'They Have a Go at Me, That I'm a Good English Guy. Well, I'm Polish as Well': How Bilingual Polish Adolescents in the UK Negotiate the Position of 'Linguistic Expert'

Autor/in	Young, Sara
Titel	'They Have a Go at Me, That I'm a Good English Guy. Well, I'm Polish as Well': How Bilingual Polish Adolescents in the UK Negotiate the Position of 'Linguistic Expert'
Quelle	In: Language Learning Journal, 50 (2022) 1, S.17-28 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Young, Sara)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0957-1736
DOI	10.1080/09571736.2020.1858145
Schlagwörter	Polish; Second Language Learning; Second Language Instruction; English (Second Language); Bilingualism; Ethnicity; Self Concept; Native Language; Language Fluency; Foreign Countries; Language Proficiency; Self Efficacy; Code Switching (Language); Language Attitudes; Secondary School Students; Student Attitudes; Poland; United Kingdom (England) + Suchen Sie Ihr Suchwort? Polnisch; Zweitsprachenerwerb; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Bilingualismus; Ethnizität; Selbstkonzept; Language skill; Language skills; Sprachkompetenz; Ausland; Self-efficacy; Selbstwirksamkeit; Sprachverhalten; Sekundarschüler; Schülerverhalten; Polen
Abstract	This paper explores the position of 'linguistic expert', and how being positioned as an expert affects the linguistic and ethnic identity construction of a group of Polish-English bilingual adolescents living in the UK. Findings indicate that while the participants are often positioned as linguistic experts in English and/or Polish, this may not correspond with their own feelings of linguistic competency. In the UK, the adolescents engage in language brokering, a practice which presumes an expert knowledge of each language that the participants do not always feel they possess. At school, the adolescents resist being regarded as fluent in English; when visiting Poland, they find their knowledge of Polish lacking. Closer examination of the participants' narratives suggests that the concept of linguistic 'expert' is open to negotiation, and that the adolescents both challenge and exploit notions of expertise as they negotiate their own linguistic and ethnic identities. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/4/11