Studienarbeit aus dem Jahr 2006 im Fachbereich Sprachwissenschaft / Sprachforschung (fachübergreifend), Note: 1,0, University of Alabama, Tuscaloosa, Veranstaltung: Positioning in bilingual communication , Sprache: Deutsch, Abstract: Communication is an important aspect of an intimate relationship. It becomes even more important when both partners do not have the same native language and one of both (or sometimes both when a lingua franca is used) has to express in a language s/he is not completely proficient in, and e.g. might not know all connotations of the meanings. The level of proficiency one has in a language is important for the identity that is established or, i.e. negotiated through communication. The frame of this paper is based on the framework of positioning by Harré and Davies (1990) and it aims to apply ideas from this framework to data I gathered from an intimate bilingual conversation. Furthermore, an article by Piller (2000) aboutLanguage choice in bilingual, cross-cultural interpersonal communication,analyzing language choice in bilingual intimate conversations, specifically Anglo-German couples, and their reasons should be taken into consideration. This article is organized as following: first, I will give an introduction into the notions of positioning, identity, negotiation of identity. It implies that identities “are constructed in and through discourse.” (Riley, 2006: 297). In a next step, I will take a closer look at the language choice in bilingual relationships, I will identify possible reasons for one language to be chosen, and compare these with my own experience being a German and having a relationship with an American. The last part consists in analyzing the transcript. I have two transcripts that I will take into consideration: one is in English, and the other one is in German.

Seminar paper from the year 2006 in the subject Speech Science / Linguistics, grade: 1,0, Albstadt-Sigmaringen University, course: Topics in applied linguistics - , language: English, abstract: Communication is an important aspect of an intimate relationship. It becomes even more important when both partners do not have the same native language and one of both (or sometimes both when a lingua franca is used) has to express in a language s/he is not completely proficient in, and e.g. might not know all connotations of the meanings. The level of proficiency one has in a language is important for the identity that is established or, i.e. negotiated through communication. The frame of this paper is based on the framework of positioning by Harré and Davies (1990) and it aims to apply ideas from this framework to data I gathered from an intimate bilingual conversation. Furthermore, an article by Piller (2000) aboutLanguage choice in bilingual, cross-cultural interpersonal communication,analyzing language choice in bilingual intimate conversations, specifically Anglo-German couples, and their reasons should be taken into consideration. This article is organized as following: first, I will give an introduction into the notions of positioning, identity, negotiation of identity. It implies that identities “are constructed in and through discourse.” (Riley, 2006: 297). In a next step, I will take a closer look at the language choice in bilingual relationships, I will identify possible reasons for one language to be chosen, and compare these with my own experience being a German and having a relationship with an American. The last part consists in analyzing the transcript. I have two transcripts that I will take into consideration: one is in English, and the other one is in German. I aim to examine how the language choice determines the positioning of each of the communication partners, and consequently, what impact does the fact of being a native or a non-native speaker has on the identity. Moreover, I will look at the distribution of the dominant role, and if the native speaker is in the more dominant position merely because s/he is the more proficient speaker, or if there are other factors determine each positions.

This book examines the changing linguistic and cultural identities of bilingual students through the narratives of four Japanese returnees (kikokushijo) as they spent their adolescent years in North America and then returned to Japan to attend university. As adolescents, these students were polarized toward one language and culture over the other, but through a period of difficult readjustment in Japan they became increasingly more sophisticated in negotiating their identities and more appreciative of their hybrid selves. Kanno analyzes how educational institutions both in their host and home countries, societal recognition or devaluation of bilingualism, and the students' own maturation contributed to shaping and transforming their identities over time. Using narrative inquiry and communities of practice as a theoretical framework, she argues that it is possible for bilingual individuals to learn to strike a balance between two languages and cultures. Negotiating Bilingual and Bicultural Identities: Japanese Returnees Betwixt Two Worlds: *is a longitudinal study of bilingual and bicultural identities--unlike most studies of bilingual learners, this book follows the same bilingual youths from adolescence to young adulthood; *documents student perspectives--redressing the neglect of student voice in much educational research, and offering educators an understanding of what the experience of learning English and becoming bilingual and bicultural looks like from the students' point of view; and *contributes to the study of language, culture, and identity by demonstrating that for bilingual individuals, identity is not a simple choice of one language and culture but an ongoing balancing act of multiple languages and cultures. This book will interest researchers, educators, and graduate students who are concerned with the education and personal growth of bilingual learners, and will be useful as text for courses in ESL/bilingual education, TESOL, applied linguistics, and multicultural education.

Sociolinguists have been pursuing connections between language and identity for several decades. But how are language and identity related in bilingualism and multilingualism? Mobilizing the most current methodology, this collection presents new research on language identity and bilingualism in three regions where Spanish coexists with other languages. The cases are Spanish-English contact in the United States, Spanish-indigenous language contact in Latin America, and Spanish-regional language contact in Spain. This is the first comparativist book to examine language and identity construction among bi- or multilingual speakers while keeping one of the languages constant. The sociolinguistic standing of Spanish varies among the three regions depending whether or not it is a language of prestige. Comparisons therefore afford a strong constructivist perspective on how linguistic ideologies affect bi/multilingual identity formation.

This volume highlights the role of language ideologies in the process of negotiation of identities and shows that in different historical and social contexts different identities may be negotiable or non-negotiable.

Introduction: Locating a Queer Latinx Phoenix -- Queering Bilingualism -- Representing Selves and Others in Coming Out Stories -- Resisting the Imperative: Stories About Non-Disclosure -- Susana, A Translatina Collage -- Doing Identity, Making Community -- Summary and Final Reflections

This book introduces a framework for examining bilingual identity and presents the cases of seven individual children from a study of young students' bilingual identities in an Australian primary school. The new Bilingual Identity Negotiation Framework brings together three elements that influence bilingual identity development - sociocultural connection, investment and interaction. The cases comprise individual stories about seven young, bilingual students and are complemented by some more general investigations of bilingual identity from a whole class of students at the school. The framework is explained and supported using the students' stories and offers readers a new concept for examining and thinking about bilingual identity. This book builds upon past and current theories of identity and bilingualism and expands on these to identify three interlinking elements within bilingual identity. The book highlights the need for greater dialogue between different sectors of research and education relating to languages and bilingualism. It adds to the increasing call for collaborative work from the different fields interested in language learning and teaching such as TESOL, bilingualism, and language education. Through the development of the framework and the students' stories in this study, this book shows how multilingual children in one school in Australia developed their identities in association with their home and school languages. This provides readers with a model for examining bilingual identity in their own contexts, or a theoretical construct to consider in their thinking on bilingualism, language and identity.