Book Review: Ayres-Bennett and Fisher, Eds. (2022). Multilingualism and Identity: Interdisciplinary Perspectives. Cambridge: Cambridge University Press. ISBN: 978-1-108-49020-7 (hbk)

Against the backdrop of globalization, migration, and the growing dominance of English as a lingua franca, analyzing and understanding multilingualism and its relationship to identity is a complex and challenging task. This collection comprises works by respected scholars from various disciplines, including applied linguistics, sociolinguistics, modern languages, and education studies. It offers fascinating insights into the myriad facets of multilingual identity and provides detailed case studies with different theoretical and methodological perspectives, contributing to a better understanding of this vibrant field of research.

In Chapter 1, Wendy Ayres-Bennett and Linda Fisher begin with a discussion of the thorny terminological issue before considering the three major themes into which the book is divided: (1) Situated Multilingualism and Identity; (2) Multilingual Identity Practices; and (3) Multilingual Identity and Investment. Regarding the terminology associated with multilingualism, the editors generally follow the practice of using “multilingualism” to describe those who speak more than one language. However, they also briefly outline the dominant developments and debates about different terms, such as plurilingualism, translanguaging, diglossia, and metrolingualism. This discussion adds depth to the book’s exploration of multilingual identity by acknowledging the complexities and nuances of language use and identity construction. By addressing the terminological issue, the book sets the stage for a comprehensive examination of multilingualism and its relationship to identity.

Similarly, instead of advocating for an overarching theoretical or methodological approach to multilingual identity, the book invites the authors to articulate their positions in their respective chapters and reflect on how their work contributes to the broader understanding of multilingual identity. This approach allows for a rich diversity of perspectives and methodologies within the collection. Each chapter offers unique insights into the complexities of multilingual identity, demonstrating the richness and complexity of the field. By showcasing a range of theoretical and methodological approaches, the book encourages readers to engage critically with the subject matter and consider multiple perspectives when studying multilingualism and identity.

The first section of the book consists of six chapters. It begins with Chapter 2 by John E. Joseph, who discusses the overlapping issues in geographical and cerebral/cognitive areas of inquiry, focusing on language silhouettes drawn by multilingual immigrant children. Joseph emphasizes the urgent need for proper educational policies for immigrant children, highlighting the importance of recognizing and valuing their multilingual identities. This chapter provides a valuable contribution to the field by shedding light on the experiences of multilingual immigrant children and advocating for inclusive educational practices.

In Chapter 3, Roy Finnin and Ivan Kozachenko employ an interdisciplinary approach, combining sociological and literary analysis, to discuss multilingualism and national identity in contemporary Ukraine. They explore how popular works of Ukrainian culture embrace linguistic diversity and turn inward to seek unity and strength. This chapter offers a unique perspective on the relationship between multilingualism, identity, and national narratives, highlighting the complex interplay between language and nationhood.

The remaining chapters in the first section explore multilingualism in urban settings and contemporary urban vernaculars, including cities such as Shinjuku, Tokyo in Japan (Chapter 4), suburbs of major French cities (Chapter 6), and Ningbo in China (Chapter 7). These case studies provide valuable insights into the ways in which multilingualism is practiced and negotiated in diverse urban contexts. They highlight the dynamic nature of multilingual identity and the ways in which it is shaped by local linguistic and sociocultural environments.

In Chapter 4, Alastair Pennycook and Emi Otsuji explore the relationship between pointing, identity, and distribution. The authors analyze a specific scenario involving three Uzbek men in a shop in Shinjuku, Tokyo and highlight how their act of pointing to a banknote and engaging in linguistic exchange contribute to the construction of identity. They argue that identity is not solely constructed through discourse but is distributed across people, objects, language, and place. The authors advocate for a re-evaluation of language as part of semiotic assemblages and suggest exploring diverse materialities and their impact on social practices, selves, and social formations while considering both cultural and political–economic dimensions.

Chapter 6 by Janice Carruthers and Daniel McAuley focuses on listeners’ perceptions of Contemporary Urban Vernacular (CUV) French, a way of speaking associated with the suburbs of major French cities. They draw on “indexicality theory” to shed light on how individual linguistic traits and collections of those traits in CUV French can index specific social-semiotic values, including those related to multilingualism. The chapter concludes with a comment on the relevance of language and identity in contemporary France, particularly in the context of political discourse and policy initiatives against linguistic discrimination.

In Chapter 7, Hui Zhao presents a case study conducted in Ningbo, China. The chapter emphasizes the methodological and theoretical significance of the research approach, advocating for a comprehensive mixed-methods design and the inclusion of non-Western cases to enrich theories on language and identity. By combining quantitative analysis, perception experiments, variationist interviews, phonetic analysis, and qualitative discourse analysis, the author provides a more profound understanding of the intricate relationship between multilingualism and identity.

