Plurilingualism and Transnational Identities in a Francophone Minority Classroom
In francophone minority schools in British Columbia, Canada, significant numbers of students are plurilingual. In this paper, I explore their attempts to negotiate transnational identities in a grade six classroom. Plurilingual students may use different resources to negotiate subject positions, but I focus on how one student, Alexandra—an eleven-year-old plurilingual student who spoke French, English, and Polish—used her linguistic and cultural resources to negotiate subject positions as transnational. My analysis showed that Alexandra’s subject positions as transnational were not accepted or valorized as legitimate.