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Linguistic Identities of Plurilinguals

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Linguistic Identities of Plurilinguals “SIT MULLA OIS OLLUT JOTAIN NIINKU PERSONALITY ISSUES” Linguistic Identities of Plurilinguals Yohana Tewelde Habte Master’s Thesis University of Jyväskylä Department of Language and Communication Studies English June 2021 JYVÄSKYLÄN YLIOPISTO Tiedekunta – Faculty Laitos – Department HUMANISTIS- YHTEISKUNTATIETEELLINEN KIELI- JA VIESTINTÄTIETEIDEN LAITOS TIEDEKUNTA Tekijä – Author Yohana Tewelde Habte Työn nimi – Title ”Sit mulla ois ollut jotain niinku personality issues”. Linguistic Identities of Young Plurilinguals. Oppiaine – Subject Työn laji – Level Englanti Pro Gradu –tutkielma Aika – Month and Year Sivumäärä – Number of pages Kesäkuu 2021 101 + 4 liitettä Tiivistelmä – Abstract Vuoteen 2030 mennessä joka viides lapsi Helsingissä puhuu suomea toisena kielenään. Monikieliset lapset ovat jo usean vuoden ajan vaatineet huomiota, joka nostaisi heidän rikkaan ja moninaisen kielenkäyttönsä negatiivisen valon sijasta positiiviseen valoon. Tämän tutkimuksen tavoite on tutkia monikielisten nuorten kieli-identiteettiä. Ensin tutkimus tarkastelee monikielisen ympäristön vaikutusta ihmisen kieli-identiteettiin. Tämän jälkeen tutkimus tuo esiin, miten monikieliset kuudesluokkalaiset ilmentävät kielitietoisuuttaan ja kieli-identiteettiään. Tutkimuskysymyksiin vastatakseen tutkimuksessa hyödynnettiin kolmea tiedonkeruumenetelmää. Nämä menetelmät, joita on käytetty monikielisten ihmisten identiteettien tutkimiseen, olivat etnografinen havainnointi, teemahaastattelut ja kuvataiteisiin pohjautuvat visuaaliset menetelmät. Koulun, ja pääasiassa CLIL-luokan, etnografiseen havainnointiin käytettiin noin kolme viikkoa. Tänä aikana kerättiin muistiinpanoja sekä järjestettiin teemahaastatteluja. Kuvataiteisiin pohjautuvat visuaaliset kuvaukset pyydettiin osallistujilta etukäteen, jonka jälkeen osallistujat kertoivat kuvauksistaan henkilökohtaisten haastattelujensa lopuksi. Tutkimuksen tuloksista voidaan päätellä, että osallistujien kielirepertuaari on rikas, moninainen ja jatkuvasti kehittyvä. Osallistujien kotikieli-identiteetillään on merkittävä rooli siinä, miten he ylläpitävät ja huolehtivat suhteestaan perheisiinsä. Tutkimuksen perusteella nähdään, että nämä monikieliset nuoret käyttävät heidän koko kielirepertuaariaan. Tämän vuoksi heidän käsityksensä kielistä on kokonaisvaltainen ja jatkuvassa liikkeessä kielten sekä kielielementtien välillä. He käyttävät kieliä ihmissuhteiden luomiseen ja ylläpitämiseen, erityisesti kotikielen ja suomen kielen avulla. Osallistujat eivät rajoita kielenkäyttöään, vaan käyttävät kieliä sujuvasti ja vapaasti, osoittaen korkeaa kielitietoisuutta. He osoittavat, että kieltenoppiminen ja sisäistäminen on prosessi, näin vahvistaen kielentämisen (languaging) käsitettä. Osallistujat ilmentävät moninaisia kieli-identiteettejään myös visuaalisissa kuvauksissa, joiden avulla he kuvasivat miten he havaitsevat jokaisen puhumansa kielen. Visuaaliset kuvaukset korostavat heidän ymmärrystään omasta kieli-repertuaaristaan, osoittaen kiel(t)en olevan työkalu, jota he käyttävät itsensä ilmaisuun ja oman identiteettinsä käsittelyyn. Tämän tutkimuksen tuloksia on tarkoitus käsitellä tapaustutkimuksena, eikä tuloksia ole tarkoitus yleistää tai käyttää edustamaan kaikkia monikielisiä. On kuitenkin suositeltavaa, että laajempaa tutkimusta kielentämiseen, kielireperutaariin ja kielten limittäiseen käyttöön (translanguaging) tehtäisiin, jotta voidaan ymmärtää miten kasvava yhteisö monikielisiä ihmisiä ymmärtää ja ilmaisee itseään tässä, usein virheellisesti yksikieliseksi mielletyssä, yhteiskunnassa. Asiasanat – Keywords Multilingualism, plurilingualism, identity, linguistic identity, linguistic repertoire, heritage language, translanguaging, CLIL, ethnographic observation, semi-structured interviews, visual drawings. Säilytyspaikka – Depository JYX Muita tietoja – Additional information TABLE OF CONTENTS 1. INTRODUCTION ................................................................................................................... 1 2. THEORETICAL FRAMEWORK ........................................................................................... 6 2.1. Identity and language ....................................................................................................... 6 2.2. Languaging and Linguistic repertoires ........................................................................... 10 2.3. Heritage Language Speakers .......................................................................................... 15 2.4. Translanguaging ............................................................................................................. 16 2.5. Content and language integrated learning ...................................................................... 