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Self-Reports from Portraits of Six Greek Adult Trilinguals: Growing Up as 'Bill 101' Allophone Children
| Type of resource | |
|---|---|
| Author/collaborator |
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| Title |
Self-Reports from Portraits of Six Greek Adult Trilinguals: Growing Up as 'Bill 101' Allophone Children
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| Abstract |
The author explores six Greek trilingual adults' perceptions about becoming and being trilingual. The six participants are "children of Bill 101", that is, as Allophones (speakers of languages other than English or French) they were formally schooled in the French public school system. The participants received English instruction taught as a second language and attended Greek heritage language schools. The author adopts a socio-cultural approach to learning, language and literacy and embraced the tenets of activity theory to describe the participants' development of a culture and a trilingual identity. To understand how they came to develop cultural and linguistic skills in English, French and Greek, and describe themselves as trilinguals, the author conducted forty hours of in-depth and life-story interviews over three years. She aimed to access the participants' perceptions of their experiences 'growing up Greek' in Montreal, their self-identification with the three languages and their perceptions of becoming and being trilingual.
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| Type |
PhD dissertation
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| University |
McGill University
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| Place |
Montreal
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| Date |
2004
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| # of Pages |
397p.
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| Language |
en
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| URL | |
| Citation |
Konidaris, Ephie. “Self-Reports from Portraits of Six Greek Adult Trilinguals: Growing Up as ‘Bill 101’ Allophone Children.” PhD dissertation, McGill University, 2004. https://escholarship.mcgill.ca/concern/theses/qv33rx17q?locale=en.
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