Cecile Sabatier Bullock’s Chapter 5 explores the fluidity and adaptability of multilingual identities by discussing how migrants shape their identities across different countries, languages, and cultures, demonstrating how individuals navigate multiple linguistic and cultural contexts to construct their sense of self. Bullock’s work offers an inspiring perspective on contemporary mobilities for multilingual migrants and adds depth to the understanding of multilingual identity by emphasizing the agency and resilience of migrants in shaping their own identities.

The second section, consisting of five chapters, focuses on multilingual identity practices in different settings. Chapter 8 by Alison Doherty and Chapter 10 by Liam Doherty, Bonny Norton and EspenStranger-Johannessen highlight the transformative potential of multilingualism in challenging dominant language ideologies and creating spaces for marginalized voices, by exploring the disruption of conventional power dynamics through intentional multilingual practices such as translation and language learning. They demonstrate how multilingual practices can be empowering and contribute to the construction of inclusive and equitable identities.

Alison Phipps’ research (Chapter 8) explores the decolonization of languages in rural and urban settings, specifically focusing on the development of equatorial epistemologies. The author reflects on the challenges of working multilingually and the reluctance to give up linguistic power. The author emphasizes that metropolitanism and rurality should not be seen as binary opposites, but rather as interconnected and mutually influencing aspects of a dynamic sociocultural fabric. Engaging in decolonial thought, the author realizes urban training is inadequate for understanding a multilingual world. She proposes a rural decolonizing remedy to challenge urban multilingual research and power dynamics. Principles include critiquing power dynamics, embodied knowledge, intentional multilingualism, and decentralization.

Chapter 10 by Liam Doherty, Bonny Norton, and Espen Stranger-Johannessen explores the intersections between translation, translanguaging, and identity. The authors aim to understand how identity is manifested in multilingual and collaborative translation practices by proposing a new model of translator identity. They analyze translation data from the Global Storybooks project, specifically focusing on English to Swahili and Norwegian (Nynorsk) to Kurdish translations. The examples provided highlight the intricate translanguaging practices and diverse translator identities involved in the project. The chapter emphasizes the importance of recognizing and valuing the multifaceted nature of translation and translanguaging, as well as the role of translators as agents in navigating power dynamics. By offering insights that transcend disciplinary boundaries, the chapter contributes to a deeper understanding of translation, identity, and translanguaging in applied linguistics, language education, and translation studies. The authors also propose a practical framework for future research on translators in various contexts, reconciling different understandings of translanguaging.

Chapter 9 by David Block and Chapter 11 by Sarah Mercer and Kyle Read Talbot examine identity practices in higher education settings where English is the medium of instruction. The authors conduct extended interviews with multilingual teachers from different disciplines and consider psychological, social, and contextual factors when analyzing the complexity of multilingual identity practices. These chapters present challenges and opportunities faced by multilingual individuals in academic settings and provide insights into the ways in which language use and identity intersect in educational contexts.

In Chapter 9, David Block addresses a recurring concern in language and identity research. He emphasizes the significance of maintaining theoretical rigor and meticulous attention to methodological aspects when individuals share their life stories. The chapter begins with the author’s perspective on identity as a central concept, providing background information. The latter half of the chapter focuses on an interview excerpt from a research project on English-medium instruction at a university in Catalonia. The author acknowledges the necessity of further developing positioning theory (PT), exploring institutional influences, and recognizing research interviews as co-constructed events. Overall, the author asserts that integrating the PT model with a comprehensive understanding of identity can enhance our comprehension of multiple identities in today’s world.

Sarah Mercer and Kyle Read Talbot’s Chapter 11 explores the concept of identity as a complex dynamic system. They challenge traditional views of self and identity in Second Language Acquisition (SLA). They propose an integrative perspective that considers identity as a complex and dynamic construct, emphasizing plural identities and the integration of internal psychological factors and external social contexts. The authors draw connections between their perspective and developments in multilingualism and translanguaging, highlighting the benefits of a complexity perspective, using examples from a study with English-medium instruction (EMI) teachers in Austria. They stress the need for support and inclusivity, cautioning against language use attitudes and EMI implementations that foster exclusivity or unequal status. They advocate for inclusivity and a broader understanding of multilingual identity, allowing individuals to connect on their own terms.

Chapter 12 by Sabina Perrino and Stanton Wortham analyzes the discourse of story and joke telling in a multilingual community in northern Italy. Their analysis focuses on the frequent occurrence of code-switching during the telling of jokes, shedding light on the intricate dynamics of language use and cultural expression in this particular context. The authors also highlight the significance of studying the explicit interactional moves hidden beneath the “interactional text”. This chapter offers a distinct perspective on the role of humor and storytelling in multilingual identity construction, showcasing the creative and dynamic ways in which individuals navigate multiple languages and cultural references to express their identities.

