Abstract

Abstract:

In francophone minority schools in British Columbia, Canada, significant numbers of students are plurilingual. In this paper, I explore their attempts to negotiate transnational identities in a grade six classroom. Plurilingual students may use different resources to negotiate subject positions, but I focus on how one student, Alexandra—an eleven-year-old plurilingual student who spoke French, English, and Polish—used her linguistic and cultural resources to negotiate subject positions as transnational. My analysis showed that Alexandra's subject positions as transnational were not accepted or valorized as legitimate.

pdf

Additional Information

ISSN
1920-261X
Print ISSN
1920-2601
Pages
pp. 73-99
Launched on MUSE
2019-01-17
Open Access
No
Back To Top

This website uses cookies to ensure you get the best experience on our website. Without cookies your experience may not be seamless.