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Multilingual Construction of Identity: German-Turkish Adolescents at School New edition [Pehme köide]

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Reporting on a linguistic ethnographic study, Isil Erduyan explores multilingual identity construction of high school students of Turkish descent enrolled in a downtown high school (Gymnasium) in Berlin. She focuses on naturally occurring classroom interactions across German, Turkish, and English classes and attends to the complex relationship between identities and multilingual repertoires through a scalar analytical perspective. Her findings demonstrate how multilingual students’ linguistic repertoires are bound by linguistic performances within and across multiple timescales. The study takes an innovative path by attending to the everyday linguistic practices of a group of multilingual immigrant students with the same national background through linguistic ethnographic lenses in the context of mainstream schooling in Europe, and by focusing on a much-understudied group, namely higher achieving students of immigrant descent enrolled in a German high school.
Acknowledgements ix
Preface xv
Volker Hinnenkamp
1 Introduction to the Study 1(14)
1.1 Introduction
1(2)
1.2 Rationale for the Study and Research Questions
3(3)
1.3 A Demographic Profile
6(7)
1.3.1 Turkish Migration to Berlin
6(3)
1.3.2 Turkish Community in Kreuzberg
9(2)
1.3.3 Students with Immigrant Background in the Berlin School System: Population Facts
11(2)
1.4 Plan of the Book
13(2)
2 Situating the Study 15(18)
2.1 Epistemological and Paradigmatic Considerations
15(3)
2.2 Theoretical Framework
18(3)
2.2.1 Wortham's perspective of identity
18(2)
2.2.2 Bakhtinian notion of chronotopes
20(1)
2.3 Linguistic Ethnographic Methodology
21(4)
2.4 Establishing the Terminology: Identity Ascriptions
25(2)
2.5 Situating Multilingualism and Multilingual Speakers
27(6)
3 Review of Literature 33(16)
3.1 Multilingualism and Identity in Contemporary Europe
33(2)
3.2 Immigrant Youth Language Practices
35(7)
3.3 Identity in Multilingual Classroom Research
42(7)
4 Methodological Choices 49(30)
4.1 Locating the Research Site
49(7)
4.1.1 The Tracking System in German Secondary Education
49(1)
4.1.2 Critique of the Tracking System
50(1)
4.1.3 Berlin Central High School (BCHS)
51(2)
4.1.4 Turkish, German, and English Instruction at BCHS
53(1)
4.1.5 The Physical Setting
54(2)
4.2 Negotiating Access
56(3)
4.2.1 Gaining Entry
56(1)
4.2.2 Gaining Access
57(2)
4.3 Participants
59(6)
4.3.1 Deniz
59(2)
4.3.2 Yelda
61(1)
4.3.3 Mert
62(1)
4.3.4 Simla
62(1)
4.3.5 Ela
63(1)
4.3.6 Other Actors
64(1)
4.4 Generating the Ethnographic Data
65(8)
4.4.1 Classroom Observations
65(2)
4.4.2 Audio-Recordings of Classroom Interactions
67(2)
4.4.3 Taking Fieldnotes
69(1)
4.4.4 Interviews
70(3)
4.5 Methods of Data Analysis and Interpretation
73(4)
4.5.1 Choosing Analytical Tools
73(2)
4.5.2 Transcribing the Interactional Data
75(2)
4.6 Ethnographic Design Study Concerns
77(2)
4.6.1 Strategies for Validating Findings
77(1)
4.6.2 Ethical Considerations
78(1)
5 Local Construction of Identity in the German Classroom 79(44)
5.1 Introduction
79(1)
5.2 Setting the Scene: 9th Grade German
80(1)
5.3 Yelda and Deniz
81(17)
5.3.1 "We can never in our lives speak like these"
82(5)
5.3.2 Mocking Oneself
87(4)
5.3.3 Lacking Participation: "Words are missing"
91(4)
5.3.4 Multilingual Word Search
95(3)
5.4 Mert
98(9)
5.4.1 Super German - Normal German - High German
99(2)
5.4.2 Flying Solo
101(3)
5.4.3 Managing the Micropolitics of Group Work
104(3)
5.5 Simla and Ela
107(14)
5.5.1 Ela: "...because our mother tongue is not German"
107(3)
5.5.2 Teacher as Peer
110(4)
5.5.3 Intermediary in Group Work
114(3)
5.5.4 Ela's Displeasure
117(4)
5.6
Chapter Summary
121(2)
6 Local Construction of Identity in the Turkish Classroom 123(50)
6.1 Introduction
123(1)
6.2 Setting the Scene: 9th and 10th Grade Turkish
124(4)
6.3 Yelda
128(14)
6.3.1 The Grammar Expert
129(9)
6.3.2 Turkey-Turkish Colloquial as a Resource Kit
138(4)
6.4 Simla
142(9)
6.4.1 Turkish as a Matter of Challenging Self
142(4)
6.4.2 Experimenting with Ottoman Turkish
146(5)
6.5 Mert
151(10)
6.5.1 Urban Turkey-Turkish Forms
151(5)
6.5.2 Embracing Neoconservativism
156(5)
6.6 Ela
161(9)
6.6.1 Ela's Originality
161(4)
6.6.2 Being Modern
165(5)
6.7
Chapter Summary
170(3)
7 Local Construction of Identity in the English Classroom 173(54)
7.1 Introduction
173(1)
7.2 Setting the Scene: 9th and 10th Grade English
174(3)
7.3 Deniz
177(11)
7.3.1 Enacting Criticality
178(7)
7.3.2 Role-play as a Safe House
185(3)
7.4 Yelda
188(11)
7.4.1 Lost in Listening
189(6)
7.4.2 Constructing Distance
195(4)
7.5 Mert
199(9)
7.5.1 Enacting Masculinity
200(4)
7.5.2 Content with English
204(4)
7.6 Simla
208(8)
7.6.1 Making Reception Work
208(4)
7.6.2 Teasing and Dueling in Group Work
212(4)
7.7 Ela
216(9)
7.7.1 Constructing Intolerance
216(4)
7.7.2 Impatience in Group Work
220(5)
7.8
Chapter Summary
225(2)
8 Discussion and Conclusion 227(16)
8.1 Multilingual Construction of Identity
227(11)
8.2 Timescales and Chronotopes
238(1)
8.3 Limitations to the Study
239(1)
8.4 Directions for Future Research
240(3)
Appendix A 243(1)
Appendix B1 244(1)
Appendix B2 245(1)
Appendix B3 246(1)
Appendix C 247(1)
Appendix D 248(1)
Appendix E 249(1)
Appendix F 250(3)
References 253
Dr Il Erduyan is an assistant professor at the Department of Foreign Language Education, Bogaziçi University, Istanbul. Her research interests include multilingualism, identity, classroom processes, and qualitative methodology. She has completed her PhD in Second Language Acquisition at the University of Wisconsin-Madison and published several papers in peer-reviewed journals.