Becoming Transnational: Exploring Multiple Identities of Students in a Mandarin-English Bilingual Programme in Canada

Autor/inn/en	Zhang, Yan; Guo, Yan
Titel	Becoming Transnational: Exploring Multiple Identities of Students in a Mandarin-English Bilingual Programme in Canada
Quelle	In: Globalisation, Societies and Education, 13 (2015) 2, S.210-229 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1476-7724
DOI	10.1080/14767724.2014.934071
Schlagwörter	Self Concept; Multilingualism; Bilingual Education Programs; Observation; Biculturalism; English (Second Language); Second Language Learning; Elementary School Students; Foreign Countries; Freehand Drawing; Asians; Student Attitudes; Citizenship; Teaching Methods; Semi Structured Interviews; Canada + Suchen Sie Ihr Suchwort? Selbstkonzept; Mehrsprachigkeit; Multilingualismus; Beobachtung; Bikulturalität; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Ausland; Drawing; Zeichnen; Asian; Asiat; Asiatin; Asiaten; Asiate; Schülerverhalten; Staatsbürgerschaft; Teaching method; Lehrmethode; Unterrichtsmethode; Kanada
Abstract	Guided by post-structural perspectives of identities as processes of becoming and transculturation and transnationalism, this study explores how multilingual students in a Mandarin-English bilingual programme form their sense of identities in a dynamic process. Multiple forms of data are collected, including observations, interviews and documents. The findings indicate that multilingual students are mobile, namely, they move across linguistic, cultural and ethnic spaces of interaction. In addition, they challenge the dominant discourse of any fixed and hyphenated identity and take up transcultural and transnational identities that allow their comfortable circulation among different worlds. This study calls for a need to unfold children's multiple and mobile identities and explores new possibilities for life. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01