"Do You Know Your Language?" How Teachers of Punjabi and Chinese Ancestries Construct Their Family Languages in Their Personal and Professional Lives

June Beynon · Roumiana Yossifova Ilieva · Marela Dichupa · Shemina Hirji

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Multilingual Education and Policy Linguistic and Sociocultural Studies Language and Culture

Abstract

This study focuses on how teachers of minority ancestries construct and represent their family language identities. Drawing on poststructural (Hall, 1996; Norton, 2000), postcolonial (Ang, 1994; Luke & Luke, 2000) and sociocultural (Holland, Lachicotte, Skinner, & Cain, 1998) theory on culture, identity, and language we explore the complex nature of the linguistic identities of 25 teachers of Chinese and 20 teachers of Punjabi ancestries. We consider the different ways in which respondents of these ancestries represented their identities in minority languages in various sociocultural settings and the implications of these representations for employment. Accounting for this diversity should contribute to reconstructing authoritative discourses (Bakhtin, 1981) regarding employment of racial minorities in public education and thus to making mainstream institutions more equitable and inclusive.

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References

1992Basics of Qualitative Research: Grounded Theory Procedures and Techniques.1996Discipline and Punish: The Birth of the Prison.1989Designing qualitative research 1982The Dialogic Imagination: Four Essays 1994Racial Formation in the United States: From the 1960s to the 1990s 1988Under Western Eyes: Feminist Scholarship and Colonial Discourses 1999Identity and agency in cultural worlds 2000Identity and language learning : gender, ethnicity and educational change

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