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dc.contributor.authorFisher, Linda
dc.contributor.authorEvans, Michael
dc.contributor.authorForbes, Karen
dc.contributor.authorGayton, A
dc.contributor.authorLiu, Yongcan
dc.date.accessioned2018-11-18T00:30:16Z
dc.date.available2018-11-18T00:30:16Z
dc.date.issued2020-10-01
dc.identifier.issn1479-0718
dc.identifier.urihttps://www.repository.cam.ac.uk/handle/1810/285400
dc.description.abstractMultilingual identity is an area ripe for further exploration within the existing extensive body of identity research. In this paper we make a case for a conceptual framework that defines multilingual identity formation in terms of learners’ active involvement, and proposes the classroom as the hitherto underused site for participative identity (re)negotiation. After reviewing three key theoretical perspectives on identity (the psychosocial, sociocultural and poststructural) for points of intersection and difference, we propose a new framework for a multi-theoretical approach to the conceptualisation and investigation of multilingual identity. This places it at the nexus of (a) individual psychological development, (b), the relational and social, and (c) the historical and contextual. Arguing that a participative perspective can take the field forward, we present a theorised model for classroom practice that provides a structure within which individual learners of a foreign language might explore, with reference to a range of sociolinguistic knowledge, the extent of their current linguistic repertoire. In addition, they are asked to explicitly consider their identity and identifications and offered the agency to (re)negotiate these in terms of multilingual identity, the development of which may be important for investment in language learning.
dc.description.sponsorshipAHRC Grant number
dc.publisherInforma UK Limited
dc.rightsAttribution 4.0 International
dc.rights.urihttp://creativecommons.org/licenses/by/4.0/
dc.titleParticipative multilingual identity construction in the languages classroom: a multi-theoretical conceptualisation
dc.typeArticle
prism.endingPage466
prism.issueIdentifier4
prism.publicationDate2020
prism.publicationNameInternational Journal of Multilingualism
prism.startingPage448
prism.volume17
dc.identifier.doi10.17863/CAM.32766
dcterms.dateAccepted2018-09-14
rioxxterms.versionofrecord10.1080/14790718.2018.1524896
rioxxterms.licenseref.urihttp://www.rioxx.net/licenses/all-rights-reserved
rioxxterms.licenseref.startdate2020-10-01
dc.contributor.orcidFisher, Linda [0000-0001-7916-9199]
dc.contributor.orcidEvans, Michael [0000-0002-6909-6579]
dc.contributor.orcidForbes, Karen [0000-0001-8981-8236]
dc.contributor.orcidGayton, A [0000-0002-9814-359X]
dc.contributor.orcidLiu, Yongcan [0000-0001-5987-6240]
dc.identifier.eissn1747-7530
rioxxterms.typeJournal Article/Review
pubs.funder-project-idArts and Humanities Research Council (AH/N004671/1)
cam.issuedOnline2018-09-26
cam.orpheus.successThu Jan 30 12:58:42 GMT 2020 - The item has an open VoR version.
rioxxterms.freetoread.startdate2100-01-01


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Attribution 4.0 International
Except where otherwise noted, this item's licence is described as Attribution 4.0 International