Bakhtin’s ‘Borrowed’ Voices in the Narratives of Polish-born Adolescents Living in the UK

• Authors: Young Sara

Title variants

PL

„Pożyczone” głosy Bachtina w narracjach polskich nastolatków mieszkających w Wielkiej Brytanii

• Languages of publication: EN

Abstracts

EN

Bakhtin’s theory of ‘heteroglossia’ has often been used in sociolinguistics to examine questions of mul tilingualism. However, his concept of ‘borrowed’ voices is also useful for work that investigates identity, especially in the investigation of participant narratives. In my study of ethnic-linguistic identity construction of Polish-born adolescents living in the UK, I draw on the concept of borrowed voices to explore how the adolescents shape their narratives of their experiences. The findings suggest that the adolescents’ accounts are informed by the voices of others around them and that they borrow from discourses on Polish identity as they attempt to make sense of their experiences in their new environments.

PL

Teoria heteroglosji Bachtina jest często wykorzystywana w socjolingwistyce w badaniach wielojęzyczności. Jednak koncepcja „pożyczonych” głosów jest również przydatna do badań nad tożsamością, zwłaszcza do analizy narracji uczestników. W moich badaniach nad tożsamością etniczno-lingwistyczną nastolatków urodzonych w Polsce, którzy obecnie mieszkają w Wielkiej Brytanii, korzystam z koncepcji pożyczonych głosów, aby ustalić, w jaki sposób młode osoby tworzą narracje będące zapisem ich doświadczeń. Wyniki badań pokazują, że w relacjach nastolatków słychać głosy osób z ich otoczenia, a także te „pożyczane” z dyskursów na temat polskiej tożsamości, w ten sposób młodzi ludzie starają się wykorzystać swoje doświadczenia w nowym środowisku.

Keywords

EN

Bakhtin; identity; adolescents; narrative

PL

Bachtin; tożsamość; młodzież; badania narracyjne

• Publisher: Instytut Języka Polskiego Polskiej Akademii Nauk
• Journal: Socjolingwistyka
• Year: 2020
• Issue: 34
• Pages: 231-243

Dates

published

2020-12-31

Contributors

author

Young Sara

• UCL Institute of Education, University College London

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Identifiers

DOI

10.17651/SOCJOLING.34.14