Description

Reporting on a linguistic ethnographic study, Işıl Erduyan explores multilingual identity construction of high school students with Turkish descent enrolled in a downtown high school(Gymnasium) in Berlin. She focuses on naturally occurring classroom interactions across German, Turkish, and English classes and attends to the complex relationship between identities and multilingual repertoires through a scalar analytical perspective. Her findings demonstrate how multilingual students linguistic repertoires are bound by linguistic performances within and across multiple timescales. The study takes an innovative path by attending to the everyday linguistic practices of a group of multilingual immigrant students with the same national background through linguistic ethnographic lenses in the context of mainstream schooling in Europe, and by focusing on a much-understudied group, namely higher achieving students of immigrant descent enrolled in a German high school.

Multilingual Construction of Identity – German–Turkish Adolescents at School

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Paperback / softback by Isil Erduyan

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Reporting on a linguistic ethnographic study, Işıl Erduyan explores multilingual identity construction of high school students with Turkish descent enrolled... Read more

    Publisher: ibidem-Verlag, Jessica Haunschild u Christian Schon
    Publication Date: 08/12/2021
    ISBN13: 9783838212012, 978-3838212012
    ISBN10: 3838212010

    Number of Pages: 400

    Non Fiction , Dictionaries, Reference & Language

    Description

    Reporting on a linguistic ethnographic study, Işıl Erduyan explores multilingual identity construction of high school students with Turkish descent enrolled in a downtown high school(Gymnasium) in Berlin. She focuses on naturally occurring classroom interactions across German, Turkish, and English classes and attends to the complex relationship between identities and multilingual repertoires through a scalar analytical perspective. Her findings demonstrate how multilingual students linguistic repertoires are bound by linguistic performances within and across multiple timescales. The study takes an innovative path by attending to the everyday linguistic practices of a group of multilingual immigrant students with the same national background through linguistic ethnographic lenses in the context of mainstream schooling in Europe, and by focusing on a much-understudied group, namely higher achieving students of immigrant descent enrolled in a German high school.

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