Using Vignette Methodology as a Tool for Exploring Cultural Identity Positions of Language Brokers |
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| Authors: | Sarah Crafter Guida de Abreu Tony Cline Lindsay O’Dell |
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| Affiliation: | 1. Thomas Coram Research Unit, Institute of Education, London, Greater London, United Kingdoms.crafter@ioe.ac.uk;3. Department of Psychology, Social Work and Public Health, Oxford Brookes University, Oxford, Oxfordshire, United Kingdom;4. Educational Psychology Group, University College London, London, Greater London, United Kingdom;5. Health and Social Care, Open University, Milton Keynes, Buckinghamshire, United Kingdom |
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| Abstract: | This article examines how vignette methodology can aid understanding of cultural identity. This is demonstrated through a study of child language brokers, wherein a child is engaged in the cultural contexts of both the host culture and the home culture and must therefore negotiate new cultural identities. Participants were young people aged 15 to 18 years; some of them were brokers, others were not. Drawing on notions of adequacy and inadequacy, visibility and invisibility, theoretical ideas around cultural identity theory and dialogical self-theory can provide an understanding of how the young people moved through different (often conflicting) identity positions. |
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