• A
  • A
  • A
  • ABC
  • ABC
  • ABC
  • А
  • А
  • А
  • А
  • А
Regular version of the site

Book chapter

Multilingual Identity in Multicultural Russia: The Case of Georgian Teenagers in Moscow

P. 465-471.

The present study investigates the negotiation of students’ identities as well as the role of language in the process of ethnic identity construction of adolescent Georgian migrants in the Moscow secondary school (with a Georgian ethno-cultural component) following the sociocultural linguistic identity theoretical framework (Bucholtz and Hall, 2005) and the translanguaging theory (Garcia and Li Wei, 2015). It is argued that students construct multiple identities by enacting their multilingual repertoire in order to integrate into the dominant Russian society, but also to maintain their Georgian ethnic and cultural allegiance. In addition, teachers frequently facilitate the task by resorting to translanguaging techniques in order to get the meaning of the lesson across. In addition, based on the obtained results, I argue that the school’s administration as well as ethnic Georgian teachers play an active and crucial role in promoting and/or maintaining the Georgian language, culture and identity of the students, on the one hand and facilitating smooth integration, on the other.