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• W213651503 abstract "Abstract For young bilingual students a feeling of connection to their background languages and cultures forms one important aspect of their developing identities. This paper addresses some of the findings from a larger study examining students' understandings of their identities as bilingual. The study involved students who are part of a bilingual program that operates in French and English within a government primary school in Sydney, Australia. This paper focuses on the experiences of two students in the study, who both expressed a feeling of connection and bilingual identity associated with both French and English--the languages of the bilingual program and languages that they both use at home. The paper provides a snapshot of two young female students who were interviewed about their languages and bilingualism--Genevieve and Elizabeth (pseudonyms). Keywords bilingualism, identity, primary school [ILLUSTRATION OMITTED] Theoretical background For young bilingual students feeling connected to their languages and cultures forms an important aspect of their developing identities. 'Identity' is a complex term and one that has been investigated thoroughly in several spheres of research. In spite of much research and theory existing about the notion of identity, little consensus exists over a precise definition. Lawler (2008), writing from a sociological perspective, states that it is not possible to provide a single definition of identity. She argues that there are multiple ways of theorising the concept of identity and each leads to a different definition. According to Joseph (2006), 'your identity is, very simply, who you are' (Joseph, 2006, p. 486). However, as he also goes on to elaborate, identity as a term is not so simple to define--who you are comprises many factors (Joseph, 2006). There are a number of commonly accepted influences upon identity formation (Fought, 2006). Factors such as gender, age, social class, ethnicity, and/or race are commonly cited as key elements (Deaux, 2000; Fought, 2006; Omoniyi, 2006). When investigating bilingual identity further factors of language, culture, and self-concept are brought into the mix. Identity, as a complex phenomenon, has been examined and conceptualised in different ways across several fields of research including psychology, sociology, anthropology, and sociolinguistics. In this paper, identity is viewed as being influenced by both social and individual factors, and negotiated through interaction. It is seen as a process rather than an end point. This process can be one of turmoil and conflict for young children (Block, 2003; Norton & Toohey, 2002). If children do not feel they are a group member or 'insider' of both cultures this can impact negatively upon their identity negotiation. Norton and Toohey (2002) have written that 'contemporary applied linguistic researchers have been drawn to literature that conceives of identity not as static and one-dimensional, but as multiple, changing, and a site of struggle' (Norton & Toohey, 2002, p. 116). Indeed, research has indicated that for some children their experiences of two languages and cultures have elements of complexity and inner struggle. Identity is something that is constantly evolving in different contexts and over time. One element of negative identification is examined in Kanno's (2003) study of teenage Japanese students returning to live in Japan. This research illustrates students' feelings of not belonging in either culture after living abroad for an extended period. Kanno (2003) argues that these students end up with a conflict of feelings as they feel caught 'between' the two cultures. They feel like 'outsiders' in both contexts. Yet, not all bilingual children find this process of identity development a struggle or a cause for inner conflict. Some children find that their experiences of two languages and cultures coexist in a symbiotic relationship. …" @default.
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• W213651503 date "2011-11-01" @default.
• W213651503 modified "2023-09-26" @default.
• W213651503 title "I Sort of Feel Like I'm a Part of France as Well: Student Perspectives of Bilingual Identity." @default.
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