Document Type

Article

Publication Date

1-8-2020

Publication Title

Journal of Early Childhood Research

Volume

18

Abstract

Informed by positioning theory as well as a nexus of multimembership, the year-long case study examined how a 7-year-old Korean American bilingual child, Meeso, constructed her ethnic identity across different educational contexts. Data were collected through observations of Meeso’s interactions with her monolingual and bilingual peers and teachers. Discourse analysis revealed that Meeso constructed fluid ethnic identity positionings depending upon how she desired to position herself and to be positioned by others. We also identified that the social context, language proficiency, and peer dynamics were related to the process. Based on the findings, we discuss the roles of context, language, and peer interaction for bilingual students’ ethnic identity development.

Issue

2

First Page

200

Last Page

213

DOI

10.1177/1476718X19898746

ISSN

1741-2927

Rights

Final version published at:

Cho, Hyonsuk, and X. Christine Wang. “Fluid Identity Play: A Case Study of a Bilingual Child’s Ethnic Identity Construction across Multiple Contexts.” Journal of Early Childhood Research, vol. 18, no. 2, pp. 200–13. Copyright © 2020 SAGE Journals, DOI:10.1177/1476718X19898746.

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