A transnational multilingual language learning journey

IF 0.9 Q2 LINGUISTICS

Australian Review of Applied Linguistics Pub Date : 2023-06-02 DOI:10.1075/aral.22043.mas

Marisol Massó, Peter I. De Costa

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引用次数: 2

Abstract

This study presents the case of a multilingual refugee (Maji) of Kirundi, Swahili, French, and English, from Burundi living in the U.S., and examines the language ideologies and identities embedded in his transnational narratives. We analyze our focal participant’s multi-layered transnational experiences using Darvin and Norton’s (2015) model of investment that foregrounds the intersection of ideology, capital, and identity. Specifically, we center on dominant ideologies in Maji’s discourse and how he negotiated his ethnic, social class, and gendered identities. Our findings revealed that Maji, who adhered to discourses that promoted the English superiority, the prestige of dialectal forms of Swahili, Spanish, and English, and English as a global commodity displayed his awareness of language hierarchies and dominance. Yet, Maji, who drew on French for meaning-making, displayed contradictory ideas by framing French as a useless language in the U.S. as compared to English. Our study sheds light on the complexity of multilinguals’ identity construction and discusses pedagogical implications on how to support language minority students’ multilingualism.

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跨国多语言学习之旅

本研究介绍了一位来自布隆迪的多语言难民（Maji），他有基隆迪语、斯瓦希里语、法语和英语，居住在美国，并考察了他跨国叙事中的语言意识形态和身份。我们使用Darvin和Norton（2015）的投资模型分析了我们的焦点参与者的多层次跨国经历，该模型预测了意识形态、资本和身份的交叉。具体而言，我们关注马吉话语中的主导意识形态，以及他如何协商自己的种族、社会阶级和性别身份。我们的研究结果表明，马吉坚持宣扬英语优越性、斯瓦希里语、西班牙语和英语方言形式的声望以及英语作为全球商品的话语，表现出了他对语言等级制度和主导地位的意识。然而，马吉利用法语来表达意思，他将法语与英语相比，在美国是一种无用的语言，从而表现出了矛盾的想法。我们的研究揭示了多种语言身份建构的复杂性，并讨论了如何支持少数民族学生使用多种语言的教学意义。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Australian Review of Applied Linguistics LINGUISTICS-

CiteScore

2.70

自引率

8.30%

发文量

期刊介绍： The Australian Review of Applied Linguistics (ARAL) is the preeminent journal of the Applied Linguistics Association of Australia (ALAA). ARAL is a peer reviewed journal that promotes scholarly discussion and contemporary understandings of language-related matters with a view to impacting on real-world problems and debates. The journal publishes empirical and theoretical research on language/s in educational, professional, institutional and community settings. ARAL welcomes national and international submissions presenting research related to any of the major sub-disciplines of Applied Linguistics as well as transdisciplinary studies. Areas of particular interest include but are not limited to: · Analysis of discourse and interaction · Assessment and evaluation · Bi/multilingualism and bi/multilingual education · Corpus linguistics · Cognitive linguistics · Language, culture and identity · Language maintenance and revitalization · Language planning and policy · Language teaching and learning, including specific languages and TESOL · Pragmatics · Research design and methodology · Second language acquisition · Sociolinguistics · Language and technology · Translating and interpreting.