Language and Identity: Multilingual Immigrant Learners in South Africa

Increased multilingualism and mobility have witnessed an increased focus on multilingual immigrant learners. This study aims to help educators understand experiences of immigrant students in South Africa that relate to language and identity by comparing such experiences across three different school...

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Bibliographic Details
Published in:Language matters (Pretoria, South Africa) South Africa), 2020-05, Vol.51 (2), p.106-128
Main Authors: Vandeyar, Saloshna, Catalano, Theresa
Format: Article
Language:English
Subjects:
Immigrant students
Immigrants
Indigenous peoples
Language
Language and identity
Linguistic identity
multilingual immigrant learners
Multilingualism
Negotiation
Noncitizens
Self concept
Social construction
Sociolinguistics
South Africa
Xenophobia
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Summary:Increased multilingualism and mobility have witnessed an increased focus on multilingual immigrant learners. This study aims to help educators understand experiences of immigrant students in South Africa that relate to language and identity by comparing such experiences across three different school settings: an urban school with a high (Black) immigrant and indigenous population, a former Indian school, and a former White school. Drawing on semi-structured interviews from a larger case study, this study makes visible the immigrant learner experience in multilingual settings in which xenophobic conditions arise. The findings reveal similarities as well as differences in individual identity construction and negotiation and its vital connection to language. Furthermore, they illustrate ways in which these learners must navigate xenophobic trends, exclusive language pedagogies, and language loss. The implications of this study point to a call for policy, practice, and research to take into account multilingual immigrant learners as well as a need to attend to the social construction of identities.
ISSN:1022-8195
1753-5395
DOI:10.1080/10228195.2020.1769713