“Siempre ha estado atrapado en mi interior pero ahora ha salido”: exploraciones de las identidades lingüísticas de los niños a través de actividades creativas

MONOGRÁFICO Le ine, R. Re is a Fuen es, 15, Junio, 2014, pp. 93-112 93 I.S.S.N.: 1575-7072 e-I.S.S.N.: 2172-7775 D.O.I.: h p://dx.doi.o g/10.12795/ e is a uen es.2014.i15.05 “SIEMPRE HA ESTADO ATRAPADO EN MI INTERIOR PERO AHORA HA SALIDO”: EXPLORACIONES DE LAS IDENTIDADES LINGÜÍSTICAS DE LOS NIÑOS A TRAVÉS DE ACTIVIDADES CREATIVAS. ‘IT'S ALWAYS BEEN STUCK INSIDE ME BUT NOW IT'S COME OUT’: CHILDREN’S EXPLORATIONS OF THEIR LANGUAGE IDENTITIES THROUGH CREATIVE ACTIVITIES Ru h Le ine Lec u e in Educa ion Li e pool Hope Uni e si y Fecha de ecepción: 12 de junio de 2013 Fecha de acep ación: 29 de junio de 2014 Fecha de publicación: 30 de junio de 2014 RESUMEN ¿Qué signi ica pa a los niños se usua ios de di e en es lenguas? Una se ie de ac i idades e lexi as y c ea i as se han desa ollado en un es udio doc o al ecien e sob e las iden idades lingüís icas de los niños, pa a ayuda les a explo a y a icula sus iden idades como hablan es de dis in as lenguas. Los análisis de au o- ep esen aciones explíci as de los niños en es as ac i idades es ablecie on que los indi iduos cons uyen, ep esen an y negocian las iden idades lingüís icas que pueden se múl iples, cambian es y a eces es a en ensión o con adicción. Po o a pa e, las ac i idades u ilizadas pa a la ecolección de da os p opo cionan un espacio en el que los niños explo an el uso de las lenguas den o de sus di e en es comunidades y así ap enden a negocia sus múl iples y cambian es iden idades lingüís icas con mayo comp ensión y con ianza. Palab as cla e: Lenguaje; Iden idad; Plu ilingüismo; Bilingüismo; Me odología de In es igación; Ac i idades de clase. ABSTRACT Wha does i mean o child en o be use s o di e en languages? A se ies o e lec i e and c ea i e ac i i ies we e de eloped in a ecen doc o al s udy o child en’s language iden i ies, o suppo child en o explo e and a icula e hei iden i ies as use s o di e en languages. Analysis o he child en’s explici sel - ep esen a ions in hese ac i i ies es ablished ha indi iduals cons uc , ep esen and nego ia e language iden i ies which may be mul iple, shi ing and some imes in ension o con adic ion. Fu he mo e, he ac i i ies used o da a collec ion p o ide a na iga ional space in which child en explo e hei use o languages wi hin hei di e en communi ies and so lea n o nego ia e hei mul iple and shi ing language iden i ies wi h g ea e unde s anding and con idence. Key wo ds: Language; Iden i y; Plu ilingualism; Bilingualism; Resea ch Me hodology; Class oom ac i i ies. “Siemp e ha es ado a apado en mi in e io pe o aho a ha salido”: explo aciones de las iden idades lingüís icas de los niños a a és de ac i idades c ea i as. 94 Re is a Fuen es, 15, Junio, 2014, pp. 93-112 I.S.S.N.: 1575-7072 e-I.S.S.N.: 2172-7775 D.O.I.: h p://dx.doi.o g/10.12795/ e is a uen es.2014.i15.05 1. OBJECTIVES In he ea ly 21s cen u y, a ime o apid social change and inc easing cul u al di e si y in much o Eu ope, ques ions o social iden i y a e a he o e in schools as in he wide socie y. The inc easing he e ogenei y o many communi ies in Eu ope is e lec ed in he g owing numbe o languages spoken wi hin hese communi ies. In England mo e han 196 languages a e now spoken ou side London (e.g. Vidal Rodei o, 2009). Schools in England e lec and a e pa o hese social changes, and he inc easing di e si y is appa en in he inc easing numbe o languages spoken by membe s o school communi ies. This has implica ions o he ways child en unde s and and ep esen hemsel es and hei place in school, in hei local communi y and in he wo ld. In ligh o he close ela ionship be ween indi iduals' language(s), iden i ies and lea ning, a ecen doc o al s udy (Le ine, 2013) examined he ways a small sample o p ima y school child en iden i ied hemsel es as use s o hei di e en languages in linguis ically di e se classes. In his pape , he e m 'language iden i y' e e s o he claimed and/o asc ibed ela ionships be ween indi iduals and hei language(s). This d aws on Block's (2006: 35) de ini ion o language iden i y as ' he assumed and/o a ibu ed ela ionship be ween onesel and a means o communica ion which migh be known as a language (e.g. English), a dialec (e.g. Geo die) o a sociolec (e.g. oo ball- speak)'. This de ini ion, howe e , keeps he ocus on languages a he han language a ie ies, and lea es open he possibili y ha indi iduals may iden i y hemsel es as plu i- o mul ilinguals in addi ion o use s o pa icula languages. The o e a ching aim o he esea ch was de elop a de ailed unde s anding o he ways nine child en in wo linguis ically di e se p ima y schools in he UK explici ly iden i ied hemsel es as use s o hei di e en languages and how hey ep esen ed and nego ia ed hei language iden i ies in in e ac ions in he o eign language class oom. The indings we e d awn oge he in a p elimina y model o child en’s language iden i y (Le ine, 2013). The objec i e o an ea ly analysis in he la ge s udy was o es ablish whe he child en’s explici ep esen a ions o hei language iden i ies could be meaning ully esea ched om a pos s uc u alis pe spec i e. This is he ocus o his pape . As pos s uc u alis hinking alues agmen a ion, luidi y, con adic ion and con ex , i is i ing ha he e should be no ixed, consis en and uni a y pos s uc u alis concep ualisa ion o iden i y (Block, 2007b). Pos s uc u alis esea ch in o iden i y a ies in he deg ee o emphasis on he ways indi iduals' iden i ies a e shaped by hei biog aphies, and MONOGRÁFICO Le ine, R. Re is a Fuen es, 15, Junio, 2014, pp. 93-112 95 I.S.S.N.: 1575-7072 e-I.S.S.N.: 2172-7775 D.O.I.: h p://dx.doi.o g/10.12795/ e is a uen es.2014.i15.05 deeply si ua ed in hei social, cul u al and his o ical con ex s; on he ways indi iduals posi ion hemsel es and a e posi ioned by o he s in social in e ac ions and in ela ion o pas and p esen expe iences and o hopes, expec a ions and ea s o he u u e. Recognising ha social s uc u es, o en ela ing o demog aphic ca ego ies such as age, gende , e hnici y and ace, cons ain he ways indi iduals iden i y hemsel es, some pos s uc u alis esea ch ocuses on unequal powe ela ions while o he s udies examine indi iduals’ demons a ions o agency in ongoing, sel -conscious ac s o sel -iden i ica ion (e.g. Block, 2007a and b; No on and Toohey, 2011). Howe e , Weedon's ounda ional w i ing (1987) none heless es ablished ce ain b oad p inciples: pos s uc u alis s concep ualise iden i y no as he essen ial, s able co e o he sel bu as 1) mul iple; 2) shi ing o e his o ical ime and social space; and 3) a si e o s uggle as indi iduals w es le wi h ensions and con adic ions. This s udy akes hese h ee undamen al p inciples as i s de ini ion o a pos s uc u alis app oach o iden i y. The e has been ex ensi e pos s uc u alis esea ch in e es in he subjec posi ions ha indi iduals ake up in ela ion o he well- ecognised iden i y ca ego ies o gende , social class, ace, e hnici y and na ional iden i y, and sexual o ien a ion. Language iden i y is much less well known as a social iden i y, and he e is a dea h o s udies in o language iden i y. I was an icipa ed ha aking a pos s uc u alis pe spec i e on child en’s language iden i ies would p o ide he da a needed o build a de ailed unde s anding o he child en’s language iden i ies. A he beginning o he s udy, hough, i was no clea whe he p ima y school child en would iden i y hemsel es in ela ion o hei languages in mul iple and shi ing ways, o whe he hei languages iden i ies would be a si e o s uggle. This pape epo s on ea ly indings