Plurilingualism and Transnational Identities in a Francophone Minority Classroom

In francophone minority schools in British Columbia, Canada, significant numbers of students are plurilingual. In this paper, I explore their attempts to negotiate transnational identities in a grade six classroom. Plurilingual students may use different resources to negotiate subject positions, but I focus on how one student, Alexandra-an eleven-year-old plurilingual student who spoke French, English, and Polish-used her linguistic and cultural resources to negotiate subject positions as transnational. My analysis showed that Alexandra's subject positions as transnational were not accepted or valorized as legitimate.