Browsing by Subject "identity"
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(2018)My Bachelor's thesis examines the connection between language and identity in the life of a multilingual child aged up to six years. There is plenty of prior research related to learning a language as well as the link between language and identity. On the other hand, it has been difficult to find comprehensive information regarding how a mother tongue and a second language or multilingualism and identity impact each other. My assumption nonetheless was that a minority language child of a lower status gradually develops into a higher status child through her or his progression in second language skills. My thesis is a literature review and it is based on the theories of an everchanging nature of identity by Hall (2002) and Bauman (2001) as well as theories by Cummins (1986; 2000; 2001) based on which language development is a dynamic process, with simultaneous development of first and second languages. With respect to mother tongue, I have relied on the theories of Skutnabb-Kangas (1988) and the theories of Karmiloff and Karmiloff Smith (2002) related to mother tongue acquisition and development as an interactive process between an individual and his or her environment. As to the second language, I have relied on the theories of Baker (2000) and Krashen (2013). I have selected content analysis as the method of my research as it is suitable for carrying out a systematic theoretical review. I conducted my research by analyzing and summarizing information from several selected studies and by categorizing this information into three different groups, based on which I have drawn the conclusions of my research. The results show that a child's identity development is dependent on the child feeling respected in the kindergarten. If the child feels accepted the way he or she is regardless of his or her background, the impacts on his self-esteem and identity development are positive. The child feels belonging to the group and is involved. Prerequisite for this is that the child is able to read and write in both languages. In this case multilingualism benefits the child since it is linked with success. If the child does not have the sense of being respected in the kindergarten, it poses a risk to the development of both of his languages and identity. In such a case multilingualism causes harm to the child’s learning and success, which can lead to social exclusion.
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(2016)Former studies have shown that reading fiction has an effect on our opinions and actions and how we view ourselves and other people. Therefore, it is relevant to observe the identity formation of fictional characters also from an educational point of view. The data of this study is from the novel Harry Potter and the Sorcerer’s Stone - the first book in one of the favorite series of the 21st century youth. The objective of this thesis is to describe and analyze the identity trajectory of a Gryffindor boy Neville Longbottom. This study examines the focal interaction moments of Neville’s trajectory. The essential research data was narrowed down to 14 events, which formed a linked pathway. The novel was also read as a whole to examine the world of wizards created by J. K. Rowling and, hence, to understand the context. The interaction events were analyzed by employing the social identity theory by Wortham (2006) and a discourse analysis method (Wortham & Reyes, 2015) based on it. The focus of this research was to analyze the signs of identity that occurred in the characters’ speech and behavior in selected data. The events were observed both separately and as a continuous pathway. The systematic analysis divided Neville’s identity formation in four chronological phases: the definition of the premises and expectations, the growth into a ‘poor member of Gryffindor’, the growth of agency and the recognition of Neville as a Gryffindor. The essential types of identity signs – deictics, reported speech and evaluative signs – referred to in this study oc- curred in every phase of the trajectory. However, the way these signs were used defined the direction Neville’s identity developed towards. In the beginning of the trajectory Neville’s identity was presented as worthless and outside of the group and his own speech placed him in a passive position. Later on Neville used reported speech to build a positive Gryffindor identity. Furthermore, deictics and evaluative signs were used by other charac- ters to recognize him as a Gryffindor. Compassion and encouragement from peers were crucial factors in the change of direction of the trajectory.
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