The influences of multi-language upbringings on the identities processes of young adults in Denmark - A qualitative study
Author
Kone-El-Adji, Aida Vendelbo
Term
4. term
Education
Publication year
2024
Pages
52
Abstract
This qualitative study examines how a multilingual upbringing shapes the identity processes of young adults in Denmark. Against the backdrop of globalization and increasing language–culture contact, the study asks how having multiple home languages since infancy influences young people’s identity work. Data were generated through semi-structured interviews and focus group interviews and analyzed using a narrative practice approach guided by Bamberg’s model of identity construction. The analysis indicates both benefits and challenges: multilingualism serves as a defining characteristic within participants’ social worlds and supports a broad, dynamic sense of self that facilitates relating to others—even without fully shared languages. Humor emerges as a key theme in identity construction, operating both as an in-group marker and as a defense strategy in situations of marginalization, discrimination, or othering. Marked language barriers were explicitly reported by only one informant. Overall, multilingualism is discussed as a positive resource for identity formation, though not without obstacles. Speaking Danish alongside at least two other languages appears to strengthen a coherent sense of self in the early twenties and to support navigation in today’s globalized context. The review and analytical framing draw on intercultural adaptation, third culture kids, multilingualism, and code-switching, while the narrative lens highlights how language can both unify and alienate in social settings.
Denne kvalitative undersøgelse udforsker, hvordan en flersproget opvækst påvirker identitetsprocesserne hos unge voksne i Danmark. Med udgangspunkt i globaliseringens udbredte sprog- og kulturmøder formuleres forskningsspørgsmålet: hvordan præges unges identitetsarbejde af at have flere sprog i hjemmet siden spæd? Data er indsamlet via semistrukturerede interviews og fokusgrupper og analyseret med en narrativ praksistilgang baseret på Bamberg’s model for identitetskonstruktion. Analysen peger på både fordele og udfordringer: Flersprogethed fungerer som et definerende kendetegn i deltagernes sociale miljøer og bidrager til en vidtrækkende, dynamisk selvforståelse, der gør det lettere at skabe relationer – også når man ikke deler alle sprog. Humor træder frem som et centralt tema i identitetsarbejdet, både som markør for in-gruppe-tilhørsforhold og som en forsvarsmekanisme i situationer med marginalisering, diskrimination eller anden-gørelse. Udprægede sproglige barrierer beskrives eksplicit af én informant, men overordnet omtales flersprogethed som en positiv ressource i identitetskonstruktionen, om end ikke uden forhindringer. At tale dansk samt mindst to andre sprog synes at styrke en sammenhængende selvforståelse i begyndelsen af 20’erne og at understøtte navigation i en globaliseret verden. Litteratur- og teoriarbejdet omfatter bl.a. interkulturel adaptation, third culture kids, flersprogethed og kodeveksling, mens den narrative ramme tydeliggør, hvordan sprog både kan forene og fremmedgøre i sociale sammenhænge.
[This apstract has been generated with the help of AI directly from the project full text]