A1 Journal article (refereed)
Aspiring multilinguals or contented bilinguals? : University students negotiating their multilingual and professional identities (2023)

Pirhonen, H. (2023). Aspiring multilinguals or contented bilinguals? : University students negotiating their multilingual and professional identities. Language Learning in Higher Education, 13(1), 5-27. https://doi.org/10.1515/cercles-2023-2006

JYU authors or editors

Publication details

All authors or editors: Pirhonen, Hillamaria

Journal or series: Language Learning in Higher Education

ISSN: 2191-611X

eISSN: 2191-6128

Publication year: 2023

Publication date: 01/05/2023

Volume: 13

Issue number: 1

Pages range: 5-27

Publisher: Walter de Gruyter GmbH

Publication country: Germany

Publication language: English

DOI: https://doi.org/10.1515/cercles-2023-2006

Publication open access: Not open

Publication channel open access: 

Abstract

An increasingly multilingual working life expects university graduates to possess multilingual competences, but at the same time many European students study fewer languages than before. As they learn about field-specific linguistic practices and contemplate their future, university students negotiate their identities as language learners and future professionals. Supporting them in acquiring a multilingual identity would be beneficial as it is a strengthening factor in language learning. Since they study towards a profession, it is likely that students examine language learning from the viewpoint of a working life. From these premises, Finnish social science students were interviewed as a part of a course that supported their readiness to work in multilingual environments. The purpose was to investigate how they negotiated their multilingual and professional identities and how these negotiations intersect. The data was examined from a poststructural perspective, analysing identity negotiations by means of positioning theory. The results show that the students constructed their linguistic identities primarily in relation to English competences, often positioning themselves as “contentedly bilingual”. The data also revealed an “aspiring multilingual” identity negotiation which, however, echoed societal ideologies on language learning rather than describing the students’ internalised beliefs. Students’ certainty of their future profession was often connected to a confidence in speaking English and a critical stance towards the need for multilingual competences. Multilingual identity negotiation was hence connected to prevailing discourses and professional aspirations. The study provides new perspectives on university students’ multilingual and professional identities and suggests pedagogical solutions that can support their development in Higher Education language teaching.

Keywords: higher education (teaching); language teaching; multilingualism; professional identity

Free keywords: discursive; higher education; language learning; multilingual identity; professional identity

Contributing organizations

Ministry reporting: Yes

Reporting Year: 2023

Preliminary JUFO rating: 1