in he s udy ha demons a e ha child en’s explici ep esen a ions o hei language iden i ies can be meaning ully esea ched om a pos s uc u alis pe spec i e. 2. METHODOLOGY The objec i e o es ablishing whe he child en’s explici ep esen a ions language iden i ies could be meaning ully esea ched om a pos s uc u alis pe spec i e had implica ions o he esea ch me hodology: a he han looking o unco e he child en's ' eal' language iden i ies, he s udy se ou o explo e how he child en ep esen ed and nego ia ed hei subjec posi ions as use s o languages, whe he hese sel - ep esen a ions shi ed o e ime and social space, and whe he child en exp essed ensions o con adic ions in ela ion o hei languages. “Siemp e ha es ado a apado en mi in e io pe o aho a ha salido”: explo aciones de las iden idades lingüís icas de los niños a a és de ac i idades c ea i as. 96 Re is a Fuen es, 15, Junio, 2014, pp. 93-112 I.S.S.N.: 1575-7072 e-I.S.S.N.: 2172-7775 D.O.I.: h p://dx.doi.o g/10.12795/ e is a uen es.2014.i15.05 Es ablishing whe he child en's explici ep esen a ions o hei language iden i ies can be meaning ully esea ched om a pos s uc u alis pe spec i e equi ed a nuanced, quali a i e app oach because i was an icipa ed ha he in e es o he s udy may lie in he complex in e play be ween he child en’s language iden i ies as hey hold mul iple iden i ies oge he and some imes in ension, and as di e en dimensions o hei iden i ies a e some imes salien and o eg ounded and some imes hidden o e en denied. To 'a e age ou ' he di e ences (Do nyei, 2007) h ough quan i a i e enqui y would ha e masked he e y di e en ways he child en pe cei ed and posi ioned hemsel es in ela ion o each o hei languages, and in o he ways hei language iden i ies shi ed ac oss ime and social space. The esea ch was designed as a mul iple case s udy (S ake, 1995) o suppo an in-dep h examina ion o he ways he child en iden i ied hemsel es as use s o di e en languages o e he cou se o he school yea . In line wi h Van Lie (2005) and Do nyei (2007), who asse ha case s udies can p o ide unpa alleled insigh in o shi s o e ime in complex phenomena, he con inui ies and con adic ions, changes and de elopmen s in he ways he child en iden i ied hemsel es a di e en poin s in he school yea we e o compelling in e es in his s udy. Pa icipan s we e selec ed o 'po en ial o lea ning' (S ake, 1998) no ep esen a i eness. Nine child en (aged en and ele en yea s) we e selec ed om wo p ima y schools in a ci y in Sou h Eas England. The child en came wi h a wide ange o home language p o iles: hey spoke di e en languages; hey had been esiden in he UK o di e en leng hs o ime; h ee o he child en used ai h languages. The ele an de ails abou he child en’s languages a e summa ised in he able below: Child’s name Languages spoken in he home Whe e li ed O he languages used Languages lea n in lessons Ambe English ( a he ’s i s language) Ge man (mo he ’s i s language) UK F ench in school Used o lea n I alian in ex acu icula club Ha unobu Japanese In Japan aged 0-5; li ed in UK since English F ench in school Ka ya Russian UK English Russian in weekly Russian school F ench in school MONOGRÁFICO Le ine, R. Re is a Fuen es, 15, Junio, 2014, pp. 93-112 97 I.S.S.N.: 1575-7072 e-I.S.S.N.: 2172-7775 D.O.I.: h p://dx.doi.o g/10.12795/ e is a uen es.2014.i15.05 Child’s name Languages spoken in he home Whe e li ed O he languages used Languages lea n in lessons Lizzie English UK Ped o English Ge man ( a he ’s i s language) Spanish (mo he ’s i s language) UK F ench in school Used o lea n Spanish in ex acu icula club Anu adha English U du In Pakis an aged 0-5 and 7-8; in UK aged 5-7 and 8-11 F ench in school Lea ning a li le I alian om a he who li es in Rome Fadhiya Bangla English UK Sign Language wi h uncle who is dea and A abic in eligious p ac ices A