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The Complex Construction of Multilingual Identity: a Comparative Study in Three European Contexts of L3+ Learning

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The Complex Construction of Multilingual Identity: a Comparative Study in Three European Contexts of L3+ Learning The Complex Construction of Multilingual Identity: A comparative study in three European contexts of L3+ learning Harper Staples Corpus Christi College Faculty of Education, University of Cambridge June 2020 This thesis is submitted for the degree of Doctor of Philosophy Declaration This thesis is the result of my own work and includes nothing which is the outcome of work done in collaboration except as declared in the preface and specified in the text. It is not substantially the same as any work that has already been submitted before for any degree or other qualification except as declared in the preface and specified in the text. It does not exceed the prescribed word limit for the Education Degree Committee. Harper Staples, 28/05/2020 2 Abstract The commonly-cited phrase that bi- and multilingualism are no longer exceptions but rather the rule in most parts of the world is often-cited. This plurilingual reality has profound effects on the daily lives of many, and thus also represents a common experience of a considerable proportion of today’s students in compulsory education. Despite this wide recognition, there remains still a paucity of studies that examine the impact that the acquisition of multiple languages has upon a learner’s sense of self, and moreover, studies that consider methods though which we might evaluate and model these constructions of complex self-concept. A greater understanding of such processes of identification has potential social and educational implications. This PhD study has explored the phenomenon of adolescent multilingual language learner identity development via a mixed-methods, comparative context approach at three school sites based in Finland, France & England. Individual and group identity (re)constructions are considered across the system boundaries and the emergent isolated and cross-context variables of impact are identified and analysed. Defining the context-linked specificities of multilingual identity construction, as well as seeking to identify themes applicable inter-context, responds to Henry’s (2012), among others, call for a greater understanding of the nature of these variable interactions within the complex negation of self in language learning. In so doing, this thesis also demonstrates how the conceptualisation of learner self within a complexity framework can be operationalised in practical terms. 3 Acknowledgements This thesis is a result of research from the Arts and Humanities Research Council funded project Multilingualism: Empowering Individuals, Transforming Societies. My thanks go to the AHRC for their financial support to complete this work and to the project PI Professor Wendy Ayres-Bennett for making me part of the MEITS team in 2016. I could not be more grateful to my supervisor Dr. Linda Fisher for her constant support over the last four years and for welcoming me to the strand 4 family. The completion of this PhD would not have been possible without her knowledge, guidance and encouragement, and I am so appreciative for her kindness. Thank you too to Drs. Michael Evans, Yongcan Liu, Karen Forbes, Angela Gayton and Dee Rutgers for many inspiring discussions about multilingualism and identity and for helping me to direct this project to its final conclusions. My thanks also go to the kind participants in this study who responded to an email and were willing to give up their time to tell me about themselves and their languages. This experience would have had a lot less laughter without meeting the Camfam, and especially Jude Brady, Rebecca Gordon and Sharon Walker. I feel grateful daily to have met such wonderful people and their friendship and support has enhanced my time in Cambridge beyond measure. The same acknowledgements go to the MEITS mates. I am so thankful to have had the chance to work (and drink wine!) with such talented colleagues. Their advice has always been very appreciated. Especially, I would like to thank my ‘sisters’ Jess Hanlon and Katie Howard for their endless supply of motivational talks, support, advice, and humour. And finally, to my mum Julie, my brother Pearce and my dad Spencer, I couldn’t have done this without you. Thank you so much for your constant love and support in everything and for always being a source of strength in the more difficult moments. I am so lucky to call you my family. And lastly thank you to Nicolas, who wasn’t there for the beginning but has helped me so much to get to the end. 4 Table of Contents Page Abstract……………………………………………………………………………………………………………………………………………………………..3 List of Figures …………………………………………………………………………………………………………………………………………………….8 List of Tables………………………………………………………………………………………………………………………………………………………8 Introduction & Research Background………………………………………………………………………………………………………………..9 1. Chapter ONE: Literature Review & Study Rationale…………………………………………………………………………………….12 1.1. Theoretical Overview…………………………………………………………………………………………………………………………………12 1.1.2. Identity & Language………………………………………………………………………………………………………………….12 1.1.3. Identity & Language Learning……………………………………………………………………………………………………13 1.2. Literature Review………………………………………………………………………………………………………………………………………15 1.2.1. Context, Language & Identity: The Social Psychological-Cognitive Approach…………………………….15 1.2.2. Context, Language & Identity: The Poststructural Approach……………………………….