Search

This article is based on a study of a community of multilingual adolescents in Johannesburg which examines participants’ linguistic repertoires and how they use their linguistic resources as a basis for identity construction, integration and performance. This kind of linguistic multiplicity lends itself to subtle and occasionally subversive positioning, as well as the creation of complex identities. Multilingual speakers call into play different aspects of their linguistic identity according to what particular circumstances dictate. For the most part, learners use their repertoires, which in some cases include non-standardised, mixed forms such as Tsotsitaal, to integrate and negotiate; and they are open to learning and accommodating other languages, with perhaps (in this data-set) one exception, namely Xitsonga. The implications of these findings are discussed with regard to language use in educational settings. [ABSTRACT FROM AUTHOR]