Plurilingualism and Transnational Identities in a Francophone Minority Classroom

  • Geneviève Brisson
Keywords: identities, francophone minority in Canada, transnationalism


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.


DOI: 10.1353/jeu.2018.0018

Author Biography

Geneviève Brisson

Geneviève Brisson is an assistant professor in French Education in the Faculty of Education at Simon Fraser University, in Canada. Her scholarship explores bi/plurilingualism in relation to literacies and identities, and she is interested in documenting the literacy practices of plurilingual children and youth. Her research also focuses on Canadian children’s literature, children’s literature in translation, and the use of literature in first and second language classrooms.

How to Cite
Brisson, G. (2019). Plurilingualism and Transnational Identities in a Francophone Minority Classroom. Jeunesse: Young People, Texts, Cultures, 10(2), 73-99. Retrieved from
Articles on Canadian Youth and Culture in Transnational Perspective