Examining bilingual and bicultural identity in young students

Fielding, R; Harbon, L

Examining bilingual and bicultural identity in young students

Fielding, R

Harbon, L

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Publication Type:: Journal Article
Citation:: Foreign Language Annals, 2013, 46 (4), pp. 527 - 544
Issue Date:: 2013-12-01

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Field	Value	Language
dc.contributor.author	Fielding, R https://orcid.org/0000-0003-3081-8893	en_US
dc.contributor.author	Harbon, L https://orcid.org/0000-0002-7873-400X	en_US
dc.date.issued	2013-12-01	en_US
dc.identifier.citation	Foreign Language Annals, 2013, 46 (4), pp. 527 - 544	en_US
dc.identifier.issn	0015-718X	en_US
dc.identifier.uri	http://hdl.handle.net/10453/116203
dc.description.abstract	This article examines young students' bilingual and bicultural identity. Observational, survey, and interview data as well as data from primary school students' journals indicated that that students found it more challenging to identify as bilingual than as bicultural. Both individual and social factors contributed to students' bilingual and bicultural identity development, and three interrelated elements (connection, interaction, and investment) influenced the ways in which students experienced connection to their languages and cultures. As expressed by these students, feeling bilingual and feeling bicultural are quite distinct notions. This presents some challenges to prior beliefs about the interrelatedness of bilingual and bicultural identities. © 2013 by American Council on the Teaching of Foreign Languages.	en_US
dc.relation.ispartof	Foreign Language Annals	en_US
dc.relation.isbasedon	10.1111/flan.12051	en_US
dc.subject.classification	Languages & Linguistics	en_US
dc.title	Examining bilingual and bicultural identity in young students	en_US
dc.type	Journal Article
utslib.citation.volume	4	en_US
utslib.citation.volume	46	en_US
utslib.for	1302 Curriculum and Pedagogy	en_US
utslib.for	2003 Language Studies	en_US
pubs.embargo.period	Not known	en_US
pubs.organisational-group	/University of Technology Sydney
pubs.organisational-group	/University of Technology Sydney/Faculty of Arts and Social Sciences
pubs.organisational-group	/University of Technology Sydney/Faculty of Arts and Social Sciences/School of Education
pubs.organisational-group	/University of Technology Sydney/Faculty of Arts and Social Sciences/School of International Studies
utslib.copyright.status	closed_access
pubs.issue	4	en_US
pubs.publication-status	Published	en_US
pubs.volume	46	en_US

Abstract:

This article examines young students' bilingual and bicultural identity. Observational, survey, and interview data as well as data from primary school students' journals indicated that that students found it more challenging to identify as bilingual than as bicultural. Both individual and social factors contributed to students' bilingual and bicultural identity development, and three interrelated elements (connection, interaction, and investment) influenced the ways in which students experienced connection to their languages and cultures. As expressed by these students, feeling bilingual and feeling bicultural are quite distinct notions. This presents some challenges to prior beliefs about the interrelatedness of bilingual and bicultural identities. © 2013 by American Council on the Teaching of Foreign Languages.

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http://hdl.handle.net/10453/116203