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Year 2019, Volume: 5 Issue: 2, 255 - 268, 31.07.2019
https://doi.org/10.32601/ejal.599250

Abstract

References

  • Blommaert, J. (2010). The sociolinguistics of globalization. Cambridge: Cambridge University Press.
  • Canagarajah, S., & De Costa, P. I. (2016). Introduction: Scales analysis, and its uses and prospects in educational linguistics [Special Issue]. Linguistics and Education, 34, 1-10.
  • Catedral, L. (2017). Discursive scaling: Moral stability and neoliberal dominance in the narratives of transnational migrant women. Discourse & Society, 29(1), 23–42.
  • Erduyan, I. (2014). Competing discourses in the classroom: Turkish instruction in Berlin. BILIG-Journal of Social Sciences of the Turkish World, 70, 153-180.
  • Erduyan, I. (2017). Shifting timescales in peer group interactions: A multilingual classroom perspective. Innovation in Language Learning and Teaching, 11(3), 219-229.
  • Erduyan, I. (2019). Multilingual Construction of Identity: German-Turkish Students at School. Fulda University CINTEUS-Center for Intercultural and European Studies Publications. Hannover: Ibidem Verlag. ISBN: 9783838212012
  • Gu, M. (2018). Identity construction and scale making of migrant university students in multilingual settings: a scalar analysis. International Journal of Bilingual Education and Bilingualism.
  • House, J. (2003). English as a lingua franca: A threat to multilingualism? Journal of Sociolinguistics, 7(4), 556–578.
  • Jenkins, J. (2015). Repositioning English and multilingualism in English as a Lingua Franca. Englishes in Practice, 2(3), 49-85.
  • Jessner, U. (2006). Linguistic awareness in multilinguals: English as a Third Language. Edinburgh: Edinburgh University Press.
  • Lam, W. S. E. (2009). Multiliteracies on instant messaging in negotiating local, translocal, and transnational affiliations: A case of an adolescent immigrant. Reading Research Quarterly, 44(4), 377–397.
  • Lemke, J. L. (2000). Across the scales of time: Artifacts, activities, and meanings in ecosocial systems. Mind, Culture, and Activity, 7(4), 273–290.
  • Maloney, J., & De Costa, P. I. (2017). Imagining the Japanese heritage learner: A scalar perspective. Language, Discourse, & Society, 9(1), 35-52.
  • May, S. (Ed.) (2014). The multilingual turn: Implications for SLA, TESOL, and bilingual education. London and New York: Routledge.
  • Seidlhofer B. (2017) English as a Lingua Franca and Multilingualism. In: Cenoz J., Gorter D., May S. (eds) Language Awareness and Multilingualism. Encyclopedia of Language and Education (3rd ed.) (pp.391-404). Springer, Cham.
  • Wortham, S. (2003). Curriculum as a resource for the development of social identity. Sociology of Education, 76(3), 228–246. [Special Issue: Sociology of School and Classroom Language].
  • Wortham, S. (2004). From good student to outcast: The emergence of a classroom identity. Ethos, 32, 164–187.
  • Wortham, S. (2006). Learning identity: The joint emergence of social identification and academic learning. New York: Cambridge University Press.

“I mean, I like English even better than Turkish”: English-speaking German-Turkish Students as Multilingual Transnationals

Year 2019, Volume: 5 Issue: 2, 255 - 268, 31.07.2019
https://doi.org/10.32601/ejal.599250

Abstract

Focusing on a group of multilingual German-Turkish students enrolled at an urban high-school in Berlin, this paper inquires how ELF identities and transnational experiences inform each other. Semi-structured, audio-recorded interviews conducted as part of a larger project (Erduyan, 2019) are analyzed through microethnographic lenses informed by a scalar approach. Following Lam (2009) and Maloney & De Costa (2017) the analyses focus on the localtranslocal, and transnational scales that permeate students’ narratives. Findings suggest that being ELF users/speakers help Turkish students fill in a gap that they perceive they cannot fill in by being Turkish or German speakers alone, that of being cosmopolitan, global citizens with transnational experience. Findings also suggest the changing meanings of homeland for Turkish students —from the traditional, monolingual, provincial Turkey to a more urban, cosmopolitan Turkey. The inevitable implications of these changes for identity construction are discussed further in the article.

