This article analyses the discursive construction of cultural identity in the interaction among children aged 11-13 who are engaged in learning Italian as a second language. Cultural identity is here conceived as a positioning mode within the interaction, highlighting its processual and relational nature.The Positioning Theory, used as a theoretical framework for this paper, allows to call into question a reified and essentialized idea of identity and culture, acknowledging the possibility of participants' active choice in constructing narratives about their sense of belonging and membership to a particular cultural group. Based on a fieldwork in a primary school and a first grade secondary school, this article observes the different ways through which children actively participate in complex processes of identity negotiation.
Beyond belonging. How migrant children actively construct their cultural identities in the interaction
AMADASI, SARA
2014
Abstract
This article analyses the discursive construction of cultural identity in the interaction among children aged 11-13 who are engaged in learning Italian as a second language. Cultural identity is here conceived as a positioning mode within the interaction, highlighting its processual and relational nature.The Positioning Theory, used as a theoretical framework for this paper, allows to call into question a reified and essentialized idea of identity and culture, acknowledging the possibility of participants' active choice in constructing narratives about their sense of belonging and membership to a particular cultural group. Based on a fieldwork in a primary school and a first grade secondary school, this article observes the different ways through which children actively participate in complex processes of identity negotiation.
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