Page 221 - Ana Kozina and Nora Wiium, eds. ▪︎ Positive Youth Development in Contexts. Ljubljana: Educational Research Institute, 2021. Digital Library, Dissertationes (Scientific Monographs), 42.
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mobilising the potential held by one’s entire linguistic repertoire ...
On the other hand, studies investigating the impact of bicultural iden-
tity, bilingualism and social context found beneficial psychological out-
comes of bilingualism (Chen et al., 2008). Panicacci (2019) combined psy-
chological and linguistic variables in her study on the link between the
languages migrants use in private and emotional domains and their sense
of belonging to the heritage and the host culture. Supported by an extensive
overview of previous research of acculturation processes, emotion expres-
sion, and language perception, the results show that it is not the portion of
life spent in the country that helps boost migrants’ acculturation level to the
host country but their emotional, affective, mental and linguistic engage-
ment with the local community. One of the crucial roles in this identity-re-
shaping process is played by language use, which tends to entail a hybrid
of different languages (L1 and LX) and cultures. When a specific language
(L1 or LX) is used in a communicative situation, it helps migrants either
maintain a solid connection with their cultural roots or develop a new af-
filiation for the new culture. In the complex puzzle of hybrid migrant iden-
tities, cultural orientations, and life situations, Panicacci’s research shows
that both (or more) languages are used for expressing emotions (not only
L1 as the ordinary language of the heart) and even considering LX a domi-
nant and emotional language does not necessarily cause migrants to disen-
gage from their heritage.
For a paradigm shift in the perspective of social change that is brought
by the immigration and acculturation and shapes the personality of young
people as well, the research “Third Culture Kids” (TCKs) or “Cross-Cultural
Kids” (CCKs)7 is also relevant by showing the potential in the development
of young immigrants’ own unique life patterns due to the complexity of
their life experiences. In a study of links between multilingualism, multi-
culturalism, acculturation, and the personality profiles of TCKs, Dewaele
and Oudenhoven (2009) discovered that out of 79 teenagers in London,
those who had been born abroad and spent their childhood in London
(i.e., TCKs) scored significantly higher for Openmindedness and Cultural
Empathy and significantly lower for Emotional Stability as measured by the
7 The concept was introduced from sociology by Useem and Useem (1967) and exten-
ded by Pollock and Van Reken (2001): “A Third Culture Kid (TCK) is a person who
has spent a significant part of his or her developmental years outside the parents’ cul-
ture. The TCK frequently builds relationships to all of the cultures, while not having
full ownership in any. Although elements from each culture may be assimilated into
the TCK’s life experience, the sense of belonging is [often] in relationship to others
of similar background” (Pollock & Van Reken, 2001, p. 19).
221
On the other hand, studies investigating the impact of bicultural iden-
tity, bilingualism and social context found beneficial psychological out-
comes of bilingualism (Chen et al., 2008). Panicacci (2019) combined psy-
chological and linguistic variables in her study on the link between the
languages migrants use in private and emotional domains and their sense
of belonging to the heritage and the host culture. Supported by an extensive
overview of previous research of acculturation processes, emotion expres-
sion, and language perception, the results show that it is not the portion of
life spent in the country that helps boost migrants’ acculturation level to the
host country but their emotional, affective, mental and linguistic engage-
ment with the local community. One of the crucial roles in this identity-re-
shaping process is played by language use, which tends to entail a hybrid
of different languages (L1 and LX) and cultures. When a specific language
(L1 or LX) is used in a communicative situation, it helps migrants either
maintain a solid connection with their cultural roots or develop a new af-
filiation for the new culture. In the complex puzzle of hybrid migrant iden-
tities, cultural orientations, and life situations, Panicacci’s research shows
that both (or more) languages are used for expressing emotions (not only
L1 as the ordinary language of the heart) and even considering LX a domi-
nant and emotional language does not necessarily cause migrants to disen-
gage from their heritage.
For a paradigm shift in the perspective of social change that is brought
by the immigration and acculturation and shapes the personality of young
people as well, the research “Third Culture Kids” (TCKs) or “Cross-Cultural
Kids” (CCKs)7 is also relevant by showing the potential in the development
of young immigrants’ own unique life patterns due to the complexity of
their life experiences. In a study of links between multilingualism, multi-
culturalism, acculturation, and the personality profiles of TCKs, Dewaele
and Oudenhoven (2009) discovered that out of 79 teenagers in London,
those who had been born abroad and spent their childhood in London
(i.e., TCKs) scored significantly higher for Openmindedness and Cultural
Empathy and significantly lower for Emotional Stability as measured by the
7 The concept was introduced from sociology by Useem and Useem (1967) and exten-
ded by Pollock and Van Reken (2001): “A Third Culture Kid (TCK) is a person who
has spent a significant part of his or her developmental years outside the parents’ cul-
ture. The TCK frequently builds relationships to all of the cultures, while not having
full ownership in any. Although elements from each culture may be assimilated into
the TCK’s life experience, the sense of belonging is [often] in relationship to others
of similar background” (Pollock & Van Reken, 2001, p. 19).
221