19 2.6. Need for this study ......................................................................................................... 20 3. THE PRESENT STUDY ....................................................................................................... 24 3.1. Data collection................................................................................................................ 24 3.2. Research aim and questions ........................................................................................... 25 3.3. Data collection methods ................................................................................................. 26 3.4. Ethnography observation................................................................................................ 27 3.5. Semi-structured Interviews ............................................................................................ 31 3.6. Visual Drawings ............................................................................................................. 36 3.7. Methods of analysis ........................................................................................................ 38 3.8. Ethics .............................................................................................................................. 39 4. FINDINGS............................................................................................................................. 42 4.1. Analysis of the ethnographic observations..................................................................... 43 4.2. Analysis of the interviews and visual drawings ............................................................. 49 4.3. Ahmed ............................................................................................................................ 49 4.4. Veton .............................................................................................................................. 57 4.5. Irina ................................................................................................................................ 62 4.6. Amina ............................................................................................................................. 68 4.7. Hiba ................................................................................................................................ 75 4.8. Jenny............................................................................................................................... 78 4.9. Zamir .............................................................................................................................. 83 5. DISCUSSION AND CONCLUSIONS ................................................................................. 92 6. BIBLIOGRAPHY ................................................................................................................. 97 Appendices 1. INTRODUCTION In an era when self-reflection and self-awareness are considered highly significant to one’s self- understanding, becoming and being aware of one’s language identity is a popular question in linguistics. The present study focuses on phenomena that have, and continue to, intrigue various scholars for many years: identity and multilingualism. For various reasons, these two topics have been a subject of research in many fields (such as psychology and sociology) for decades, but most importantly for this study, linguistics, due to the role language(s) plays in understanding and forming identity. The interest in multilingualism arose initially because of globalization. Nowadays, with the help of advanced technology, globalization has broadened and perhaps even highlighted the spectrum of multilingualism. Throughout societies and history, multilingualism has arguably been practiced longer than monolingualism. According to Dufva et al. (2011) the notion of monolingualism rose due to establishments of nations that took place by separating and dividing lands geographically and linguistically. However, as multilingualism once again continues to notably be part of societies around the globe, Finland has proven to be no exception in recognizing the increasing presence of different languages that are slowly becoming part of its language communities. People who speak Finland’s official languages (Finnish and Swedish) as their second language (L2) are slowly but continually increasing in number. According to statistics (Official Statistics of Finland), In 2019 7,5% (412 700 people) of Finland’s population were second language (L2) speakers, meaning that they registered a foreign language as their mother tongue. This number is expected to increase, as Kalaja (2018) writes that the proportion of foreign-born people in Helsinki will reach 21% by 2030. While the statistics
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