abic lessons a mosque h ee imes a week Bangla lessons a mosque once a week F ench in school Sign Language in ex acu icula lessons Used o lea n I alian in school Ma k English UK F ench in school La in in ex acu icula club Used o lea n I alian in school Zax English ( a he ’s i s language) Polish (mo he ’s i s language) Bo n in UK bu li ed in Poland un il aged 9 hen mo ed o UK Heb ew in eligious p ac ices Heb ew lessons in p epa a ion o ba mi z ah P i a e lessons in Ge man F ench in school The names gi en a e pseudonyms chosen by he child en om he same language as hei eal names. The p ima y schools we e also selec ed o linguis ic di e si y o he pupils: in each school 35-40% o he pupils spoke languages in addi ion “Siemp e ha es ado a apado en mi in e io pe o aho a ha salido”: explo aciones de las iden idades lingüís icas de los niños a a és de ac i idades c ea i as. 98 Re is a Fuen es, 15, Junio, 2014, pp. 93-112 I.S.S.N.: 1575-7072 e-I.S.S.N.: 2172-7775 D.O.I.: h p://dx.doi.o g/10.12795/ e is a uen es.2014.i15.05 o English, and a leas 10 languages we e spoken by pupils in each o he ou classes in he sample. Bo h schools augh a o eign language om Yea 3 (when he pupils a e se en yea s old). A 'mosaic app oach' (Cla k and Moss, 2001) was aken o ga he ing da a o he wide doc o al s udy. Se e al da a collec ion ools we e used o build up a ounded pic u e o he ways he child en iden i ied hemsel es as use s o languages explici ly and implici ly: e lec i e and c ea i e ac i i ies wi h he child en; in e iews wi h hei eache s; obse a ions o he child en in o eign language lessons; and eco dings o he child en in in e en ion lessons. This pape ocuses on he se ies o e lec i e and imagina i e ac i i ies which suppo ed he child en o explo e and a icula e hei language iden i ies. These ac i i ies we e de eloped o elici om he child en explici ep esen a ions o hemsel es as use s o languages. 3. DATA COLLECTION Elici ing explici ep esen a ions o hei language iden i ies om he child en p esen ed a numbe o challenges. The child en pa icipa ing in he esea ch we e en and ele en yea -olds and may well ne e ha e gi en any hough o hei language iden i ies p io o he s udy. Ques ioning hem di ec ly was unlikely o yield ich and de ailed da a. Fu he mo e, in his g ounded s udy i was impo an ha he ac i i ies should be non-di ec i e, engaging he child en's sel - unde s andings and no in oducing p e-exis ing concep s om he li e a u e. The child en's explici sel - ep esen a ions we e elici ed h ough a ange o ac i i ies which encou aged he child en o explo e and a icula e wha being a speake o di e en languages mean o hem. A i s he ac i i ies we e s aigh o wa d and ela i ely conc e e so ha he child en could alk abou hei languages wi h con idence; mo e abs ac and open-ended ac i i ies we e used owa ds he end o he yea . The ac i i ies a e desc ibed below wi h quo a ions om he child en as hey we e engaged in he ac i i ies illus a ing how he ac i i ies enabled he child en o explo e and oice hei iden i ies as use s o languages. MONOGRÁFICO Le ine, R. Re is a Fuen es, 15, Junio, 2014, pp. 93-112 99 I.S.S.N.: 1575-7072 e-I.S.S.N.: 2172-7775 D.O.I.: h p://dx.doi.o g/10.12795/ e is a uen es.2014.i15.05 Ac i i y 1. Languages mind-maps. The i s ac i i y was a mind-map o he child en's languages. The child en indica ed he languages hey used, whe e hey used hem and wi h whom, and also no ed i hey knew a ew wo ds o o he languages in a box in a co ne o he page. The child en hen explained hei mind-maps o he esea che . In doing so, hey spoke abou hei language biog aphies, he languages spoken in he home, he ai h con ex s in which ce ain languages we e used, and whe e and when he child en had s a ed lea ning hei di e en languages. The example below p esen s Anu adha's mind-map o he languages and