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Examining Burmese students’ multilingual practices and identity positionings at a border high school in China

Li, Jia; Ai, Bin; Xu, Cora Lingling

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Authors

Jia Li

Bin Ai

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Dr Cora Xu lingling.xu@durham.ac.uk
Associate Professor



Abstract

This study explores a cohort of Burmese students’ lived experiences at a border high school in China and demonstrates that their multilingual practices and identity positionings constitute exclusionary effects that limit their interactions with their local Chinese teachers and peers. The paper argues that these Burmese students’ in-group interactions reproduce the process of exclusion, further complicating their identity positionings. This paper confirms the established fact that transnational students are marginalized in a variety of national contexts in complex ways, and draws attention to in-group differences among transnational students with diverse backgrounds. These findings have implications for multilingual practices and education policy makers, and for a more inclusive pedagogical approach to reducing marginalization and educating students of diverse linguistic, cultural, and racial backgrounds for global citizenship.

Citation

Li, J., Ai, B., & Xu, C. L. (2022). Examining Burmese students’ multilingual practices and identity positionings at a border high school in China. Ethnicities, 22(2), 233-252. https://doi.org/10.1177/14687968211018881

Journal Article Type Article
Acceptance Date May 1, 2021
Online Publication Date May 31, 2021
Publication Date Apr 1, 2022
Deposit Date May 3, 2021
Publicly Available Date May 4, 2021
Journal Ethnicities
Print ISSN 1468-7968
Publisher SAGE Publications
Peer Reviewed Peer Reviewed
Volume 22
Issue 2
Pages 233-252
DOI https://doi.org/10.1177/14687968211018881
Keywords Burmese students, border high school, in-group interactions, multilingual practices, identity positionings

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Copyright Statement
Li, J., Ai, B., and Xu, C. L., Examining Burmese students’ multilingual practices and identity positionings at a border high school in China, Ethnicities (22:2) pp.233-252. Copyright © 2021, The Authors. DOI: 10.1177/14687968211018881





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