Exploring Multilingualism's Impact on Identity Formation

1 Multi and Bilingualism in relation to Identity Formation Valeria Pelayo Utah Valley University BESC3020: Social Research Methods Professor Hui-Tzu Grace Chou March 26, 2023

2 Multi and Bilingualism in relation to Identity Formation Introduction and Literature Review Being raised speaking more than one language has been asserted as a blessing to many. It is a skill that several people have had the fortunate exposure to. Often regarded as beneficial and exemplary in the workforce and society. However, for people who are raised speaking more than one language, they may face additional challenges, especially when comparing monolinguals. On multiple occasions, being raised multilingual may also mean being raised multi-culturally which assimilates to multi-personalities. This is important to acknowledge as a society becomes more diversified. Benzehaf (2021) shares that often those who speak multiple languages can transcend further than their singular identity allowing them to be flexible and adjust to what is needed. Along with this for many speaking more than one language means being a part of more than one culture. Benzehaf (2021) also states that language learning within itself is highly connected overall to the formation of identities that are constantly emerging. For individuals in his study, two perspectives emerged in which some felt the need to integrate the new language’s cultures yet others further deepened their roots in their mother tongue’s culture. Regardless of the two, there is work that should be done towards adjusting classrooms and other environments toward acceptance of plural identities. In a similar topic, Makoe (2014) continues by stating through his research that some environments are not appropriately accustomed to supporting differentiating cultures and therefore children are left to assimilate into the prominent culture. In his specific study the school, while becoming more diverse, it faces difficulty creating regimes that are more inclusive

3 of these differences. Challenges then arise for these children and those alike when it comes to identifying with their cultures and those of prominent society. Languages also seem to shape learning and set framework appropriate to that specified language so shifts are constant (Makoe, 2014). It would then not be surprising that some children may struggle to integrate into one culture when in fact they are influenced by several. Identity formation is not a clear-cut path for those who speak more than one language; it is multiple paths that are alternately being taken and adjusted. With so many routes, it can be difficult to only use one. Following this train of thought, Cui’s (2022) study emphasizes how negotiating one's identity can often be common for people who are multilingual. In this case study, it is learned that Maria (interviewee) struggled with her identity in that her mother tongue was seen as lesser in value than the other languages she spoke. In some ways, this reflects upon the issues surrounding identity that ties into self-esteem. Through this, it would not be preposterous to assume others experience feelings of disconnection and discontent with certain parts of their linguistic identity. Cui (2022) continues to share that due to these perceptions, Maria then viewed some of her learned languages as prestigious raising her self-image as an individual, yet in the process possibly devaluing other parts. This is a constant battle for identity solidification and acceptance. Particularly when one compares Cui’s (2022) research with the previously mentioned Benzehaf (2021) people can go about these problems in different ways. Some are able to integrate the new language and culture while at the same time maintaining a positive relationship with their mother culture, while others after learning a new multilingual identity have a harder time accepting their first language’s background.

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4 There is also a problem in which languages are learned and enforced to replace previous languages. As Fernández (2006) emphasizes in their research on bilingualism, subtractive bilingualism is an attempt to use a second language that is learned to substitute the first language. In relation to identity, this can create confusing self-schemas for individuals. Often those attempting to be proficient in a different language from the ones they are fluent in, have negative thoughts of self and suffer within their identities (Fernández, 2006). Furthermore, This seems to affect multiple age ranges as shown by research (Fernández, 2006). With this, it is clear that there are some biases when it comes to language acquisition. In comparison, there are other education systems in which dual-language learning is encouraged and better respected. Illustrated by Rodríguez-Tamayo and Tenjo-Macias (2019) in which the study group from which they collected their participants were enrolled in a school where half the classes were taught in English while the other half were in Spanish. It is mentioned that language is not properly learned without the culture it derives from (Rodríguez-Tamayo & Tenjo-Macias, 2019). Similar to Benzehaf (2021), Rodríguez-Tamayo and Tenjo-Macias (2019) both see language and identity as flexible as one proceeds through life. Essentially change is always occurring due to current and past experiences with culture and language. With this stated, it could be presumed that some individuals may not adjust as needed or find it difficult to fully integrate language into their constantly molding identity. One final aspect worth mentioning is the feelings and expressions within these language switching. Rodríguez-Arauz and their colleagues (2017) explore this concept by analyzing personality changes within a surveyed group of bilingual individuals. Through analysis of their

