By Aneta Pavlenko
Do bi- and multilinguals understand themselves another way of their respective languages? Do they adventure diverse feelings? How do they exhibit feelings and have they got a favorite language for emotional expression? How are emotion phrases and ideas represented within the bi- and multilingual lexicons? This ground-breaking publication opens up a brand new box of research, bilingualism and feelings, and gives exciting solutions to those and lots of similar questions.
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Extra resources for Bilingual Minds: Emotional Experience, Expression, and Representation (Bilingual Education and Bilingualism)
Ervin-Tripp (pp. 62– 77). Stanford, CA: Stanford University Press. Bilingual Selves 31 Fairclough, N. (1995) Critical Discourse Analysis: The Critical Study of Language. London: Longman. Fairclough, N. (2003) Analysing Discourse: Textual Analysis for Social Research. London/New York: Routledge. Foster, R. (1992) Psychoanalysis and the bilingual patient: Some observations on the inﬂuence of language choice on the transference. Psychoanalytic Psychology 9(1), 61– 76. Foster, R. (1996) Assessing the psychodynamic function of language in the bilingual patient.
Bern: Peter Lang. Blunkett, D. (2002) Integration with Diversity: Globalisation and the Renewal of Democracy and Civil Society. The Foreign Policy Centre. uk/ articles/182. 05. Bond, M. (1983) How language variation affects inter-cultural differentiation of values by Hong-Kong bilinguals. Journal of Language and Social Psychology 2, 57– 66. Bossard, J. (1945) The bilingual as a person – linguistic identiﬁcation with status. American Sociological Review 10(6), 699 – 709. Buxbaum, E. (1949) The role of a second language in the formation of ego and superego.
Studies by Ervin-Tripp (1964, 1967), Koven (1998), and Panayiotou (2004) also show that speakers socialized in distinct contexts may have distinct linguistic repertoires in their respective languages. A particularly convincing version of this argument appears in Koven’s (1998) study of stories of personal experiences told by Portuguese–French bilinguals, children of Portuguese immigrants in France (see also Koven’s chapter in the present volume). In addition to formal discursive analysis of Portuguese and French versions of the same event, the researcher interviewed participants about their experiences with the two languages (self-evaluation) and collected listener impressions of the tape-recorded stories (peer evaluation).