…………………….17 1.2.3. Context, Language & Identity: Ecological Systems…………………………………………………………………….20 1.2.4. Context, Language & Identity: Complex Dynamic Systems Theory (CDST) ………………………………..22 1.2.5. Context, Language & Identity: Complexity or Ecology?................................................................23 1.2.6. Theoretical to Operationalised: Defining and using multilingual identity in practice………………..24 1.3. Study Rationale………………………………………………………………………………………………………………………………………….26 1.3.1. Rationale & Response: Bi- & multilingual acquisition processes cannot be equated………………….26 1.3.2. Rationale & Response: Multilingualism: A new global “linguistic dispensation”, and therefore a new global linguistic identification……………………………………………………………………………………………………..28 1.4. Research Objectives………………………………………………………………………………………………………...……………………….30 2. Chapter TWO: Research Methodology………………………………………………………………………………………………………..31 2.1. Introduction………………………………………………………………………………………………………………………………………………31 2.2. The Challenge of Complexity in Theory and Practice………………………………………………………………………………….31 2.2.1. Research Paradigm: The challenge of complexity……………………………………………………………………..32 2.3. Research Design.……………………………………………………………………………………………………………………………………….35 2.3.1. Introduction: Operationalising Complexity Theory……………………………………………………………………35 2.3.2. Research Design: Quasi Mixed-Methods…………………………………………………………………………………..37 2.3.3. Research Design: Comparative Contexts……………………………………………………………………………….….38 2.3.4. Research Design: Placement Duration………………………………………………………………………………………39 2.3.5. Research Design: Participants…………………………………………………………………………………………………..40 2.3.6. Research Design: Final Overview………………………………………………………………………………………………40 2.3.7. Research Design: Reflection upon & implications of decisions………………………………………………….45 2.4. Data Collection Methods…….………………………………………………………………………………………………………………….…47 2.4.1. Overview: Mixed-Methods Design……………………………………………………………………………………………47 2.4.2. Overview: Data Collection Procedure……………………………………………………………………………….………48 2.5. Data Collection Tools………………………………………….……………………………………………………………………………….…….49 2.5.1. Pre-placement: Document/Content Analysis……………………………………………………………………….……50 2.5.2. Within Placement: Questionnaire………………………………………………………………………………………….….50 2.5.3. Within Placement: Participant Interviews…………………………………………………………………………………52 2.5.4. Within Placement: Q Methodology…………………………………………………………………………………………..54 2.6. Linking Research Methodology & Objectives……………………………………………………………………………………………..60 2.7. Research Validity……………………………………………………………………………………………………………………………………….62 2.7.1. Internal Validity………………………………………………………………………………………………………………………..62 2.7.2. External Validity………………………………………………………………………………………………………………………..64 2.8. Ethical Issues……………………………………………………………………………………………………………………………………………..64 2.9. Data Analysis……………………………………………………………………………………………………………………………………………..65 2.9.1. Quasi-quantitative analysis: Q Methodology…………………………………………………………………………….65 2.9.2. Qualitative analysis: Questionnaire…………………………………………………………………………………………..67 2.9.3. Qualitative analysis: Interviews 1 & 2……………………………………………………………………………………….67 2.10. Data Collection Timeline…………………………………………..………………………………………………………………………….….68 2.11. Study Pilot………………………………………………………………………….……………………………………………………………………69 2.11.1. Post-Pilot Review & Modifications: Q Method Task……………………………..…………………………………69 2.11.2. Post-Pilot Review & Modifications: Questionnaire………………………………………………………………….69 2.11.3. Post-Pilot Review & Modifications: Stimulated Recall Interview …………………………………………….69 5 3. Chapter THREE: Analysis: The Finnish Context………………………………………….…………………………………………………71 3.1. Introduction to Analysis Chapters………………………………………….………………………………………………………………….71 3.2. Context #1: Western Finland……………………………………….…………………………………………………………………………….72 3.3. [MACRO] Context Overview……………………………………….…………………………………………….……………………………….73 3.3.1. [MACRO] Languages in the Finnish National Curriculum…………………………………………………………..74 3.3.2. [MACRO] Languages in the Finnish National Curriculum: Structure…………………….…………………….74 3.3.3. [MACRO] Languages in the Finnish National Curriculum: Medium……………………………………………75 3.3.4. [MACRO] Issues in Language Learning in Finland: Current
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