Examining bilingual and bicultural identity in young students

Ruth Fielding · Lesley Harbon

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Multilingual Education and Policy EFL/ESL Teaching and Learning Linguistic and Sociocultural Studies

Abstract

Abstract This article examines young students' bilingual and bicultural identity. Observational, survey, and interview data as well as data from primary school students' journals indicated that that students found it more challenging to identify as bilingual than as bicultural. Both individual and social factors contributed to students' bilingual and bicultural identity development, and three interrelated elements (connection, interaction, and investment) influenced the ways in which students experienced connection to their languages and cultures. As expressed by these students, feeling bilingual and feeling bicultural are quite distinct notions. This presents some challenges to prior beliefs about the interrelatedness of bilingual and bicultural identities.

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References

1991Situated Learning 2005Identity and interaction: a sociocultural linguistic approach 2000Language, Power and Pedagogy 1995Context and Culture in Language Teaching 1996Negotiating Identities: Education for Empowerment in a Diverse Society 2001Identity and Language Learning: Gender, Ethnicity and Educational Change 1987Language Socialization across Cultures 1997Foundations of Bilingual Education and Bilingualism

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