The "Noise, Resistance, and Message” in Arab Bilinguals'-Biliterates’ Trans-Identity Space Construction

• In Event: Sunday Roundtable 9:45 am
  In Roundtable Session: Centering on Family and Children's Perspectives in Bilingual Education Research (Table 42)

Abstract

This grounded theory study explores how bilingual-biliterate Arabs in high school, undergraduate, and graduate levels construct a trans-identity space and how it intersects with their identity reproduction. The study uses a theoretical sampling by interviewing 36 participants from the three groups. Three stages of coding guide the data collection and analysis procedures: open coding, axial coding, and selective coding. The results show that bilingual-biliterate Arabs establish a trans-identity and translanguaging space to reproduce their language identity through experienced conflict zones when acting bilingually. These conflict zones mediated multiple interconnected trajectories and forged a trans- identity space. The study calls for curriculum understanding of bilingual-biliterate epistemologically, theoretically, methodologically, and pedagogically. Future research should fathom theoretical underpinnings in other languages and cultural contexts.

Authors

• Maha Alhabbash, United Arab Emirates University

• Negmeldin Omer Alsheikh, United Arab Emirates University

• Najah Al Mohammedi, United Arab Emirates University

• Safa Al Othali, ADEK