"What Lies Beneath?" Immigrant Minority Pupils' Identity Construction in a Multicultural Flemish Primary Classroom

Autor/in	Spotti, Massimiliano
Titel	"What Lies Beneath?" Immigrant Minority Pupils' Identity Construction in a Multicultural Flemish Primary Classroom
Quelle	In: Journal of Language, Identity, and Education, 6 (2007) 1, S.31-51 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1534-8458
DOI	10.1080/15348450701340982
Schlagwörter	Multilingualism; Linguistics; Immigrants; Language Minorities; Foreign Countries; Minority Groups; Identification (Psychology); Cultural Influences; Second Language Learning; Language Maintenance; Indo European Languages; Parent Child Relationship; Elementary School Students; Language Usage; Belgium + Suchen Sie Ihr Suchwort? Mehrsprachigkeit; Multilingualismus; Linguistik; Immigrant; Immigrantin; Immigranten; Sprachminderheit; Ausland; Ethnische Minderheit; Cultural influence; Kultureinfluss; Zweitsprachenerwerb; Sprachpflege; Indoeuropäisch; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Sprachgebrauch; Belgien
Abstract	This study investigates how immigrant minority pupils in a primary Flemish 5th Form construct their self-ascribed identities in terms of their cultural and linguistic affiliations. Two generalizable findings emerging from these pupils' discourse seem to shed light on synchronic variation and diachronic change in their strategies of identity construction through the management of their cultural and linguistic belongings. The change is brought by these pupils' experience of "displacement" (Bammer, 1994) when visiting or talking about their parental country of birth. The variation, instead, is reconstructed through these pupils self-reported "polyphonic language repertoires" (Hinnenkamp, 2003) where they show their investment maneuvers in a specific language variety, according to the community of practice of which they are part. Moving away from the notion of maintenance and shift, these processes of identity variation and change suggest that a distinction should be drawn between foreign pupils who are learners of Dutch as a second language and those immigrant minority pupils who, instead, are multilingual and multicultural stockbrokers busy managing polyphonous cultural and linguistic belongings. (Author).
Anmerkungen	Lawrence Erlbaum. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals/default.html
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10