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Negotiation of Identities in Multilingual Contexts

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Negotiation of Identities in Multilingual Contexts Negotiation of Identities in Multilingual Contexts BILINGUAL EDUCATION AND BILINGUALISM Series Editors: Professor Colin Baker, University of Wales, Bangor, Wales, Great Britain and Professor Nancy H. Hornberger, University of Pennsylvania, Philadelphia, USA Other Books in the Series At War With Diversity: US Language Policy in an Age of Anxiety James Crawford Continua of Biliteracy: An Ecological Framework for Educational Policy, Research, and Practice in Multilingual Settings Nancy H. Hornberger (ed.) Cross-linguistic Influence in Third Language Acquisition J. Cenoz, B. Hufeisen and U. Jessner (eds) English in Europe: The Acquisition of a Third Language Jasone Cenoz and Ulrike Jessner (eds) Identity and the English Language Learner Elaine Mellen Day An Introductory Reader to the Writings of Jim Cummins Colin Baker and Nancy Hornberger (eds) Language and Literacy Teaching for Indigenous Education: A Bilingual Approach Norbert Francis and Jon Reyhner Languages in America: A Pluralist View (2nd Edition) Susan J. Dicker Language Rights and the Law in the United States: Finding our Voices Sandra Del Valle Language Revitalization Processes and Prospects Kendall A. King Language Socialization in Bilingual and Multilingual Societies Robert Bayley and Sandra R. Schecter (eds) Language Use in Interlingual Families: A Japanese-English Sociolinguistic Study Masayo Yamamoto The Languages of Israel: Policy, Ideology and Practice Bernard Spolsky and Elana Shohamy Multilingual Classroom Ecologies Angela Creese and Peter Martin (eds) The Native Speaker: Myth and Reality lan Davies Power, Prestige and Bilingualism: International Perspectives on Elite Bilingual Education Anne-Marie de Mejía Reflections on Multiliterate Lives Diane Belcher and Ulla Connor (eds) Trilingualism in Family, School and Community Charlotte Hoffmann and Jehannes Ytsma (eds) World English: A Study of its Development Janina Brutt-Griffler Please contact us for the latest book information: Multilingual Matters, Frankfurt Lodge, Clevedon Hall, Victoria Road, Clevedon, BS21 7HH, England http://www.multilingual-matters.com BILINGUAL EDUCATION AND BILINGUALISM 45 Series Editors: Nancy H. Hornberger and Colin Baker Negotiation of Identities in Multilingual Contexts Edited by Aneta Pavlenko and Adrian Blackledge MULTILINGUAL MATTERS LTD Clevedon • Buffalo • Toronto • Sydney Library of Congress Cataloging in Publication Data Negotiation of Identities in Multilingual Contexts/Edited by Aneta Pavlenko and Adrian Blackledge – 1st edn. Bilingual Education and Bilingualism: 45 Includes bibliographical references and index. 1. Multilingualism. 2. Identity (Psychology) I. Pavlenko, Aneta II. Blackledge, Adrian. III. Series. P115.N44 2003 306.44'6--dc21 2003008658 British Library Cataloguing in Publication Data A catalogue entry for this book is available from the British Library. ISBN 1-85359-647-7 (hbk) ISBN 1-85359-646-9 (pbk) Multilingual Matters Ltd UK: Frankfurt Lodge, Clevedon Hall, Victoria Road, Clevedon BS21 7HH. USA: UTP, 2250 Military Road, Tonawanda, NY 14150, USA. Canada: UTP, 5201 Dufferin Street, North York, Ontario M3H 5T8, Canada. Australia: Footprint Books, PO Box 418, Church Point, NSW 2103, Australia. Copyright © 2004 Aneta Pavlenko, Adrian Blackledge and the authors of individual chapters. All rights reserved. No part of this work may be reproduced in any form or by any means without permission in writing from the publisher. Typeset by Florence Production Ltd. Printed and bound in Great Britain by the Cromwell Press Ltd. 1111 2 3 4 5 6 Contents 7 8 9 1011 1 2 3111 Preface . vii 4 5 Contributors . viii 6 7 Introduction: New Theoretical Approaches to the Study of 8 Negotiation of Identities in Multilingual Contexts 9 Aneta Pavlenko and Adrian Blackledge . 1 20111 1 1 ‘The Making of an American’: Negotiation of Identities at 2 the Turn of the Twentieth Century 3 Aneta Pavlenko . 34 4 5 2 Constructions of Identity in Political Discourse in 6 Multilingual Britain 7 Adrian Blackledge . 68 8 3 Negotiating Between Bourge and Racaille: Verlan as Youth 9 Identity Practice in Suburban Paris 30111 Meredith Doran . 93 1 2 4 Black Deaf or Deaf Black? Being Black and Deaf in Britain 3 Melissa James and Bencie Woll . 125 4 5 5 Mothers and Mother Tongue: Perspectives on 6 Self-construction by Mothers of Pakistani Heritage 7 Jean Mills . 161 8 9 6 The Politics of Identity, Representation, and the Discourses of 40 Self-identification: Negotiating the Periphery and the Center 41111 Frances Giampapa . 192 v vi Contents 1111 7 Alice Doesn’t Live Here Anymore: Foreign Language 2 Learning and Identity Reconstruction 3 Celeste Kinginger . 219 4 5 8 Intersections of Literacy and Construction of Social 6 Identities 7 Benedicta Egbo. 243 8 9 9 Multilingual Writers and the Struggle for Voice in Academic 1011 Discourse 1 Suresh Canagarajah . 266 2 3111 10 Identity and Language Use: The Politics of Speaking ESL 4 in Schools 5 Jennifer Miller . 290 6 7 11 Sending Mixed Messages: Language Minority Education at 8 a Japanese Public Elementary School 9 Yasuko Kanno . 