he explana ion: Pic u e 1. Example languages mind-map Ac i i y 2. Languages lags In he second ac i i y, he child en d ew lags o ep esen hei languages and hen o explain hei lags o he esea che . They we e p omp ed wi h ques ions, o example abou he size o he blocks ep esen ing hei di e en languages and he posi ions o he languages on he lag. The example below p esen s Ha unobu's lag and his explana ion: 'My i s language ha was U du. I used o be e y good a U du bu […]. now ha I' e been li ing he e o a long ime I know less U du. […] I speak U du when I'm a home [in Pakis an] alking wi h my amily cos all my amily keeps on nagging a me o speak e en mo e.' 'I' e been li ing in England o abou h ee yea s and I mos ly speak English because a lo o people speak English he e.' 'Hindi is ano he e sion o U du so basically a lo o wo ds in U du a e simila o Hindi so basically I can speak Hindi.' '[I speak F ench] in school and wi h my dad as well. Since my dad had his Mas e s deg ee in F ench, he augh me a bi .’ ‘I only lea n [Sign Language] like las week. I jus don' know ha much. I can only do om A o Z and I can say a ew wo ds.' XXXXXXXXX “Siemp e ha es ado a apado en mi in e io pe o aho a ha salido”: explo aciones de las iden idades lingüís icas de los niños a a és de ac i idades c ea i as. 100 Re is a Fuen es, 15, Junio, 2014, pp. 93-112 I.S.S.N.: 1575-7072 e-I.S.S.N.: 2172-7775 D.O.I.: h p://dx.doi.o g/10.12795/ e is a uen es.2014.i15.05 Pic u e 2: Example languages lag ‘I'm eally p oud abou my Japanese. […] My pa en s and s u a e Japanese and so his is mos o [ he lag], bu I ha e been in England o mos o my li e so ha was he second la ges and F ench I' e done jus a bi so i 's qui e small. [...] I'm Japanese and I li e in England and I speak England mos o he ime and F ench I jus lea n i . So i goes in ha way.' Ac i i y 3. 'Jelly baby ee'. The child en we e gi en pic u es o a 'jelly baby ee' (see below) and asked o iden i y igu es o ep esen hemsel es as use s o each o hei languages and o explain hei choices. The child en we e encou aged o look a he di e en igu es on he ee and o no e hei posi ions and moods and ha some we e on hei own while o he s wi h in pai s o g oups, be o e being asked o iden i y hemsel es as use s o languages wi h pa icula igu es. Pic u e 3 indica es he igu es Fadhiya selec ed o ep esen he sel as a use o he di e en languages. I should be no ed ha she s opped lea ning I alian wo yea s be o e aking pa in his ac i i y. Pic u e 3. Example 'jelly baby ee'. 'I speak [F ench] some imes wi h my iends, wi h my pa ne s in F ench.' 'Kids ha a e Muslim he e ha e o lea n a he mosque like we ha e o come o school. [...] I don' eally speak i wi h anyone cos A abic's no a language I speak wi h amily cos i 's like, I lea n […] o ead i .' 'I hink maybe he one a he op. […] I don' eally speak [I alian] wi h anyone.' 'I speak [Bangla] wi h my amily. […] I eel good when I speak i and his one looks happy.' '[I'm one o ] he ones ha a e playing cos I speak [English] wi h my iends and I play wi h hem and when I play I speak English and s u .' ‘I hink maybe he one a he op. […] I don’ eally speak [I alian] wi h anyone.’ [I’m one o ] he ones ha a e playing cos I speak English wi h my iends and I play wi h hem and when I play I speak English and s u .’ MONOGRÁFICO Le ine, R. Re is a Fuen es, 15, Junio, 2014, pp. 93-112 101 I.S.S.N.: 1575-7072 e-I.S.S.N.: 2172-7775 D.O.I.: h p://dx.doi.o g/10.12795/ e is a uen es.2014.i15.05 Ac i i y 4: D awing ees This nex ac i i y p o ided a means o asking p obing ques ions abou hei pe cep ions o hemsel es as use s o di e en languages whils s ill aking ca e no o in oduce p e-unde s andings. I was adap ed om a echnique Oaklande (1978) de eloped in a he apeu ic con ex . Oaklande encou aged child en wi h social and beha iou al p oblems o d aw hemsel es as ose-bushes and o explain hei pic u es aloud. Adap ing his, he child en we e in i ed o imagine ha hey we e a di e en ee when hey spoke each o hei languages and we e asked he ollowing ques ions: 'Wha so o ee a e you? How old a e you? Wha a e you lea es like? How old is he ee? How deep do you oo s go? Do you ge all he wa e and sunligh you need? Whe e a e you? Is he e a ence a ound you o an open place? Wha 's he wea he like? A e he e o he ees a ound? Wha 's going o happen o his ee in he u u e?' The child en hen d ew he imagined ees in u n. They explained hei pic u es ei he while hey we e ske ching o a e wa ds. The use o me apho in his way enabled sea ching ques ions o be posed whils always wo king wi h child en's sel -unde s andings as he child en in e p e ed he me apho s in ways hey conside ed meaning ul. 'I 's go p e y deep oo s because, well, I eel I' e had lo s o oppo uni ies o ge be e a English. […] I 's a p e y big ee because I eel like I' e done p e y well a lea ning English. […] And he e's lo s o b anches because I' e b anched ou o hink o new hings. […] Bu I don' hink i 's ully g own ye because I' e s ill go a lo o li e o lea n abou new hings.' 'I 's a heal hy ee because I do F ench lessons e e y week and ha helps. I 's no he bigges ee, bu as we' e only been doing F ench o wo yea s, i 's g own quickly o he size i is now. I s b anches a e sp eading bu hey ha en' sp ead e e ywhe e ye because I ha en' lea n e e y hing. The e's s ill a lo mo e o go. I like being his ee because I'm like sa is ied wi h wha I' e done. I 's in a pa k because in he class e e yone else is lea ning F ench as well, so he e a e lo s o people, lo s o ees he e.' xxxxxxx xxxxxx “Siemp e ha es ado a apado en mi in e io pe o aho a ha salido”: explo aciones de las iden idades lingüís icas de los niños a a és de ac i idades c ea i as. 108 Re is a Fuen es, 15, Junio, 2014, pp. 93-112 I.S.S.N.: 1575-7072 e-I.S.S.N.: 2172-7775 D.O.I.: h p://dx.doi.o g/10.12795/ e is a uen es.2014.i15.05 be ween he child en and he esea che . Also, shi s in he child en's sel - ep esen a ions some imes e lec ed a deepe engagemen wi h pa icula dimensions o hemsel es h ough he ac i i ies. This will be discussed in he inal pa o his pape . 7. DISCUSSION: THE VALUE OF THESE ACTIVITIES IN THE CLASSROOM Imagina i e and e lec i e ac i i ies such as hose used o da a collec ion in his s udy can p o ide a 'na iga ional space' (Moje e al., 2004) in which child en explo e hei use o languages wi hin hei di e en communi ies and so lea n o nego ia e hei mul iple and shi ing language iden i ies wi h g ea e unde s anding and con idence. This is he ocus o his inal sec ion o he pape , which e lec s on he child en's commen s abou hei expe iences o aking pa in he ac i i ies used o da a collec ion in his s udy, and on he shi s in he child en's ep esen a ions o hei language iden i ies in he cou se o hese ac i i ies. Th ough he ac i i ies de ailed in his pape , child en who may ne e ha e gi en any hough o hei language iden i ies we e suppo ed o explo e and a icula e wha being a use o di e en languages mean o hem. I should be emphasised ha he ac i i ies we e designed as a da a collec ion ool o elici he child en's explici sel - ep esen a ions, no o help he child en. Whils ca e had been aken o conduc he da a collec ion in a sensi i e and e hical way, i was a pleasan su p ise when, du ing he deb ie a he end o he yea , each o he child en independen ly commen ed ha he ac i i ies had helped hem o unde s and hemsel es and hei languages in new ways. The child en all commen ed ha hey a ely alked abou hei languages wi h o he people and ha hey ound i help ul o do so h ough he ac i i ies. Ka ya desc ibed he expe ience o he ac i i ies in e ms o ‘opening up’ a dimension o he li e which she usually kep unexp essed: ‘You can ell someone abou i and you can ac ually jus hink abou i you sel o a while cos i 's always been s uck inside me bu now i 's kind come ou and I ha e a chance o hink abou i . […]Jus kind o ha ing a ask like [ he poem] o do abou eelings o my languages [helped me] because […] i opened up eelings.’ Ped o and Anu adha commen ed ha hey came o a be e unde s anding o hemsel es and hei languages be e because he MONOGRÁFICO Le ine, R. Re is a Fuen es, 15, Junio, 2014, pp. 93-112 109 I.S.S.N.: 1575-7072 e-I.S.S.N.: 2172-7775 D.O.I.: h p://dx.doi.o g/10.12795/ e is a uen es.2014.i15.05 ac i i ies equi ed hem o hink abou hei languages and pu his in o wo ds. Ped o explained ha he ac i i ies had helped him unde s and himsel be e 'because in each mee ing [he needed] o hink abou wha o say and how [he could] exp ess [his] eelings abou he languages.' Anu adha exp essed he new con idence in alking abou he language iden i ies: 'E e y hing we' e done ac ually helped me lea n abou my own languages cos be o e I me you I didn' eally know abou mysel and my languages. […] Now I eel a bi mo e con iden when we alk abou languages. Be o e I didn' eally know wha o say bu now ha we' e alked abou i a lo I know wha o say.' The child en alued he oppo uni y o hink and alk abou hemsel es and hei languages, and came o unde s and hemsel es h ough he ac i i ies. Some child en iden i ied speci ic ways in which he ac i i ies had helped hem wi h hei language iden i ies, commen ing on new unde s andings ela ing o hei con idence in di e en languages, and o he social a ilia ions associa ed wi h hei languages. Ped o commen ed ha d awing ees o ep esen himsel as a use o di e en languages helped him o make sense o how his p o iciency in di e en languages had changed o e ime. Ka ya no ed ha ce ain ac i i ies had helped he o ake a u u e pe spec i e on hei languages. She ema ked ha w i ing a poem using colou s o s imula e hough abou he languages encou aged he o conside 'wha [she needed] o do o make hem be e '. Anu adha and Ka ya spoke a some leng h abou how he ac i i ies had helped hem unde s and he ela ionship be ween hei languages and social a ilia ions. Anu adha explained ha she had come o unde s and how he di e en languages enabled he o eel a home in a numbe o di e en coun ies: 'I ealised how impo an i is ha I ha e so many languages so i I a el o a pa o he wo ld I won' eel like an ou side .' Ka ya desc ibed eeling mo e a ease ha ing hough abou he signi icance o being speaking Russian and English and pa icipa ing in he wo cul u es she associa ed wi h hese languages: 'I makes me eel mo e com o able knowing how he languages change my li e cos Russian changes my li e qui e a lo . […] Jus alking English all he ime ou side my home bu Russian inside my home makes qui e a di e ence o me. […] I 's a di e en language, a di e en li e, eally. I 's jus so di e en . Di e en ood, di e en eac ions some imes.' “Siemp e ha es ado a apado en mi in e io pe o aho a ha salido”: explo aciones de las iden idades lingüís icas de los niños a a és de ac i idades c ea i as. 110 Re is a Fuen es, 15, Junio, 2014, pp. 93-112 I.S.S.N.: 1575-7072 e-I.S.S.N.: 2172-7775 D.O.I.: h p://dx.doi.o g/10.12795/ e is a uen es.2014.i15.05 Shi s in he child en's sel - ep esen a ions o e he yea o da a collec ion also indica e he po en ial bene i s o such ac i i ies. The ac i i ies suppo ed Ped o o a icula e he ensions he expe ienced in ela ion o his home languages, and h ough doing so, he was able o e lec on hese and come o new unde s andings: he ealised ha he would ha e oppo uni ies o imp o e his Ge man a seconda y school, and glimpsed he impo ance o Ge man o him in e ms o bo h amily his o y and u u e social oppo uni ies. Ped o mo ed om only exp essing us a ion wi h his slow p og ess wi h Ge man o en isaging