Labeling Adolescents' Multilingualism: A Synthesis of Terms in the Field

• In Event: Transforming Linguistic and Cultural (Mis)Representations: Counterhegemonic Praxis and Principles for Research

Abstract

This critical content analysis investigates empirical studies about adolescent multilingualism in secondary literacy contexts using methods from research synthesis and critical discourse analysis. It identifies labels researchers use to characterize multilingual adolescents, ideologies informing these labels, and the geographic representation of research about multilingual adolescents. 184 studies were identified in a comprehensive database search. Findings show research examining multilingualism is overwhelmingly Anglocentric. We identified three main clusters of terms that represent multilingualism: those that imply a language separation ideology, a language mixing ideology, and those that can be deployed for either model of multilingualism. Labels have important implications for the decisions teachers, policymakers, and researchers make about curriculum and learning, as well as the identities that are available in schools.

Authors

• Thea Williamson, Salisbury University
  Presenting Author

• Honor McElroy, Salisbury University
  Presenting Author