Language identity for a new generation
DOI:
https://doi.org/10.33910/Keywords:
language identity, culture identity, bilingualism, multilingualism, plurilingualism, translanguagingAbstract
Introduction. This article highlights the necessity of reconceptualizing language identity as formed through language learning to address contemporary challenges including transformations in language education and shifts in the generational mindset. Th article aims to establish foundational criteria for this reconceptualization and proposes a working definition of a revised and revisited understanding of language identity.
Materials and Methods. The research is grounded in a comprehensive review of international and Russian scholarship on language identity. Through comparative analysis and conceptual synthesis, the study evaluates the most viable theoretical approaches to inform its proposed framework.
Results. The analysis confirms that while established insights into multilingual and plurilingual identity remain valid, their interpretation can be significantly extended and enriched through the lens of translanguaging theory applied to both personal and social dimensions of learning.
Conclusions. The article proposes the draft concept of ‘translanguaging identity’, characterized by several essential features derived from translanguaging theory and practice: (1) multicompetence, referring to the development of a linguistic repertoire integrated into a single competence; (2) creativity and criticality, which serve as crucial tools for addressing contemporary technological challenges including artificial intelligence and the effects of excessive content consumption on cognitive patterns (clip thinking); (3) a transition from monoglossic to heteroglossic ideology, enabling more positive perceptions of bilingualism/multilingualism and creating more constructive learning environments; (4) harmonious integration of learning identity with second language identity. These conceptual advancements offer valuable insights for reorganizing perspectives on language learning.
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