spending ime in Ge many and in e ac ing meaning ully in he language. In a e y di e en way, he ac i i ies encou aged o he child en o conside how o eign languages migh ea u e in hei li es. O e he cou se o he yea , Ka ya began o a icula e a nascen ision o hemsel es as a use o F ench, he o eign language she was lea ning in school. She desc ibed being mo i a ed o lea n F ench so she could a el in Canada and oiced a de eloping aspi a ion o speak Spanish: 'I'd like o go o Spain o a while and y o make some iends ou he e [...] [Go o] uni e si y o some hing'. Anu adha, acing an imminen mo e o Rome, oiced inc easing con idence in he abili y o lea n I alian o e he yea . A he beginning, Anu adha desc ibed a sense o ailu e in ela ion o he a emp s o lea n I alian: 'I eel eally bad a i . [...] I jus can ne e emembe i .' By he summe , Anu adha ecognised ha li ing in Rome would gi e he oppo uni ies o lea n I alian, and exp essed con idence she would lea n i success ully as he a he had done: '[My dad lea n I alian] in I aly. […] I my dad can do i , why can' I?' While he s udy does no p o ide 'ha d e idence', i seems likely ha he child en's pa icipa ion in he ac i i ies played a ole in hei de eloping sel -unde s andings. The child en's commen s abou hei pa icipa ion in he ac i i ies and he shi s in he sel - ep esen a ions o some o he child en h ough he ac i i ies indica e ha ha imagina i e and e lec i e ac i i ies such as hose used o da a collec ion in his s udy p o ide a 'na iga ional space' (Moje e al., 2004) in which child en can make sense o hei p o iciency in and use o di e en languages wi hin he di e se social con ex s o hei li es. ACKNOWLEDGEMENTS I would like o hank he child en and eache s who pa icipa ed in he doc o al s udy behind his pape and Linda Fishe and Michael E ans (Facul y o Educa ion, Uni e si y o Camb idge) o hei insigh s and guidance as PhD supe iso and ad ise . MONOGRÁFICO Le ine, R. 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(1998) 'Case S udies.' In Denzin, N. and Lincoln, Y. S a egies o Quali a i e Inqui y. London: Sage. Vidal Rodei o, C. (2009) Some Issues on he Up ake o Mode n Fo eign Languages a GCSE: S a is ics Repo Se ies No. 10. Camb idge: Camb idge Assessmen . Weedon, C. (1987) Feminis P ac ice and Pos s uc u alis Theo y. Ox o d: Basil Blackwell. “Siemp e ha es ado a apado en mi in e io pe o aho a ha salido”: explo aciones de las iden idades lingüís icas de los niños a a és de ac i idades c ea i as. 112 Re is a Fuen es, 15, Junio, 2014, pp. 93-112 I.S.S.N.: 1575-7072 e-I.S.S.N.: 2172-7775 D.O.I.: h p://dx.doi.o g/10.12795/ e is a uen es.2014.i15.05 Sob e la au o a: Ru h Le ine le ine @hope.ac.uk Ha ing ecen ly comple ed PhD esea ch in o child en’s iden i ies as use s o di e en languages a he Uni e si y o Camb idge, Ru h has a keen in e es in child en wi h communi y and he i age languages. She is also commi ed o he b oade ield o language educa ion. A e eaching languages in schools in Camb idge, Conwy and Villach (Aus ia), she mo ed in o esea ch and eache educa ion. Following MEd s udy, she wo ked as a esea che on a go e nmen - unded s udy looking a language lea ning a Key S age 3. Alongside PhD s udy, Ru h de eloped a one mon h in e cul u al p og amme o language eache s and ainees in China and has deli e ed his in he UK and in China. She is cu en ly wo king in eache educa ion a Li e pool Hope Uni e si y whe e she con ibu es o p ima y and seconda y p og ammes Pa a ci a es e a ículo: Le ine, R. (2014). “Siemp e ha es ado a apado en mi in e io pe o aho a ha salido”: explo aciones de los niños de sus iden idades lingüís icas a a és de ac i idades c ea i as. Re is a Fuen es, 15, Junio, pp. 93-112. [Fecha de consul a: dd/mm/aaaa]. h p://www. e is a uen es.es/ D.O.I.: h p://dx.doi.o g/10.12795/ e is a uen es.2014.i15.05