"I'm Always in This Conflict" -- Students' Struggle of Plurilingual Identity Expression, Linguistic Insecurity, and Assimilation in Switzerland's Higher Education

Autor/in	Becker, Anna
Titel	"I'm Always in This Conflict" -- Students' Struggle of Plurilingual Identity Expression, Linguistic Insecurity, and Assimilation in Switzerland's Higher Education
Quelle	In: European Education, 53 (2021) 1, S.15-30 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Becker, Anna)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1056-4934
DOI	10.1080/10564934.2021.1971542
Schlagwörter	Foreign Countries; Educational Experience; Self Concept; Multilingualism; Equal Education; Second Language Learning; Educational Opportunities; Native Language; Code Switching (Language); Phenomenology; Undergraduate Students; Student Attitudes; French; German; Bilingualism; Language Attitudes; Freehand Drawing; Acculturation; Conflict; Switzerland + Suchen Sie Ihr Suchwort? Ausland; Bildungserfahrung; Selbstkonzept; Mehrsprachigkeit; Multilingualismus; Zweitsprachenerwerb; Bildungsangebot; Bildungschance; Phenomenological psychology; Phänomenologie; Psychologie; Schülerverhalten; Französisch; Deutscher; Bilingualismus; Sprachverhalten; Drawing; Zeichnen; Akkulturation; Konflikt; Schweiz
Abstract	This article examines the connection among university students' lived experiences of language, ideologies, and linguistic repertoires through visual and verbal representations. It demonstrates that linguistic repertoires are crucial for students' identities, yet impeded by restricting, homogenizing policies, which reproduce the "monolingual habitus" even in officially multilingual contexts. It advocates multilingualism in Switzerland's higher education to increase inclusive and equitable learning opportunities while addressing ideologies and their implications for students' identities and academic trajectories. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01