Constructing identities in a linguistically diverse learning context

Abstract

This article explores the relationship between language, hegemony and identity in a desegregated school in suburban Johannesburg, South Africa. Drawing on post-structuralist theories of language learning and identity that evaluate cultural models of literacy, ideologies and institutional discourses, this article examines how multilingual learners’ identities are discursively constructed during specific classroom activities. I take the perspective that identity construction is inextricably interwoven with ideology. Disavowal of identities that are deemed institutionally less desirable and affirmation of valued identities are thus a function of hegemony and language policies, inasmuch as they are a marker of institutional boundaries and contextual applications of multilingualism. Furthermore, this article is concerned with how access to institutionally valued linguistic resources shapes learners’ identities and reifies practices beyond the learning context. Drawing on data collected using a qualitative ethnographic approach, I will argue that identities are continually negotiated and constantly being shifted moment by moment, depending on social and learning imperatives prioritised in a multilingual context. My analysis suggests that subject positions are influenced by how language/literacy resources are situated, thus regulating access to certain resources such as English proficiency. All told, contextual subject positions delimit the scope of nomination in relation to types of identity positions learners could claim.

Keywords:

• identity
• language ideologies
• cultural hegemony
• multilingual resources

Acknowledgement

Thanks to the reviewers and Christa van der Walt for their constructive feedback and comments on this article.

Notes

1. Catherine Wallace (2003) uses the term “literate English” to describe both spoken and written varieties of the language “most like formal written English such as we encounter in public, rather than private domains” (2003, 77); or “[encountered] in broadsheet newspapers, quality novels and non-fiction texts” (2002, 105).

2. Former “Model C” schools are those white government schools that converted to a semi-private form called Model C towards the end of apartheid, and changed their admission policies to allow learners from other racial groups to attend the schools.

3. Townships refer to those urban living areas (often underdeveloped) that were previously designated for black Africans, Indians and coloured people during the apartheid era. Townships were situated on the periphery of towns and cities.

4. The names of teachers and learners used in this article are pseudonyms.

5. The Quiz competition took place in the school hall during normal school hours. Each classroom was represented by learners that teachers had chosen. During this activity, the participants are seated at the front stage of the hall, in full view of the whole school, and are expected to respond to the questions asked. The questions are mainly based on general knowledge.

6. The teacher just placed her fingers on his forehead making crosses to symbolise a star shape.