CC BY
0IDENTITY FORMATION WITH LANGUAGE GAMES IN
BILINGUAL LEARNERS
1Mirqodirova Z.Sh., 2Usmonova Sh.A.
Uzbekistan state world languages university, English philology faculty second course 2Scientific advisor, PhD in Philology, UzSWLU https://doi.org/10.5281/zenodo.11265261
Abstract. This research paper sheds light on the close relationship between language games and identity formation in bilingual students. Through a comprehensive analysis of the role of language games in shaping bilingual identity, this study delves into the ways in which playful linguistic activities influence the construction of a multifaceted identity in individuals who are proficient in multiple languages.
Keywords: billingualism, pressures, expectations, culture, peers, context.
The complicated process of negotiating the connection of two languages and cultures affects bilingual students' sense of personality. While academic settings often focus on the technical aspects of language acquisition, the crucial role of identity formation is sometimes overlooked. In this case language games emerge as a powerful tool, going beyond mere entertainment to provide a unique space for bilingual students to explore, affirm, and celebrate their multifaceted identities. Bilingual students face unique challenges in identity formation while learning a new language. Their journey, though enriched by multiple cultural perspectives, can be marked by complexities as they grapple with societal expectations, personal insecurities, and the evolving landscape of their sense of self. Common problems of billingual students while learning a second language could be directly linked to their identity formation.
The Pressure to be faced: Erasing one Identity to embrace another? Educational settings and wider society often prioritize monolingual norms, pressuring bilingual students to suppress one language while mastering another
Bilingual students often face the burden of unrealistic expectations. Being bilingual doesn't automatically translate to mastery of every linguistic nuance in all contexts. For many, language is deeply intertwined with cultural and personal identity. Learning a new language can unintentionally trigger feelings of displacement or loss. Bilingual students often navigate multiple cultural spaces, seeking to reconcile diverse values and societal norms (Garcia, 2009). These pressures could lead to:
Linguistic self-doubt: Feeling inadequate in both languages, leading to hesitation and reduced participation in class.
Cultural dissonance: Perceiving their native culture as less valuable, potentially impacting self-esteem and cultural pride.
Identity suppression: Hiding their bilingualism to fit in, resulting in a fragmented sense of self and hindered linguistic development.
Comparison with monolingual peers: Feeling disadvantaged because of perceived gaps in vocabulary or cultural references, impacting their confidence in social interactions.
Rexisting cultural identity, leading to conscious or subconscious rejection of learning (Norton, 2013).
Idealizing the native language: Over-emphasizing the importance of their first language, hindering their ability to fully engage with the new one.
Difficulties with code-switching: Feeling conflicted about when and where to use each language, leading to social anxiety and communication breakdowns.
Third Culture Kids: Feeling like they don't fully belong to any one culture, leading to a sense of rootlessness and uncertainty (Pollock & Van Reken, 2009).
Straddling cultural boundaries: Struggling to find their place in social groups, feeling like perpetual outsiders in both their native and new cultures.
Adapting to shifting social contexts: Constantly adjusting their behavior and language use depending on the environment, resulting in emotional exhaustion and identity fatigue.
Language games provide a dynamic environment for the exploration, negotiation, and solidification of language and cultural identities, which is vital in the complicated process of identity building for bilingual kids. Games provide a unique opportunity for these children, who negotiate a complex web of languages and cultural influences, to solve identity-related issues and develop a unified sense of self. Bilingual students can embrace their multilingual background and create a sense of belonging among distinct linguistic communities by engaging in joyful interactions and creative expression in several languages. Students can learn how language affects their understanding of the world and their place in it by playing games, which offer a fun and safe environment for them to examine linguistic classifications and develop metalinguistic awareness. Collaborative games also promote cross-cultural communication and understanding, which aids bilingual students in creating connections and a feeling of common identity. For bilingual students to fully embrace their diverse identities and successfully negotiate the complexities of a multilingual world with assurance and authenticity, they must be empowered through language play.
