Identity Revealed through Talk among Young Language-Minority Children in Norwegian Classrooms

Autor/inn/en	Rydland, Veslemoy; Aukrust, Vibeke Grover
Titel	Identity Revealed through Talk among Young Language-Minority Children in Norwegian Classrooms
Quelle	In: International Journal of Educational Research, 47 (2008) 5, S.301-311 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0883-0355
DOI	10.1016/j.ijer.2008.12.004
Schlagwörter	Ethnicity; Minority Group Children; Foreign Countries; Cultural Pluralism; Turkish; Native Speakers; Preschool Children; Grade 1; Classroom Communication; Interviews; Cultural Context; Self Concept; Student Attitudes; Norway; Turkey + Suchen Sie Ihr Suchwort? Ethnizität; Ausland; Kulturpluralismus; Türkisch; Muttersprachler; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; School year 01; 1. Schuljahr; Schuljahr 01; Klassengespräch; Interviewing; Interviewtechnik; Selbstkonzept; Schülerverhalten; Norwegen; Türkei
Abstract	The study investigated the ethnic identity development of Turkish-speaking children in Norwegian preschool and first-grade classrooms, examining how they made their ethnicity interactionally relevant in everyday talk. Classroom conversations and interviews revealed their interest in ethnic diversity. The manner in which the children talked about Turkey suggested that their relationships with it represented an important emotional resource for them. The children were not naive or indifferent to the boundaries and dissimilarities following from their ethnic minority status within Norwegian society. We identified two underlying questions in the children's talk about ethnicity--"Who are my people?" and "How do other people see me?"--and applied these questions as analytic categories in the exploration of ethnic identities in these young children. This study adds to the understanding of ethnic identity as situational, context-sensitive and multidimensional. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10