Informed by positioning theory as well as a nexus of multimembership, the year-long case study examined how a 7-year-old Korean American bilingual child, Meeso, constructed her ethnic identity across different educational contexts. Data were collected through observations of Meeso’s interactions with her monolingual and bilingual peers and teachers. Discourse analysis revealed that Meeso constructed fluid ethnic identity positionings depending upon how she desired to position herself and to be positioned by others. We also identified that the social context, language proficiency, and peer dynamics were related to the process. Based on the findings, we discuss the roles of context, language, and peer interaction for bilingual students’ ethnic identity development.

中文翻译：

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流动身份认同游戏：跨多种背景的双语儿童种族身份建构的案例研究

这项长达一年的案例研究在定位理论以及多成员关系的启发下，研究了一个7岁的韩裔双语儿童Meeso如何在不同的教育背景下构建自己的族裔身份。通过观察Meeso与她的单语和双语同伴和老师的互动来收集数据。话语分析显示，Meeso根据她希望如何定位自己和被他人定位而构建了流动的种族身份定位。我们还确定，社交环境，语言能力和同伴动态与该过程有关。基于这些发现，我们讨论了语境，语言和同伴互动对双语学生种族认同发展的作用。