Abstract
ABSTRACT This article investigates how Shanaya and Zona, two 11-year-old multilingual migrant children, construct identities as knowledgeable, multilingual, and socially aware experts in a comprehensive school in Finland. I use ethnographic data that includes school observation and interviews to show how they find moments for overcoming disadvantageous circumstances through identity construction, and thus empower themselves. This empowerment seems to happen in informal situations, implying that there is little space for being something other than Finnish or Finnish-speaking elsewhere in the school. This study describes the children’s lived experience holistically by showing how linguistic, ethnic, and social identity categories intertwine and manifest in language use. It adds to our knowledge of the empowerment of young migrant children in school-related discourses outside of the anglophone world and calls for acknowledging children’s voices in developing education globally.
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