ABSTRACT This study explored how 60 trilingual immigrant youth interpret and make sense of their educational experiences in Israeli schools. Conceptualizing the language knowledge of multilingual individuals as one unitary system, the study is based on the assumption that a fuller understanding of students’ educational experiences can be obtained by examining their written expression about school experiences in the three languages at their disposal: Russian (L1), Hebrew (L2) and English (L3), which were elicited via letter writing tasks. A total of 180 letters (60 letters in each language) were analysed through qualitative content analyses revealing five interrelated themes depicting immigrant youths’ scholastic studies as a complex multifaceted experience intertwined with issues of language, culture, identity, and social struggles. The findings provide insights into how the language repertoire of immigrant youth is powerfully linked to their sense of self, educational circumstances, and acculturation.

中文翻译：

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“在学校很难，但我尽力应付。”：多语言移民青年在高中的教育经历

摘要 本研究探讨了 60 名三语移民青年如何解释和理解他们在以色列学校的教育经历。该研究将多语种个体的语言知识概念化为一个单一系统，其假设是通过检查学生使用三种语言对学校经历的书面表达，可以更全面地了解学生的教育经历：俄语（L1 )、希伯来语 (L2) 和英语 (L3)，这些都是通过写信任务引出的。通过定性内容分析，共分析了 180 封信函（每种语言 60 封信函），揭示了五个相互关联的主题，这些主题将移民青年的学术研究描述为与语言、文化、身份和社会斗争问题交织在一起的复杂多方面体验。