ABSTRACT

In this chapter, I build on the description of the setting provided in Chapter 4. I present examples from the recorded data which illustrate how language choice is part of the construction of identity for the children in this German-English bilingual program and how these choices can both challenge and reproduce the ideology of normative monolingualism. The analysis further addresses how language choice serves to construct di erence and similarity and how di erent levels of identity categories, including macro-level demographic categories, local cultural positions, and interactionally specific stances are intertwined in the classroom discourse.