Language biography and identity texts

Plurilingual education portal

Subject classification: this is an education resource.

Type classification: this resource is a course.

Initial activity

Figure 1 - Dessin d'élèves sur ses langues

Figure 2 - Dessin d'élève réunionnais sur ses langues

Figure 3 - Dessin d'élève réunionnais sur les langues

These documents (cf. Figures 1, 2 et 3) were produced in language classes to encourage reflection on learners‘ language learning experiences.

We invite you to examine them.

Try to answer the questions:

• What do you learn about the speakers’ languages from these documents?
• How did the speakers present their language histories?
• What title would you give to this type of document?

Objectives

By the end of this section, you should be able to...

• understand the characteristics of language biographies and identity texts;
• identify the objectives of using language biographies in the classroom;
• use them in various training contexts or as a research tool.

Keywords

language practices, linguistic representations, language repertoire, multiple identities, sociolinguistic history, language contact, language status.

Prerequisites

Be aware of the languages you speak or do not speak that are part of your linguistic environment, and be able to name them.

Introduction

Language biography and identity texts are narrative tools that enable speakers to reflect on their linguistic practices and representations throughout their lives, to value each linguistic experience in order to imagine the next steps in the construction of their identity. Telling one's language story is not a simple narration, but a personal construction of one's sociolinguistic and environmental history. Thus, becoming aware of one's linguistic heritage causes a tremor in the self that leads to an existential transformation: ‘If we transform experience into consciousness, we are ready for a new beginning’ (Morin, 1994, p. 10). Because of these transformational effects, these tools can be used in the fields of sociolinguistics, education and teaching, for training purposes. More specifically, as a research tool, language biography also contributes to the reflection on languages in contact in the context of multilingualism and can be used to describe sociolinguistic situations in detail. This reflection is essential, as awareness of the richness and complexity of one's own language repertoire promotes a better understanding of how language works in individual and societal contexts. This self-awareness becomes a fundamental step in cultivating an attitude of openness, respect and appreciation for the linguistic repertoires of others, particularly in multilingual environments where multiple languages and identities coexist and interact.

History and concepts

Language biography and identity text are inspired by the methodology of life stories (Bertaux, 1997) in sociology.

Language biography

According to Thamin and Simon (2009), the term language biography was first used by R. Richterich J.-L. Chancerel in 1977:

‘When searching for the origin of the term ‘language biographies’, we find it in the work of the Council of Europe, in a study by R. Richterich and J.-L. Chancerel dating from 1977, where it is stated that ‘the future learner will first give an account of their language biography...’ (p.3).

The practice of life stories associated with adult education developed in the late 1970s in the field of education sciences has deeply inspired activities on language biography (Perregaux, 2002). Language sciences have also shown particular interest in this method for addressing issues of languages in contact (Billiez, 2003). Since the early 2000s, there has been renewed interest in language biography as a sociodidactic tool in the field of language teaching to address multilingualism in schools, combining ‘life courses’ and ‘language learning’ (Molinié, 2004). With a view to developing multilingualism within the European Union, the European Language Portfolio (ELP) presents language biography as a key tool enabling learners to become aware of their language repertoires and to self-assess their language skills. The Dictionary of French as a Foreign and Second Language Teaching (Cuq, 2003) offers a definition of language biography that takes into account its evolution and use in the various fields mentioned:

‘the set of linguistic paths, more or less long and more or less numerous, that [a person] has travelled and which now form their language capital; they are historical beings who have encountered one or more languages, native or foreign, which constitute an ever-changing language capital. It is, in short, the linguistic experiences lived and accumulated in a random order that differentiate each individual from one another’ (p. 36).

This 2023 definition was proposed on the basis of practices implemented in classroom situations. Therefore, the use of language biographies was not initiated by theory but by educational communities.

From the blossoming of languages to language biography: work by pupils in cycle 1 (first year of nursery school in Réunion).

Identity texts

The term ‘identity texts’ appeared in the early 2000s in work carried out in Canada on pupils in Toronto classrooms with a view to promoting inclusivity. Cummins and Early (2011) looked at identity texts with the aim of linking language issues and societal challenges. As part of his reflections on bilingualism and bilingual education, Cummins (2000) used identity texts to guide bilingual pupils (particularly allophones, i.e. those who speak a language other than the language of the school) towards the construction of their cultural identities by making them aware of the profound value of their linguistic heritage. Cummins and Early (2011) describe identity texts as creative work presented by students in written, oral, visual or multimodal form, which transcribes their linguistic and cultural universe in a teacher-led educational space.