References

  • Blommaert, J. (2010). The sociolinguistics of globalization. Cambridge: Cambridge University Press.
  • Canagarajah, S., & De Costa, P. I. (2016). Introduction: Scales analysis, and its uses and prospects in educational linguistics [Special Issue]. Linguistics and Education, 34, 1-10.
  • Catedral, L. (2017). Discursive scaling: Moral stability and neoliberal dominance in the narratives of transnational migrant women. Discourse & Society, 29(1), 23–42.
  • Erduyan, I. (2014). Competing discourses in the classroom: Turkish instruction in Berlin. BILIG-Journal of Social Sciences of the Turkish World, 70, 153-180.
  • Erduyan, I. (2017). Shifting timescales in peer group interactions: A multilingual classroom perspective. Innovation in Language Learning and Teaching, 11(3), 219-229.
  • Erduyan, I. (2019). Multilingual Construction of Identity: German-Turkish Students at School. Fulda University CINTEUS-Center for Intercultural and European Studies Publications. Hannover: Ibidem Verlag. ISBN: 9783838212012
  • Gu, M. (2018). Identity construction and scale making of migrant university students in multilingual settings: a scalar analysis. International Journal of Bilingual Education and Bilingualism.
  • House, J. (2003). English as a lingua franca: A threat to multilingualism? Journal of Sociolinguistics, 7(4), 556–578.
  • Jenkins, J. (2015). Repositioning English and multilingualism in English as a Lingua Franca. Englishes in Practice, 2(3), 49-85.
  • Jessner, U. (2006). Linguistic awareness in multilinguals: English as a Third Language. Edinburgh: Edinburgh University Press.
  • Lam, W. S. E. (2009). Multiliteracies on instant messaging in negotiating local, translocal, and transnational affiliations: A case of an adolescent immigrant. Reading Research Quarterly, 44(4), 377–397.
  • Lemke, J. L. (2000). Across the scales of time: Artifacts, activities, and meanings in ecosocial systems. Mind, Culture, and Activity, 7(4), 273–290.
  • Maloney, J., & De Costa, P. I. (2017). Imagining the Japanese heritage learner: A scalar perspective. Language, Discourse, & Society, 9(1), 35-52.
  • May, S. (Ed.) (2014). The multilingual turn: Implications for SLA, TESOL, and bilingual education. London and New York: Routledge.
  • Seidlhofer B. (2017) English as a Lingua Franca and Multilingualism. In: Cenoz J., Gorter D., May S. (eds) Language Awareness and Multilingualism. Encyclopedia of Language and Education (3rd ed.) (pp.391-404). Springer, Cham.
  • Wortham, S. (2003). Curriculum as a resource for the development of social identity. Sociology of Education, 76(3), 228–246. [Special Issue: Sociology of School and Classroom Language].
  • Wortham, S. (2004). From good student to outcast: The emergence of a classroom identity. Ethos, 32, 164–187.
  • Wortham, S. (2006). Learning identity: The joint emergence of social identification and academic learning. New York: Cambridge University Press.
There are 18 citations in total.

Details

Primary Language English
Subjects Linguistics
Journal Section Articles
Authors

İşıl Erduyan

Publication Date July 31, 2019
Published in Issue Year 2019 Volume: 5 Issue: 2

Cite

APA Erduyan, İ. (2019). “I mean, I like English even better than Turkish”: English-speaking German-Turkish Students as Multilingual Transnationals. Eurasian Journal of Applied Linguistics, 5(2), 255-268. https://doi.org/10.32601/ejal.599250