Abstract
Identities are dynamic, constantly shifting processes of self-understanding mediated by local and institutional repertoires, behaviors, resources and enacted through one’s positioning in practice. This definition considers identities as both ideas, as well as actions in terms of how the learner becomes a participant in activities. A tension in studying identities is that the researcher must collect data that encompasses both observable actions and how the learner reflects on these actions. Drawing upon positioning theory, this paper presents a methodological approach to study this tension. More specifically, data from a study of emergent bilinguals in elementary school is used to understand how learners’ identities are shaped during the nascent years of school.
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