ABSTRACT

This article investigates the multilingual experiences of three Norwegian and Spanish-speaking adolescents with transnational backgrounds. Drawing on narrative analysis and positioning theory, the article seeks to understand how the adolescents position themselves in relation to different expectations of linguistic competence, identities, and their cultural and linguistic inheritance. By investigating adolescents’ experiences of family multilingualism and heritage languages, as expressed in interviews and language portraits drawings (cf), the article adds to recent efforts in family multilingualism research toward understanding the experiences of multilingual children and adolescents. Moreover, the article expands on the current scholarly discussions of heritage language identities (cf), by shedding light on how adolescents hold complex multilingual experiences and how they continuously adapt to changing sociolinguistic circumstances within the family context.

摘要

本文研究了具有跨国背景的三个挪威语和说西班牙语的青少年的多语种经历。本文利用叙事分析和定位理论，试图了解青少年如何根据语言能力，身份，文化和语言传承的不同期望来定位自己。通过调查青少年在访谈和语言肖像画（cf）中所表达的家庭多种语言和传统语言的经历，文章为家庭多种语言研究的最新工作增加了理解多语言儿童和青少年的体验的努力。此外，本文扩展了对有关遗产语言身份（cf）的当前学术讨论，