I Participate; Therefore, I Am (And I Learn): Researching Learners’ Multilingual Identity in the Multilingual School Context

This study examines the relationship between the participation of multilingual students in FAL (French as an additional language) classroom and language learners’ identities associated with the related community of practice. Classroom participation, a key concept of the study, is defined as a verbal...

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Autor principal:	Lujić Rea
Formato:	article
Lenguaje:	DE EN ES FR LT
Publicado:	Sciendo 2021
Materias:	language learners’ identity investment multilingual context participation Special aspects of education LC8-6691 Geography. Anthropology. Recreation G
Acceso en línea:	https://doaj.org/article/bc4bf535bdb4470d85e8edddb95cddf3
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id	oai:doaj.org-article:bc4bf535bdb4470d85e8edddb95cddf3
record_format	dspace
spelling	oai:doaj.org-article:bc4bf535bdb4470d85e8edddb95cddf32021-12-05T14:11:11ZI Participate; Therefore, I Am (And I Learn): Researching Learners’ Multilingual Identity in the Multilingual School Context2335-202710.2478/sm-2021-0011https://doaj.org/article/bc4bf535bdb4470d85e8edddb95cddf32021-11-01T00:00:00Zhttps://doi.org/10.2478/sm-2021-0011https://doaj.org/toc/2335-2027This study examines the relationship between the participation of multilingual students in FAL (French as an additional language) classroom and language learners’ identities associated with the related community of practice. Classroom participation, a key concept of the study, is defined as a verbal form of learners’ investment in language learning, which can both enhance language learning and change the identity of language learners. The research was conducted in an international multilingual school in Croatia among eight 5th grade multilingual and multicultural students learning French as an additional language. For data collection purposes, French language lessons and twelve video recordings with a total length of approx. 480 minutes were observed and taped. A qualitative analysis of the participation of each student was conducted with the regard to the power relations among members of the classroom. The analysis revealed that, from the chosen theoretical perspective where an additional language is seen both as a tool of power and a tool for power, the identity of language learners can be described as a dynamic combination of some of the following identity positions: a language learner in a position of power, a language learner in a higher position of power than others, a language learner in a reduced position of power but eager for a position of power, a language learner in a reduced position of power but not eager for a position of power. The results of this study are consistent with the main assumptions about the identity of language learners made by other socially oriented authors in SLA (Norton-Peirce, 1995; Pavlenko & Blackledge, 2004; Darvin & Norton, 2015), according to which language learners’ identity is multiple, dynamic, discursively shaped and context-dependent.Lujić ReaSciendoarticlelanguage learners’ identityinvestmentmultilingual contextparticipationSpecial aspects of educationLC8-6691Geography. Anthropology. RecreationGDEENESFRLTDarnioji daugiakalbystė, Vol 19, Iss 1, Pp 1-18 (2021)
institution	DOAJ
collection	DOAJ
language	DE EN ES FR LT
topic	language learners’ identity investment multilingual context participation Special aspects of education LC8-6691 Geography. Anthropology. Recreation G
spellingShingle	language learners’ identity investment multilingual context participation Special aspects of education LC8-6691 Geography. Anthropology. Recreation G Lujić Rea I Participate; Therefore, I Am (And I Learn): Researching Learners’ Multilingual Identity in the Multilingual School Context
description	This study examines the relationship between the participation of multilingual students in FAL (French as an additional language) classroom and language learners’ identities associated with the related community of practice. Classroom participation, a key concept of the study, is defined as a verbal form of learners’ investment in language learning, which can both enhance language learning and change the identity of language learners. The research was conducted in an international multilingual school in Croatia among eight 5th grade multilingual and multicultural students learning French as an additional language. For data collection purposes, French language lessons and twelve video recordings with a total length of approx. 480 minutes were observed and taped. A qualitative analysis of the participation of each student was conducted with the regard to the power relations among members of the classroom. The analysis revealed that, from the chosen theoretical perspective where an additional language is seen both as a tool of power and a tool for power, the identity of language learners can be described as a dynamic combination of some of the following identity positions: a language learner in a position of power, a language learner in a higher position of power than others, a language learner in a reduced position of power but eager for a position of power, a language learner in a reduced position of power but not eager for a position of power. The results of this study are consistent with the main assumptions about the identity of language learners made by other socially oriented authors in SLA (Norton-Peirce, 1995; Pavlenko & Blackledge, 2004; Darvin & Norton, 2015), according to which language learners’ identity is multiple, dynamic, discursively shaped and context-dependent.
format	article
author	Lujić Rea
author_facet	Lujić Rea
author_sort	Lujić Rea
title	I Participate; Therefore, I Am (And I Learn): Researching Learners’ Multilingual Identity in the Multilingual School Context
title_short	I Participate; Therefore, I Am (And I Learn): Researching Learners’ Multilingual Identity in the Multilingual School Context
title_full	I Participate; Therefore, I Am (And I Learn): Researching Learners’ Multilingual Identity in the Multilingual School Context
title_fullStr	I Participate; Therefore, I Am (And I Learn): Researching Learners’ Multilingual Identity in the Multilingual School Context
title_full_unstemmed	I Participate; Therefore, I Am (And I Learn): Researching Learners’ Multilingual Identity in the Multilingual School Context
title_sort	i participate; therefore, i am (and i learn): researching learners’ multilingual identity in the multilingual school context
publisher	Sciendo
publishDate	2021
url	https://doaj.org/article/bc4bf535bdb4470d85e8edddb95cddf3
work_keys_str_mv	AT lujicrea iparticipatethereforeiamandilearnresearchinglearnersmultilingualidentityinthemultilingualschoolcontext
_version_	1718371319810097152

I Participate; Therefore, I Am (And I Learn): Researching Learners’ Multilingual Identity in the Multilingual School Context

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