Authors:
Presents a new framework to understand bilingual identity
Provides key insights into childrens' multilingual skills development
Enhances understanding of how language learners from diverse backgrounds develop confidence in bilingual programs
Advocates collaborative work between researchers in different fields and teachers in different multilingual contexts to lead to more inclusive education
Includes supplementary material: sn.pub/extras
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Table of contents (8 chapters)
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Front Matter
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Back Matter
About this book
This book introduces a framework for examining bilingual identity and presents the cases of seven individual children from a study of young students’ bilingual identities in an Australian primary school. The new Bilingual Identity Negotiation Framework brings together three elements that influence bilingual identity development – sociocultural connection, investment and interaction. The cases comprise individual stories about seven young, bilingual students and are complemented by some more general investigations of bilingual identity from a whole class of students at the school. The framework is explained and supported using the students’ stories and offers readers a new concept for examining and thinking about bilingual identity. This book builds upon past and current theories of identity and bilingualism and expands on these to identify three interlinking elements within bilingual identity. The book highlights the need for greater dialogue between different sectors of research and education relating to languages and bilingualism. It adds to the increasing call for collaborative work from the different fields interested in language learning and teaching such as TESOL, bilingualism, and language education. Through the development of the framework and the students’ stories in this study, this book shows how multilingual children in one school in Australia developed their identities in association with their home and school languages. This provides readers with a model for examining bilingual identity in their own contexts, or a theoretical construct to consider in their thinking on bilingualism, language and identity.
Keywords
- Australian education
- Bilingual Education
- Bilingual Identity Negotiation Framework
- Bilingual children identity
- Bilingual education identity
- Bilingual identity construction
- Childhood Language Education
- Language Education
- Language Education Framework
- Language education in australia
- Multilingualism
- Primary Education
- Primary Language Education
- Ruth Fielding
- Transformative Pedagogies
- Transformative pedagogy education
Authors and Affiliations
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Faculty of Arts & Design, University of Canberra, Canberra, Australia
Ruth Fielding
About the author
Ruth has been involved with languages education through the national and State language teacher associations. She co-convened the AFMLTA's 17th Conference in Sydney in 2009. She served as Secretary of the national language teacher association – AFMLTA from 2012 -2013 and is an executive committee member of the State language teacher association - MLTA NSW. Ruth teaches and researches in the areas of primary and secondary languages education, language teacher education, bilingualism and bilingual identity.
Bibliographic Information
Book Title: Multilingualism in the Australian Suburbs
Book Subtitle: A framework for exploring bilingual identity
Authors: Ruth Fielding
DOI: https://doi.org/10.1007/978-981-287-453-5
Publisher: Springer Singapore
eBook Packages: Humanities, Social Sciences and Law, Education (R0)
Copyright Information: Springer Science+Business Media Singapore 2015
Hardcover ISBN: 978-981-287-452-8Published: 08 May 2015
Softcover ISBN: 978-981-10-1212-9Published: 23 October 2016
eBook ISBN: 978-981-287-453-5Published: 25 April 2015
Edition Number: 1
Number of Pages: XV, 230
Number of Illustrations: 14 b/w illustrations, 11 illustrations in colour
Topics: Language Education, Literacy, Early Childhood Education