Figure 4 - From the blossoming of languages to language biography: work by pupils in cycle 1 (first year of nursery school in Réunion)

Take home messages

Language biographies and identity texts are narrative tools that can be used in various fields (sociolinguistics, language teaching, education sciences, etc.) to raise awareness and promote the value of the speaker's language repertoire and experiences, with a view to identity reconstruction.

Self-assessment

Point added for a correct answer:
Points for an incorrect answer:
Ignore the questions' coefficients:

1

The language biographies and identity texts from the initial activity are presented in chronological order (past-present-future).

	True
	False

2

The LB and IT from the initial activity reflect the languages spoken by the students.

	True
	False

3

The LB and IT from the initial activity reflect the languages learned at school.

	True
	False

4

In the BLs and ITs, feelings towards languages are made explicit.

	True
	False

Resources for further study

• Brohy, C. (2002). Raconte-moi tes langues...les biographies langagières en tant qu’outils d’enseignement et de recherche. VALS-ASLA, 76, 183-193.
• Castellotti, V. & Moore, D. (2009). Dessins d’enfants et constructions plurilingues. Territoires imagés et parcours imaginés. Dans  M. Molinié (Ed.), Le dessin réflexif : élément d’une herméneutique du sujet plurilingue (pp. 45-85). Cergy-Pontoise : CRTF Université de Cergy-Pontoise.
• Dominicé, P. (1992). L’histoire de vie comme processus de formation. Paris : L’Harmattan.
• Lüdi, G. (2005). L’intérêt épistémologique de l’autobiographie linguistique pour l’acquisition/enseignement des langues. Dans M.-A. Mochet, M.-J. Barbot, V. Castellotti, J.-L. Chiss, C. Develotte & D. Moore (Eds.), Plurilinguisme et apprentissages. Mélanges Daniel Coste (pp. 143-154). Lyon : ENS Editions.
• Molinié, M. (2003). Discontinuité sociolinguistique et cohérence biographique. VALS-ASLA, 76, 99-113.
• Molinié, Μ. (2009). Le dessin réflexif : acte 1. Dans M. Molinié (Ed.), Le dessin réflexif : élément d’une herméneutique du sujet plurilingue (pp. 9-27). Cergy-Pontoise : CRTF Université de Cergy-Pontoise.
• Atelier FLEUR DES LANGUES. Pour répertorier et valoriser les langues de la classe. https://padlet.com/MissionLVR/enseignement-en-milieu-cr-olophone-au-cycle-3-ns1gzwcescs7qiv3/wish/lkDVaKd4xBJVQPp9

Bibliography

Bertaux, D. (1997). Les récits de vie, perspective ethnosociologique. Paris : Nathan.

Billiez, J. (2003). Contacts de langues. Modèles, typologies, interventions. Paris : L’Harmattan.

Cummins, J. (2000). Language, power and pedagogy. Clevedon, R.U : Multilingual Matters.

Cummins, J. et Early, M. (2011). Identity texts: The collaborative creation of power in multilingual schools. Institute of Education Press.

Cuq, J.-P. (2003). Dictionnaire de didactique du français langue étrangère et seconde. Paris : CLE international.

Edgar, M. (1994). Autocritique. Points Essais.

Molinié, M. (2004). Finalités du « biographique » en didactique des langues, Dans Le français aujourdhui , 147 (87-95).

Molinié, M. (2006). Une approche biographique des trajectoires linguistiques et culturelles. Dans M. Molinié, (Ed.), Biographie langagière et apprentissage plurilingue. Le français dans le monde. Recherches et applications, 39, 8-11. https://halshs.archives-ouvertes.fr/halshs-01224908/document

Perregaux, C. (2002). (Auto)biographies langagières en formation et à l’école : pour une autre compréhension du rapport aux langues. VALS-ASLA, 76 (81-94).

Thamin, N. & Simon, D.-L. (2009). Réflexion épistémologique sur la notion de biographies langagières », Dans Carnets d’Ateliers de Sociolinguistique (CAS) n°4.

Credits

This resource has been created by Projet PEP (discuss • contribs) (Erasmus+ project, co-financed by the European Commission)

• Sílvia Melo-Pfeifer (Universität Hamburg)
• Logambal Souprayen-Cavery (Université de La Réunion)