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Transnationalism and Identity in Study Abroad: Multilingual Sojourners in Barcelona

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Transnationalism and Identity in Study Abroad: Multilingual Sojourners in Barcelona TRANSNATIONALISM AND IDENTITY IN STUDY ABROAD: MULTILINGUAL SOJOURNERS IN BARCELONA A Dissertation submitted to the Faculty of the Graduate School of Arts and Sciences of Georgetown University in partial fulfillment of the requirements for the degree of Doctor of Philosophy in Linguistics By Brandon D. Tullock, M.A. Washington, DC September 6, 2019 Copyright 2019 by Brandon D. Tullock All Rights Reserved ii TRANSNATIONALISM AND IDENTITY IN STUDY ABROAD: MULTILINGUAL SOJOURNERS IN BARCELONA Brandon D. Tullock, M.A. Thesis Advisor: Lourdes Ortega, Ph.D. ABSTRACT Study abroad (SA) research has interrogated the assumption that a temporary sojourn abroad implies immersive access to language leading to dramatic language gains. The robust finding that SA outcomes and experiences vary widely has led scholars to investigate variable opportunities for language use arising from the interaction of particular SA settings and factors related to the identity and agency of individual sojourners. Multilingualism and transnationalism, while prevalent among SA sojourners and settings, have received little attention in this literature. This dissertation examines the lived experiences of bi-/multilingual students learning Spanish on a U.S.-based summer program in Barcelona, an officially bilingual and de facto multilingual city where local linguistic and identity practices are shaped by widespread bilingualism in Spanish and Catalan and often English and other transnational languages. I adopt a longitudinal, qualitative multiple-case study approach, combining ethnographic and introspective methodologies, which afforded a rich and nuanced perspective on sojourners’ orientations and responses to individual and societal multilingualism, their negotiations of ideologies and identities, and how these orientations and negotiations shape students’ lived experience and their access to language while abroad. Triangulated analysis of interview and diary data for eight focal participants revealed how the multilingual SA environment challenged sojourners’ ideologies, often leading to surprising personal discoveries. Sojourners exhibited varied orientations to multilingualism, ranging from viewing it as an obstacle to construing it as an affordance. iii Individual case studies of three ethnolinguistically diverse sojourners demonstrated the diverse ways in which biographies, identities, and ideologies interact to mediate learning opportunities. For Ben, monoglossic ideologies clashed with multilingual realities, resulting in isolation and disappointment. For Lucia, SA entailed skillful negotiation, reconstruction, and development of a cosmopolitan Cuban American identity. And David’s lived experiences as a multilingual, mixed- race Korean-White American and social justice orientations profoundly shaped his learning approach, perceptions, and interaction abroad. Together, these findings hold relevance for SA research by problematizing the ideology of monolingual immersion as an ideal to strive for, stressing the importance of racialized identities in shaping access to language, highlighting friendship as a driver of social networking, and revealing how a language pledge is best treated as a negotiable affordance. iv ACKNOWLEDGEMENTS As I reflect on the process of writing this dissertation, I am humbled by the sheer number of individuals who have contributed in many ways, large and small, to its completion. I could never adequately convey my gratitude to everyone who has helped me on this journey. Nevertheless, I attempt here to acknowledge those who were most indispensable to the process and without whom I would not be who I am today. My deepest appreciation goes to Dr. Lourdes Ortega, my advisor and academic role model, whose expertise as a scholar is matched only by her devotion to her students. I am exceedingly fortunate to have her as my mentor. To say that she has had a decisive influence on me as a researcher, writer, educator, mentor, and human being would be a gross understatement. I cannot thank her enough for the dedication, grace, patience, and—when necessary—tough love that she has shown me over the years, and especially during the dissertation process. I can only hope to “pay it forward” to my future students and advisees. I am also immensely grateful to my other dissertation committee members, Dr. Cristina Sanz and Dr. Anna De Fina, for their guidance, support, and feedback at various stages of my PhD career. It was a privilege to have them both on my committee. Without Dr. Sanz, this dissertation would not have been possible. It was she who first introduced me to study abroad research through her seminar during my first semester at Georgetown