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Language learning for language minority students in a globalized world
Edited by Mark Feng Teng and Fan Fang
[Australian Review of Applied Linguistics 46:2] 2023
► pp. 140–163

A transnational multilingual language learning journey

Examining language investment and the intersectionality of multiple identities

ORCID logo | Michigan State University
| Michigan State University
This study presents the case of a multilingual refugee (Maji) of Kirundi, Swahili, French, and English, from Burundi living in the U.S., and examines the language ideologies and identities embedded in his transnational narratives. We analyze our focal participant’s multi-layered transnational experiences using Darvin and Norton’s (2015) model of investment that foregrounds the intersection of ideology, capital, and identity. Specifically, we center on dominant ideologies in Maji’s discourse and how he negotiated his ethnic, social class, and gendered identities. Our findings revealed that Maji, who adhered to discourses that promoted the English superiority, the prestige of dialectal forms of Swahili, Spanish, and English, and English as a global commodity displayed his awareness of language hierarchies and dominance. Yet, Maji, who drew on French for meaning-making, displayed contradictory ideas by framing French as a useless language in the U.S. as compared to English. Our study sheds light on the complexity of multilinguals’ identity construction and discusses pedagogical implications on how to support language minority students’ multilingualism.
Keywords: transnational, multilingual, identity, investment, refugee
Article outline
  • 1.Introduction
  • 2.Language investment
  • 3.Language investment: Ideology, identity, and intersectionality in language learning
  • 4.The current study
  • 5.Methodology
    • 5.1Participant
    • 5.2Data collection and analysis
    • 5.3Researcher positionality
  • 6.Findings
    • 6.1Superiority of English
    • 6.2French: To be or not to be useless?
    • 6.3Maji’s identity at the intersection of ethnicity, social class, and gender
      • 6.3.1Ethnicity
      • 6.3.2Social class
      • 6.3.3Gender
  • 7.Discussion
  • Acknowledgements
  • References
Published online: 2 June 2023
DOI logo
https://doi.org/10.1075/aral.22043.mas
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Cited by (2)

Cited by two other publications

Liddicoat, Anthony J.
2023. Reflections on language learning and social practice for language minority students. Australian Review of Applied Linguistics 46:2 ► pp. 279 ff. DOI logo
Teng, Mark Feng & Fan Fang
2023. Language learning for language minority students in a globalized world. Australian Review of Applied Linguistics 46:2 ► pp. 131 ff. DOI logo

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