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.

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.

Over the past decade, a significant body of work on the topic of deaf identities has emerged. In this volume, Leigh and O'Brien bring together scholars from a wide range of disciplines -- anthropology, counseling, education, literary criticism, practical religion, philosophy, psychology, sociology, and deaf studies -- to examine deaf identity paradigms. In this book, contributing authors describe their perspectives on what deaf identities represent, how these identities develop, and the ways in which societal influences shape these identities. Intersectionality, examination of medical, educational, and family systems, linguistic deprivation, the role of oppressive influences, the deaf body, and positive deaf identity development, are among the topics examined in the quest to better understand deaf identities. In reflection, contributors have intertwined both scholarly and personal perspectives to animate these academic debates. The result is a book that reinforces the multiple ways in which deaf identities manifest, empowering those whose identity formation is influenced by being deaf or hard of hearing.

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.

Over the past three decades studies investigating heritage speaker (HS) linguistic competencies have shown, time and again that, despite being L1 or 2L1 native speakers of their home language(s), HS outcomes display variation across a wide spectrum of differences as compared to each other, other types of bilinguals as well as their monolingual peers. Studies have traditionally used—mostly behavioral—methodologies rooted in adjacent established fields (e.g., L1 acquisition, adult L2 acquisition) offering, in addition to documenting and describing HS performance, important insights for linguistic theory and challenges related to (home/minority) language maintenance, contact, policy and more. A birds-eye view makes it clear that the methodologies one uses to tap into HSs’ linguistic knowledge areas, if not more, are important than the phenomena under investigation, especially in light of how their unique experiences with their heritage and other languages are present across a continuum.

Reflections on Language Teacher Identity Research is the first book to present understandings of language teacher identity (LTI) from a broad range of research fields. Drawing on their personal research experience, 41 contributors locate LTI within their area of expertise by considering their conceptual understanding of LTI and the methodological approaches used to investigate it. The chapters are narrative in nature and take the form of guided reflections within a common chapter structure, with authors embedding their discussions within biographical accounts of their professional lives and research work. Authors weave discussions of LTI into their own research biographies, employing a personal reflective style. This book also looks to future directions in LTI research, with suggestions for research topics and methodological approaches. This is an ideal resource for students and researchers interested in language teacher identity as well as language teaching and research more generally.