and then graciously allowed me to observe the Barcelona Study Abroad Program on two separate occasions, first in 2014 and then in 2017. Not only did this enable me to conduct research, but I also witnessed how she skillfully blends together research and practice in ways that further scholarship and learning—all while actually having fun! I first met Dr. De Fina when I took her course on narrative analysis, which was my first true foray into reading and conducting qualitative v research. Her instruction and scholarship helped me to appreciate qualitative methodologies and planted seeds that eventually grew into the methodological approach that I employ in the present dissertation. This dissertation also benefitted greatly from her expertise in the areas of identity, transnationalism, and superdiversity. Sincere thanks to the students in the 2017 cohort of the Barcelona Study Abroad Program who volunteered to participate in this study. Thank you for allowing me to accompany you on your sojourn, for being generous with your time, and for sharing your experiences and insights, as well as coffee, meals, laughter, and good times. Special thanks to Dr. Andrea Tyler, who while not directly involved with this dissertation, has had a tremendous influence on me as a linguist, a scholar, and an individual during my time at Georgetown. I also feel the need to thank some of the other special mentors who in past phases of my life and education were foundational to my academic, personal, emotional, and spiritual development. They are, in chronological order: Rev. Donald Morris, Dr. Regine Schwarzmeier, Dr. Maggie Monteverde, Dr. Raquel Serrano, and Dr. Marta Fernández- Villanueva. I want to recognize the friends I made during my time at Georgetown, who made the good times more enjoyable and the difficult times bearable. I first want to express my gratitude for my PhD colleagues: Yuka Akiyama, Maya Barzilai, Lara Bryfonski, Pablo Camus, John Chi, Adrienne Isaac, Aisulu Raspayeva, Young-A Son, Sakol Suethanapornkul, Mariko Uno, and many others. Special thanks to Adrienne and Sakol for your friendship and support through many challenges and adjustments during the past year. I am lucky to count among my friends Belén Franch and Ferran Gayon, Guillem Aiats and Taray Cuartiella, Oriol Aguiló Compte and Katrin Schultz, Alex McSpadden and Andrea Rojas, Robert Newman and Alba Vilajeliu, Sabrina vi Kalin Martínez, Fátima Montero, and Mayra Rivera. Thank you for being our family away from home and for your many acts of kindness and support. I am also thankful for special friends further afield: Marta Capretti and Pere Rius Costa and Eric Detweiler and Megan Moss. Lastly but certainly not least, I owe my sincerest gratitude to my family for giving me strength and confidence when I most needed it. I would first like to thank my parents, Tina and Michael Jenkins and Durant and Sandra Tullock, for nurturing me as a child and for supporting my decisions as a young adult, even when they took me far away from you. Alex and Nicholas, you are the best brothers and built-in best friends that anyone could ask for. Special thanks to Mom for always listening whenever I needed to talk and for swooping in at the drop of a hat to babysit; to Alex for being the one person who can always help me find just the right words for whatever it is that I am struggling to express; and to Daddad for always checking in and offering words of encouragement. I am thankful for my Barcelona family—Toni, Quimi, Marta, and Anna— for the stimulating conversations and insights into Catalan culture, for treating me like a son and brother, and for countless other forms of love and support. Laura, we were so young and naïve when we began this journey together. The road has been longer and more difficult than we could have imagined, but I am so grateful to have had you by my side. Thank you for believing in me, even when I did not; for loving me, even when I was stressed, and for feeding me even when I was too busy to make food for myself. I honestly do not know how I could have done this without your unending support. I love you. Júlia, you have been such a joy and a blessing since day one. You never fail to put a smile on my face and are always there to keep me grounded. I began working on this dissertation since before you were born. In fact, my most productive burst of writing came while we were in the hospital anxiously awaiting your arrival. Since then, we have shared many wonderful vii memories. Now that I am finished, we will have even more fun, I promise. I look forward to our new adventures together! Brandon D. Tullock viii TABLE OF CONTENTS Chapter 1: Introduction ................................................................................................................... 1 1.1 Study Abroad as a Research Domain ..................................................................................
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