Multilingual Construction of Identity : German-Turkish Adolescents at School.

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.

Description based on publisher supplied metadata and other sources.

Electronic reproduction. Ann Arbor, Michigan : ProQuest Ebook Central, 2024. Available via World Wide Web. Access may be limited to ProQuest Ebook Central affiliated libraries.