5 survey responses, it was shown that in general bilingual individuals felt different and behaved differently when speaking one language in comparison to their second language. They would describe themselves differently when they spoke in each language. Similar experiences were collected in which roughly 65% agree that speaking in another language different from one’s first feels performative, whereas their mother tongue feels more natural; there is a sense of taking on a different cultural identity with each language (Fabbro et. al., 2020). Considering all of these factors then, there is an implication for more need in research on those who have or had a difficult time formulating an identity with multiple identities. The makeup of an individual proves to be complex when introducing multiple cultures associated with multiple languages. Hypothesis After the investigation conducted, multiple sources have demonstrated a need for more research and data on the topics of identity and multi or bilingualism. While several focus on the aspects of identity that have to do with personality and self-schemas (Fabbro et. al., 2020) ( Rodríguez-Arauz, 2017) there is still a rather compelling concern to take a deeper lens into how personality derived from more than one language impact the formation of a singular identity. It could be stated that there are multiple identities that make up an individual however this framework is hard to accept due to the fact that this implies a difference rather than a connection between said identities. Therefore the identity of an individual is one whole, however, this is a malleable whole. As previously described, the identity of a person has shown to be flexible and, in research, has the ability to adjust to change ( Benzehaf, 2021) (Rodríguez-Tamayo & Tenjo-Macias, 2019). This suggests that while this is inherently a common process, there must be

6 those who struggle to assimilate different cultures' tongues into their identity. It is also non-ludicrous that individuals who speak more than one language have at one point or another struggled to connect, integrate, reject, and overall manage their multiple cultures. It can be presumed that these additional obstacles faced by multi-language speakers are more often than not avoided by monolingual individuals. As the previous information presents, there is an in-depth analysis of culture, personality, and identity from the benefits to the disadvantages. However, there is not sufficient research on the topic of comparing monolingual and bi or multilingual individuals on topics of identity. What is the difference between these groups, are there differences and similarities? This investigation brings a warrant to this and other studies to be conducted. After overviewing previous research, the formulation of this hypothesis is then presented: Hypothesis: Individuals who speak more than one language face more difficulties in identity formation than those who do not. Measures Independent Variable The independent variable for this study is bi or multilingualism. Whether the participants speak more than one language will have the ultimate effect on the study and it is the variable intended to be researched on how it affects the participants. This will be measured by questions that include: Do the participants speak two or more languages (they must be fluent in these languages), when they gained fluency in each language, and what were the reasons behind

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7 learning each language? This section will be limited to a maximum of five languages spoken for ease of analysis. Dependent Variable The dependent variable is the formation of identity. The formation of identity is dependent on whether the individual is bilingual or multilingual. As shared by the hypothesis, the process of assimilating an identity may well have additional obstacles when there are more languages present than when there is only one language. This is a clear distinction needed in that when the individual knows one language or more than one, then identity is affected. However, when identity is affected first, a change in known languages is not required. In other words, this process does not work backward. Therefore identity depends on the ability to speak more than one language. We will specifically measure identity with the following questions: how do you identify culturally, how long did it take for you to come to accept/formulate a sense of who you are, how close is your identity related to the languages you speak, would you say you had a hard time achieving a sense of identity, following the previous question; would you say that being involved in different language cultures could have contributed to any difficulties. Control Variables There are a couple of factors that could affect the results of this survey that must be looked after. A significant one is language acquisition. Participants of this study must be fluent in at least English. For the purposes of this survey, one of the languages must be English since that is the language the survey is conducted in. Fluency will also be registered since those who have low fluency in any additional languages may not have as impactful connections to identity. Other

