
Multilingual Construction of Identity
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Content
- Intro
- Abstract
- Acknowledgements
- Table of Contents
- Preface
- 1 Introduction to the Study
- 1.1 Introduction
- 1.2 Rationale for the Study and Research Questions
- 1.3 A Demographic Profile
- 1.3.1 Turkish Migration to Berlin
- 1.3.2 Turkish Community in Kreuzberg
- 1.3.3 Students with Immigrant Background in the Berlin School System: Population Facts
- 1.4 Plan of the Book
- 2 Situating the Study
- 2.1 Epistemological and Paradigmatic Considerations
- 2.2 Theoretical Framework
- 2.2.1 Wortham's perspective of identity
- 2.2.2 Bakhtinian notion of chronotopes
- 2.3 Linguistic Ethnographic Methodology
- 2.4 Establishing the Terminology: Identity Ascriptions
- 2.5 Situating Multilingualism and Multilingual Speakers
- 3 Review of Literature
- 3.1 Multilingualism and Identity in Contemporary Europe
- 3.2 Immigrant Youth Language Practices
- 3.3 Identity in Multilingual Classroom Research
- 4 Methodological Choices
- 4.1 Locating the Research Site
- 4.1.1 The Tracking System in German Secondary Education
- 4.1.3 Berlin Central High School (BCHS)
- 4.1.4 Turkish, German, and English Instruction at BCHS
- 4.1.5 The Physical Setting
- 4.2 Negotiating Access
- 4.2.1 Gaining Entry
- 4.2.2 Gaining Access
- 4.3 Participants
- 4.3.1 Deniz
- 4.3.2 Yelda
- 4.3.3 Mert
- 4.3.4 Simla
- 4.3.5 Ela
- 4.3.6 Other Actors
- 4.4 Generating the Ethnographic Data
- 4.4.1 Classroom Observations
- 4.4.2 Audio-Recordings of Classroom Interactions
- 4.4.3 Taking Fieldnotes
- 4.4.4 Interviews
- 4.5 Methods of Data Analysis and Interpretation
- 4.5.1 Choosing Analytical Tools
- 4.5.2 Transcribing the Interactional Data
- 4.6 Ethnographic Design Study Concerns
- 4.6.1 Strategies for Validating Findings
- 4.6.2 Ethical Considerations
- 5 Local Construction of Identity in the German Classroom
- 5.1 Introduction
- 5.2 Setting the Scene: 9th Grade German
- 5.3 Yelda and Deniz
- 5.3.1 "We can never in our lives speak like these"
- 5.3.2 Mocking Oneself
- 5.3.3 Lacking Participation: "Words are missing"
- 5.3.4 Multilingual Word Search
- 5.4 Mert
- 5.4.1 Super German - Normal German - High German
- 5.4.2 Flying Solo
- 5.4.3 Managing the Micropolitics of Group Work
- 5.5 Simla and Ela
- 5.5.1 Ela: ".because our mother tongue is not German"
- 5.5.2 Teacher as Peer
- 5.5.3 Intermediary in Group Work
- 5.5.4 Ela's Displeasure
- 5.6 Chapter Summary
- 6 Local Construction of Identity in the Turkish Classroom
- 6.1 Introduction
- 6.2 Setting the Scene: 9th and 10th Grade Turkish
- 6.3 Yelda
- 6.3.1 The Grammar Expert
- 6.3.2 Turkey-Turkish Colloquial as a Resource Kit
- 6.4 Simla
- 6.4.1 Turkish as a Matter of Challenging Self
- 6.4.2 Experimenting with Ottoman Turkish
- 6.5 Mert
- 6.5.1 Urban Turkey-Turkish Forms
- 6.5.2 Embracing Neoconservativism
- 6.6 Ela
- 6.6.1 Ela's Originality
- 6.6.2 Being Modern
- 6.7 Chapter Summary
- 7 Local Construction of Identity in the English Classroom
- 7.1 Introduction
- 7.2 Setting the Scene: 9th and 10th Grade English
- 7.3 Deniz
- 7.3.1 Enacting Criticality
- 7.3.2 Role-play as a Safe House
- 7.4 Yelda
- 7.4.1 Lost in Listening
- 7.4.2 Constructing Distance
- 7.5 Mert
- 7.5.1 Enacting Masculinity
- 7.5.2 Content with English
- 7.6 Simla
- 7.6.1 Making Reception Work
- 7.6.2 Teasing and Dueling in Group Work
- 7.7 Ela
- 7.7.1 Constructing Intolerance
- 7.7.2 Impatience in Group Work
- 7.8 Chapter Summary
- 8 Discussion and Conclusion
- 8.1 Multilingual Construction of Identity
- 8.2 Timescales and Chronotopes
- 8.3 Limitations to the Study
- 8.4 Directions for Future Research
- Appendix A
- Appendix B1
- Appendix B2
- Appendix B3
- Appendix C
- Appendix D
- Appendix E
- Appendix F
- References
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