Numerous scholars have emphasized the positive role of language games in fostering healthy bilingual identity development. Jim Cummins, renowned for his work on bilingual education and language acquisition, argues that language games empower bilingual students by providing a space for linguistic experimentation and creative expression. He emphasizes the importance of creating a «common underlying proficiency» where both languages are valued and interconnected. Games facilitate this interconnectedness, allowing students to transfer skills and knowledge between languages, strengthening their overall linguistic competence and fostering a sense of pride in their bilingualism. Another scholar, Elizabeth Coelho, suggests that focusing on the sociocultural context of language learning, games provide a low-stakes environment for bilingual students to practice language skills without fear of judgment. This safe space encourages risk-taking and experimentation, allowing students to explore different linguistic personas and find their own unique bilingual voice. Vygotsky, known for his sociocultural theory of learning, emphasized the role of social interaction in cognitive development. Language games, with their collaborative and communicative nature, provide a scaffold for bilingual students to learn from each other, develop their language skills, and construct a shared understanding of their bicultural experiences.
These are the most authentic and reliable strategies supported with examples:
Storytelling and Role-Playing Games:
Storytelling and role-playing tap into the power of narrative and imagination, allowing students to explore different perspectives, practice language in context, and develop empathy.
Bilingual students can leverage their diverse cultural backgrounds to enrich storylines and character development.
Story Cubes: Using dice with images to inspire collaborative storytelling, encouraging students to weave narratives using both languages.
Character Improvisation: Assigning roles and scenarios based on familiar stories or cultural themes, prompting students to improvise dialogue and actions.
Digital Storytelling: Utilizing multimedia tools to create animated stories, incorporating audio recordings, drawings, and text in both languages (Bruner, 1986).
Interactive Games and Technology-Based Activities:
Interactive games and technology-based activities can enhance engagement and motivation, while providing opportunities for personalized learning. Bilingual students can benefit from platforms that offer multilingual support and culturally diverse content.
Quizlet Live: Engage students in a fast-paced vocabulary review game, promoting teamwork and friendly competition.
Kahoot!: Create quizzes and surveys that incorporate bilingual content, allowing students to test their knowledge and learn from each other.
Minecraft: Education Edition: Use the immersive world of Minecraft to design collaborative projects that involve problem-solving, storytelling, and communication in multiple languages ( Prensky, 2001).
Word Games and Vocabulary Building Activities:
Word games provide a fun and engaging way to expand vocabulary, reinforce grammatical structures, and develop language awareness. Bilingual students can benefit from games that encourage cross-linguistic connections and highlight the richness of their multiple languages ( Nation, 2013)
Bilingual Bingo: Creating bingo cards with words in both languages, prompting students to match translations or identify synonyms.
Pictionary: Encouraging students to draw images representing words in both languages, prompting classmates to guess the terms.
Word Charades: Instructing students to act out words or phrases in both languages, prompting classmates to guess the target vocabulary ( Schmitt, 2000).
While bilingual students might face unique challenges in learning additional languages, language games offer a potential solution. Language games are a great way for billingual students to figure out their true personality. These games are more than just fun; they give students a safe and exciting place to explore how language and culture connect. With language games, students can try out different ways of using their languages without feeling scared. This helps them feel good about speaking several languages and understand cultures. They can move easily between different languages and cultures, be proud of who they are, and see how special their experiences are.
REFERENCES
1. García, O. (2009). Bilingual education in the 21st century: A global perspective.
2. Norton, B. (2013). Identity and language learning: Extending the conversation. Bristol: Multilingual Matters.
3. Pollock, D. C., & Van Reken, R. E. (2009). Third culture kids: Growing up among worlds. Nicholas Brealey Publishing.
4. Cummins, J. (2000). Language, power and pedagogy: Bilingual children in the crossfire. Clevedon, England: Multilingual Matters.
5. Hornberger, N. H., & Link, H. (2012). Translanguaging and identity in multilingual classrooms. International Journal of Bilingual Education and Bilingualism, 15(3), 261-276.
6. Coelho, E. (2009). Adding English: A Guide to Teaching in Multilingual Classrooms.
7. Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes.
8. Bruner, J. (1986). Actual minds, possible worlds. Harvard University Press.
9. Prensky, M. (2001). Digital game-based learning. McGraw-Hill.
10. Nation, I. S. P. (2013). Learning vocabulary in another language. Cambridge University Press.
11. Schmitt, N. (2000). Vocabulary in language teaching. Cambridge University Press.
