Plurilingual Youth’s Negotiations of Linguistic Identity in Informal, Non-formal, and Formal Learning Spaces: A Multiple-Case Study from Iceland

Abstract
Language hierarchies, perceived and real, influence language choices and linguistic negotiations. Linguistic identities are socially constructed, and they are negotiated in all learning spaces. They may silence students or give them power to express themselves and be listened to. This chapter explores linguistic repertoires and linguistic negotiations of plurilingual youth in their homes, compulsory schools, and heritage language schools. The main research question was What linguistic identities did plurilingual youth assume through their language choices and identity negotiations? In this qualitative multiple-case study, thirty in-depth semi-structured interviews with students, their parents, class teachers, and heritage language teachers were analyzed with thematic analysis. The availability of safe learning spaces and the power distances between students and their communication partners influenced how students presented themselves through language choices and how they (re)negotiated their linguistic identities. To a large extent, the youth could enjoy their plurilingual identities and assume powerful positions as plurilingual speakers.