermined in Japan and Korea where monoglossic ideologies are still prevalent. The sociohistorical and sociopolitical context of Japan and Korea does not allow her to have any middle ground, exacerbating the potential for multilingual identity conflicts. In contrast, Riko's US study abroad experience aids her in cultivating a critical and deeper understanding of being a multilingual citizen. Findings further highlight the role of English which enables her to transcend the challenges posed by her ethnicity. In light of our findings, we draw implications for the significance of developing greater global and cultural awareness in language education and academic programs.

Turkish students' language‐learning perezhivanie, learner identities, and transformation of self

“…Learner identity plays a significant role in second and foreign language learning, either as a learner's characteristic in terms of learners ' motivation, enjoyment, and anxiety (Bektas-Cetinkaya, 2012;Dörnyei, 2020) or in terms of how socially constructed fluid identity categories may limit or offer opportunities for learners to speak, listen, write, and read (Duff, 2002;Kim & Brutt-Griffler, 2022;McKinney, 2007;Menard-Warwick, 2009;Norton, 2013). Pedagogical decisions can strengthen a sense of inferiority or limit learning opportunities, along with the future imagined identities of learners (Lee, 2008).…”