8 factors, specifically age, race, and gender will also be taken into account just to assure there are no additional correlations among the dependent or independent variables. Data Collection To avoid any severe bias, it is in the best interest to select an appropriate way to administer the surveys. The survey will be done online through Qualtrics. A major concern is that those surveyed will be majority monolingual or multi/bilingual. Due to this, the survey will be administered through the Utah Valley University Inclusion & Diversity association. This association represents a high amount of diversity to get multiple perspectives and be closer to those who are influenced by many cultures. This will have a higher likelihood of reaching people who speak multiple languages. However, there will also be access to those who are monolingual since it is not a requirement or expectation for those involved with the association to be so. Another concern with this survey is that then it would be hitting a specific demographic of college students and those of typical college age. To further expand the survey, through the association we will also ask participants to share the survey with other people online, with their permission and interest to do so. This may include family members, friends who don’t attend college, and other demographics outside the school and age settings. The main goal is to reach around 200 respondents, however, if more people turn out for the questionnaire that will also be fantastic. The greatest limitation of the survey is that because of its online format, those who do not have access to the internet will not be able to participate. Along with this, due to the university's location, there may be a heavy bias toward those who live in Utah state. This may include students, their friends, and their families. It could be assumed

9 that a smaller percentage of the population would be out of state. Another limitation is that for purposes of consent, only participants who are 18 or older will be allowed to take a part in the study. Worth mentioning as well is that the survey will be formatted to provide information on a maximum of five languages. Those who speak more will be limited in their responses. One last limitation of this study is that it will only be administered in English. This will hold a bias in that only those who at minimum speak English fluently will be able to participate in the survey. This leaves implications for further research in other languages and settings. Research Ethics It is paramount that we assure the safety and security of all participants. The information shared via the questionnaire by those answering will be anonymous and confidential. Any identifying information (ex. age, gender, race) will be kept safe and stored away. Only those researchers involved will be able to access the data received. All participants will also be allowed to drop out of the study at any time and they may also reject the request to share the survey with others. All individuals will also be provided with contact information for any questions and concerns they may have in relation to the study. Included in the questionnaire, a cover letter will hold all the necessary information about the purpose of the study and relevant information so participants are aware of what they are consenting to. Upon request, participants can also contact the researchers for updates on the study. No specific information on the data received or those involved will be disclosed. When the study has been published this will be the primary response to those who contact concerning updates to the study. Gratitude is extended to all those who decide to engage in the study.

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10 References Benzehaf, B. (2021). Multilingualism and its role in identity construction: a study of English students’ perceptions. International Journal of Multilingualism. https://doi-org.ezproxy.uvu.edu/doi/full/10.1080/14790718.2021.2003369 Cui, Y. (2022). Multilingualism and Identity Construction: A Case Study of a Uyghur Female Youth. Annual Review of Applied Linguistics, 42, 34–39. Fabbro, A., Crescentini, C., Pascoli, E., Screm, S., Cantone, D., & Fabbro, F. (2020). Differences in personality traits in children and adult bilinguals: A pilot study in a bilingual Friulian–Italian context. Bilingualism, 23 (3), 631-638. https://doi.org/10.1017/ S136672891900052X Fernández, M. (2006). Bilingual preschoolers: Implications for the development of identity and self-concept. Journal of Early Childhood and Infant Psychology , 2 , 5–16. Makoe, P. (2014). Constructing identities in a linguistically diverse learning context. International Journal of Bilingual Education and Bilingualism, 17(6), 654–667. https://doi-org.ezproxy.uvu.edu/10.1080/13670050.2014.953773 Rodríguez-Arauz, G., Ramírez-Esparza, N., Pérez-Brena, N., & Boyd, R. L. (2017). Hablo Inglés y Español: Cultural Self-Schemas as a Function of Language. Frontiers in psychology , 8 , 885. https://doi.org/10.3389/fpsyg.2017.00885 Rodríguez-Tamayo, I. Y., & Tenjo-Macias, L. M. (2019). Children’s Cultural Identity Formation: Experiences in a Dual Language Program. GIST Education and Learning Research Journal, 18, 86–108.

11 Appendix A. Questionnaire

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Research Proposal

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