Abstract
This inquiry presents portraits of two Greek adults’ perceptions of growing up as ‘Bill 101’ trilinguals in Montreal. This urban space is a unique location to understand how allophone students take up or revise their subject positions in becoming and being trilingual. Bakhtin’s dialogic theory and Bourdieu’s theory of capital provide a conceptual frame to understand their perceptions of the role of particular resources in their trilingualism and the social, cultural and political meanings they attach to them. Participants constructed their trilingual identities through their daily interactions within diverse social networks of parents, relatives, teachers and peers within home, school and work.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
