'To Be Multilingual Means …': Exploring a Participatory Approach to Multilingual Identity with Schoolchildren

Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals

Y

21

Multilingualism; Second Language Learning; Foreign Countries; Participatory Research; Secondary School Students; Teaching Methods; Visual Aids; Visualization; Self Concept; Data Interpretation

10.1080/14790718.2022.2082441

1479-0718
1747-7530

This article presents an innovative way to engage schoolchildren in discussions on multilingualism and multilingual identity using research data they helped generate. Adopting an exploratory, participatory approach to research, our study uses digital data visualisations in interactive sessions aimed at engaging lower secondary students in identity formation and negotiation. The paper starts with a contextualisation of multilingualism and language learning in Norwegian education and the contributions of our study to relevant research in the field. Next, we discuss the epistemological and pedagogical implications of our participatory approach and its integration within the general mixed methods framework of the Ungspråk project, a three-year study that investigates different aspects of multilingualism in Norwegian lower secondary schools. The paper then focuses on the development of the main pedagogical tools used in the interactive sessions: digital visualisations based on data from an online questionnaire previously answered by participants. Particular attention is paid to the design of the visuals in promoting students' engagement with the data and autonomy in interpreting research findings. The paper concludes with a discussion of the main findings from interactive sessions in which participants engaged in reflections on multilingualism and multilingual identity via interaction with the visuals, researchers and their peers.

As Provided

2024

EJ1420036