ABSTRACT

Discourse and identity practices in heritage language contexts have received significant attention in applied linguistics in recent years. One line of research in this realm has sought to adopt scales, the spatiotemporal niches within which social identification and learning take place. This article problematizes modernity as a scale of its own and investigates it in the context of the heritage language classroom discourse at a German high-school in Berlin. Microethnographic analyses of 10th-grade classroom interactional data reveal how Turkish heritage language students appropriate Turkish modernity and debate identity models around it while at the same time bringing to the table German/Western modernity and its contents. The article sheds light on the multiplicity of heritage language identities and situates scales as an important determinant in their construction.

摘要

近年来，遗产语言背景下的话语和身份实践在应用​​语言学中受到了极大的关注。这一领域的一项研究试图采用尺度，即社会认同和学习发生的时空生态位。本文将现代性问题化为自身的尺度，并在柏林一所德国高中的传统语言课堂话语背景下对其进行调查。对 10 年级课堂互动数据的微观民族志分析揭示了土耳其传统语言学生如何适应土耳其现代性并围绕其辩论身份模型，同时将德国/西方现代性及其内容带到桌面上。