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  • Издательство: Multilingual Matters Ltd
  • Серия: Bilingual Education and Bilingualism
  • Год: 2006
  • ISBN: 1-85359-873-9
  • Кол-во страниц: 324
  • Загружен: 27 Mar 2009 17:53
  • Размер файла: Неизвестно
  • Просмотров: 1720
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  • Соответствие оригиналу: нет
  • Статус вычитки: нет
  • Язык: Английский

Содержание (оглавление)

The Contributors vii
Preface xii
1 Bilingual Selves
Aneta Pavlenko 1
2 Language and Emotional Experience: The Voice of Translingual Memoir
Mary Besemeres 34
3 A Passion for English: Desire and the Language Market Ingrid Piller and Kimie Takahashi 59
4 Feeling in Two Languages: A Comparative Analysis of a Bilingual’s Affective Displays in French and Portuguese
Miche`le Koven 84
5 Expressing Anger in Multiple Languages Jean-Marc Dewaele 118
6 Joking Across Languages: Perspectives on Humor, Emotion, and Bilingualism
Jyotsna Vaid 152
7 Translating Guilt: An Endeavor of Shame in the Mediterranean?
Alexia Panayiotou 183
8 Envy and Jealousy in Russian and English: Labeling and Conceptualization of Emotions by Monolinguals and Bilinguals
Olga Stepanova Sachs and John D. Coley 209
9 Cognitive Approaches to the Study of Emotion-Laden and Emotion Words in Monolingual and
Bilingual Memory
Jeanette Altarriba 232
10 When is a First Language More Emotional?
Psychophysiological Evidence from Bilingual Speakers
Catherine L. Harris, Jean Berko Gleason 257
11 Bilingual Autobiographical Memory and Emotion: Theory and Methods
Robert W. Schrauf and Ramon Durazo-Arvizu 284
Aneta Pavlenko 312
Index 317

  Загрузить Pavlenko А. Bilingual Minds. Emotional Experience, Expression and Representation

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Do bi- and multilinguals sometimes feel like different people when speaking different languages? Are they perceived as different people by their interlocutors? Do they behave differently? What prompts these differences?
These questions often pop up in conversations about bilingualism, but are rarely raised in the literature in the field (see, however, Grosjean, 1982; Heinz, 2001). Some scholars waive them away as naive and simplistic, others point out that we also perform different identities in the same language, when changing registers, contexts, interlocutors, or interactional aims. This is a valid point, because monolingualism is indeed a dynamic phenomenon. Even within the confines of one language, we continuously acquire new linguistic repertoires and behave and feel differently when talking, let’s say, to our parents versus our children. At the same time, the argument that the study of bi- and multilingual selves is not worthy of scholarly attention or that it can be easily replaced with the study of multilingual identities is misleading and reductionist for at least two reasons.
The first problem with this argument is the sleight of hand by which it equates the notion of self-perception with that of performance, and the notion of self with that of identity. This substitution reveals a deep discomfort with the focus on something as intangible as ‘feeling like a different person’ and a preference for ‘objective’ identity performance data (conversations, texts, task performance) over ‘subjective’ selfperception data. I intend to show, however, that introspective data have both relevance and validity and can help us identify sources of bi/multilingual experience that are not directly observable in the study of identity performance.
The second problem with the argument is the framing of bi/multilingualism as an expanded version of monolingualism, rather than a unique linguistic and psychological phenomenon. In reality, acquisition of new registers in the same language is always facilitated by phonological, lexical, and morphosyntactic overlaps. In contrast, acquisition and use of a new language, in particular one that is typologically different from one’s native language, is a much more challenging enterprise that may be further complicated by the need to negotiate new and unfamiliar surroundings. These differences are especially pronounced in late bilingualism, when speakers are socialized into their respective languages at distinct points in their lives, childhood versus adulthood, and in distinct sociocultural environments.
The goal of the present chapter is to legitimize the question about different selves, to examine whether bi- and multilinguals indeed perceive themselves as different people when using different languages, and to understand to what sources they attribute these self-perceptions. To do so, I appeal to answers from 1039 bi- and multilingual web questionnaire respondents, to reflections of bilingual writers, and to studies in psychology, psychoanalysis, linguistics, and anthropology. The triangulation of introspective data with the data from empirical and clinical studies of bilinguals’ verbal and non-verbal behaviors will allow me to understand linguistic, psychological, and physiological processes that underlie the perception of different selves.
In line with the traditions of the field of bilingualism, I will use the term bilingualism to refer to research that examines both bi- and multilingualism. The term bilingual will be used to refer to speakers who use two languages in their daily lives, be it simultaneously (in language contact situations) or consecutively (in the context of transnational migration), regardless of respective levels of proficiency in the two. The term late bilingual will refer to individuals who learned their second language after puberty. The term multilingual will refer to speakers who use more than two languages in their daily lives. The term bilingual will, however, appear more frequently, because research to date has focused predominantly on bilinguals’ selves.

Психологический юмор, анекдоты