Date of Publication
3-2024
Document Type
Dissertation
Degree Name
Doctor of Philosophy in Applied Linguistics
Subject Categories
Anthropological Linguistics and Sociolinguistics | Bilingual, Multilingual, and Multicultural Education
College
Br. Andrew Gonzalez FSC College of Education
Department/Unit
Dept of English and Applied Linguistics
Thesis Advisor
Raymund Victor M. Vitorio
Defense Panel Chair
Paolo Niño M. Valdez
Defense Panel Member
Aireen Barrios Arnuco
Priscilla Angela T. Cruz
Jonna Marie A. Lim
Rochelle Irene G. Lucas
Abstract/Summary
Recent scholarship about language and globalization focuses on linguistic practices, diverse sociocultural backgrounds, integration strategies, and modes of incorporation. This study wishes to contribute to the ongoing conversation about language and identity work by investigating the interplay between migration, language use, and identity work in a setting where globalization is evident and felt – international schools. More specifically, this study aims to investigate how foreign-born international school students categorized as Students of the New Global Elite (Vandrick, 2011) respond to the seemingly contradictory contextual factors and take advantage of the gaps in the system to maximize their linguistic potential and form aspects of their transnational identity.
Subscribing to the interpretive approach, this study employs digital linguistic ethnography to collect and analyze the interactions and self-reports of 18 Students of the New Global Elite. The holistic data set for this study includes thorough observation of these SONGEs’ interactions collected through fieldwork observation, responses from the ethnographic interviews, fieldnotes, and research diary entries. This dataset offers an account of the fine details of the participants’ interaction, their lived experiences and perspectives, momentary events, ethnographic information, and my reflections and feelings as a researcher related to the study. Since this study subscribes to the idea of a unitary linguistic repertoire that includes all the resources and features that a person can use to achieve interactional goals, the linguistic practices are analyzed using Li’s (2018) translanguaging. Furthermore, the participants’ identity work will be analyzed using the sociolinguistic view of identity proposed by Bucholtz & Hall, 2005 since the study assumes that identities are by-products of the linguistic resources we use during interactions.
This study confirms that the SONGEs’ linguistic repertoire is composed of all the linguistic, semiotic, sensory, and modal resources. These resources and features are maximized through creative and critical selection and use to fulfill communicative goals, and their identities are interactionally negotiated through the tactics of intersubjectivity. These students are also strategic in navigating through the tensions and contradictory contextual factors in their setting by subtly and deliberately using their translanguaging practices to exploit the gaps in the school’s language policy and its implementation to do more with their linguistic resources, construct their identities interactionally and present themselves successfully. These SONGEs purposefully manage, and at times reconcile, the overlapping and contrasting relational expectations during their conversations to demonstrate certain indexicalities and allow the emergence of the fluid aspects of their identities and perceived global membership as SONGEs. Lastly, these SONGEs also take advantage of fleeting and transitory opportunities to be truthful to their transnational identities and suggest the interrelatedness of globalization, migration, linguistic practices, and identity work.
Abstract Format
html
Language
English
Format
Electronic
Keywords
Sociolinguistics; Translanguaging (Linguistics); International schools
Recommended Citation
Naguit, D. C. (2024). Translanguaging and the identity work of international school students. Retrieved from https://animorepository.dlsu.edu.ph/etdd_deal/13
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Embargo Period
3-22-2024