316 20111 1 Index . 339 2 3 4 5 6 7 8 9 30111 1 2 3 4 5 6 7 8 9 40 41111 vi 1111 2 3 4 5 6 Preface 7 8 9 1011 1 2 3111 This book originated in our belief that negotiation of identities in multi- 4 lingual settings frequently occurs in encounters where relations of power 5 are unequal. It is also our view that such encounters are profoundly influ- 6 enced by the social, cultural, political, and historical settings in which they 7 occur. In putting together this collection it was not difficult to identify 8 colleagues throughout the world who were engaging with these issues 9 in their research. Some were established authors in their field, others 20111 new talents undertaking original and stimulating work. All were readily 1 responsive to our invitation to participate in the project. We owe them a 2 debt of gratitude for their willingness to contribute, and for their patience 3 with our requests in the editing process. 4 We are grateful for the easy working relationship provided by 5 Tommi, Marjukka, and Mike Grover at Multilingual Matters. They were 6 supportive throughout the process of writing, editing, and bringing the 7 volume to its conclusion. We also wish to acknowledge the support and 8 enthusiasm of the series editors, Colin Baker and Nancy Hornberger. 9 They welcomed the volume proposal almost immediately, and were 30111 encouraging and helpful throughout. 1 Working on opposite sides of the Atlantic Ocean on a substantial 2 academic project is not straightforward. Almost all of our editing, 3 decision-making, and intellectual endeavour was conducted through the 4 wonders of computer technology. Busy periods of course do not always 5 coincide; however, we got there in the end, and produced what we believe 6 is a highly readable and stimulating text, which in many ways breaks new 7 ground in our field. 8 Most of all we are grateful to our families for their constant patience, 9 love, and support as we brought the volume to its conclusion. 40 41111 vii 1111 2 3 4 5 6 Contributors 7 8 9 1011 1 2 3111 Adrian Blackledge is a Senior Lecturer in the School of Education, 4 University of Birmingham, Birmingham, UK. His publications include 5 Teaching bilingual children (Trentham Books, 1994), Literacy, power, and 6 social justice (Trentham Books, 2000), and Multilingualism, second language 7 learning, and gender (co-edited with Aneta Pavlenko, Ingrid Piller, and 8 Marya Teutsch-Dwyer, Mouton de Gruyter, 2001). His main area of 9 research is multilingualism and social justice in linguistic minority 20111 settings, including political and institutional discourse. 1 2 Suresh Canagarajah is an Associate Professor in the English Department 3 of Baruch College, City University of New York, New York City, US. He 4 teaches postcolonial writing, ethnic literature, ESL, and composition. His 5 research interests span bilingualism, discourse analysis, and critical peda- 6 gogy. His book Resisting linguistic imperialism in English teaching (Oxford 7 University Press, 1999) won the 2000 Mina P. Shaughnessy Award of the 8 Modern Language Association. He is also the author of A geopolitics of 9 academic writing (University of Pittsburgh Press, 2002) and Critical academic 30111 writing and multilingual students (University of Michigan Press, 2002). 1 Meredith Doran is an Assistant Professor of French and applied linguis- 2 tics at the Pennsylvania State University, State College, US. Her areas of 3 specialization include sociolinguistics, second language acquisition, 4 discourse analysis, and contemporary French language and culture. Her 5 current research focuses on youth language and identity in France, 6 language ideologies, and the use of personal narratives of cultural differ- 7 ence as a tool in second language pedagogy. 8 9 Benedicta Egbo is an Associate Professor of Education at the University 40 of Windsor, Windsor, Ontario, Canada. Her research interests include 41111 literacy, gender and education, critical pedagogy, educational policy, and viii Contributors ix 1111 education and social justice. She has published widely in these areas, 2 including a book Gender, literacy, and life chances in sub-Saharan Africa 3 (Multilingual Matters, 2000). She is the founding editor of the Journal 4 of Teaching and Learning (an international journal published by the 5 University of Windsor). 6 Frances Giampapa 7 is completing her doctorate on Italian Canadian 8 youth, identity politics, and language practices at the Ontario Institute of 9 Studies in Education/University of Toronto, Toronto, Canada, in 2003. 1011 Her areas of research include sociolinguistics, bilingualism, cultural 1 studies, and second language education. Her work has previously International Journal of Bilingualism 2 appeared in the . 3111 Melissa James studied history in the School of Slavonic and East 4 European Studies at University College of London, London, UK, and then 5 completed a Master’s degree in race and ethnic relations. She obtained 6 her Ph.D. in the Department of Language and Communication Science at 7 City University of London, under the supervision of Professor Bencie 8 Woll.
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