Multilingual practices and identity negotiations among Turkish-speaking young people in a diasporic context

'New' Migration of Families from Greece to Europe and Canada

“…They also remind us of the importance of attending to institutional practices and discourses and how they interact with teachers, students and parents' language ideologies and language practices. In line with previous research (Blackledge et al 2008;Li Wei and Wu 2010;Lytra and Baraç 2009;Panagiotopoulou et al 2017 among others), they illustrate the continuous salience of two seemingly contradictory language ideologies and pedagogies: on the one hand, "separate bilingualism", which has a monolingual starting point privileging Greek language and culture and allowing for the use of the students' and teachers' full linguistic repertoires for specific purposes only (e.g. to maximise comprehension or engage in cross-linguistic comparisons); on the other hand, "flexible bilingualism", which is anchored on a heteroglossic and translanguaging perspective that capitalises on students' and teachers' entire communicative repertoires for language and literacy learning and social identification (Blackledge and Creese 2010; see also Kirsch 2019 in this volume and Panangiotopoulou and Rosen 2019 in this volume for further discussion).…”

Corpus Analysis of Russian and English Resources in Vilnius Adolescents’ Speech

“…Code-switching may occur as longer stretches of talk or individual inserted elements/insertions, e.g. oi o dieve ką daryt čia tikrai dideli sugrobai <EN oh my god what should we do these are really huge snowpiles>.Quotations and ready-made phrases are similar in formas intertextual references drawing on adolescents' recreational, media practices (cf Lytra and Baraҫ 2009)…”