The final section contains five case studies from different parts of the world. This section begins with Patricia A. Duff’s chapter (Chapter 13), which investigates the way multilingualism, globalization, and identity intersect in relation to Chinese through five case studies of learners of Mandarin Chinese in Canada (two cases), the USA, Australia, and China. Through these case studies, Duff explores the macro, meso, and micro factors influencing second language acquisition. The research reveals learners’ motivations, including personal, intellectual, and economic factors, and highlights political investments to promote Mandarin education. Overall, the study showcases the complex interplay of factors that shape multilingualism in individuals’ lives, contributing to our understanding of language learning and the significance of Chinese language education in different settings.

In Chapter 14, Åsta Haukås highlights the importance of promoting a positive and inclusive view of multilingualism in educational settings, emphasizing the value of diverse linguistic backgrounds and identities. Haukås asks the question “who are the multilinguals?” and examines views of multilingualism in education in Norway through pupils’ self-perceptions. The findings document that most pupils identify as multilinguals and have a positive and inclusive understanding of multilingualism, offering a starting point for teachers to foster a multilingual identity mindset among all learners.

Similar themes are found in Chapter 15 by Angela Gayton and Linda Fisher, who observe a decline in participation in language learning in post-compulsory phases of education in Anglophone settings resulting from students’ deficiency of understanding about the degree of agency they have in claiming a multilingual identity. However, Gayton and Fisher find that the development of students’ multilingual identity is a way to improve investment in language learning. In light of this, pedagogical intervention is required for linguistic exploration and identity construction in the classroom, which can empower students to embrace their multilingual identities and helps foster a positive attitude towards language learning.

Likewise, Alison L. Bailey’s study in Chapter 16 utilizes a multidisciplinary and multi-method approach to examine the academic and non-academic development of students participating in a primary years‘ Spanish–English dual-language immersion (DLI) program in the United States. By combining sociolinguistics, social psychology, and developmental psychology, the author explores young children’s attitudes and identity development in language education. The research benefits from qualitative and quantitative methods, and the longitudinal design of the DLI study allows for an in-depth exploration of language attitudes and identities over time.

Chapter 17 by Julia Sallabank and Jeanette King explores the relationship between language, identity, and empowerment in endangered language contexts. Focusing on two indigenous languages, Māori in New Zealand and Guernesiais in Guernsey, the authors delve into how language revitalization efforts impact individuals’ sense of identity and empowerment. They emphasize the significance of reclaiming and revitalizing endangered languages for the preservation of culture and the empowerment of communities. The results of the research echo established frameworks by underscoring the role of language in shaping personal and collective identities, and the findings demonstrate how language revitalization initiatives contribute to the empowerment of endangered language communities.

Both studies in Chapter 16 and 17 highlight the interdisciplinary nature of language research, incorporating various fields such as sociolinguistics, psychology, and education. They also emphasize the significance of language in identity formation and the empowerment of communities. The longitudinal approach in Chapter 16 and the focus on endangered languages in Chapter 17 provide valuable insights into the dynamic relationship between language, identity, and empowerment. Both chapters show a bidirectional relationship between attitudes and identity, wherein learners’ habitus serves as a supportive structure that facilitates the formation of learners’ prosocial identities. Therefore, we believe there is a huge potential of such programs to promote linguistic diversity and cultural understanding, fostering a sense of pride and belonging among students. However, we propose that more research should be conducted to help identify the ways to encourage students/speakers to spend time and effort learning languages other than English.

In the Afterword, John E. Joseph explores the interplay between two distinct approaches in language studies: the multilingualist approach and the 4T approach (translanguaging, transmodal, transindividual, transspecies). He delves into the current state and trajectory of research on multilingualism, highlighting the multilingualist approach’s focus on the socio-cultural and political dimensions of language use, while the 4T approach emphasizes the technological and translational aspects. Joseph argues that these approaches are not mutually exclusive but rather complementary, offering a more comprehensive understanding of language. However, he acknowledges the challenges involved in integrating these approaches and suggests addressing them to advance the field. The Afterword emphasizes the importance of exploring conflicting perspectives and encourages continued exploration of multilingualism, considering its historical development and evolving perspectives in language research. By doing so, Joseph suggests, researchers can gain deeper insights into language and its complexities.

This book makes a valuable contribution to the studies of the complex relationship between multilingualism and identity. One of the book’s notable strengths lies in its interdisciplinary approach, drawing on contributions from diverse fields such as linguistics, sociology, and psychology. Methodologically, it is worth noting the main methodological choice that most authors rely on is the poststructural framework of identity, which focuses on words and the production of text, and uses content analysis or discourse analysis to explore the practices of individuals and communities. While introspective methods, such as questionnaires and interviews, have been widely used, some authors employ strategies from other disciplines, for instance developmental psychology, as theories and tools for analyzing identity practice (see Chapters 4, 10, 12, 16, 17). These innovative methodological tools help capture the complexity of multilingual identity of different participants and provide increasingly valuable insights for language learners, practitioners, and policymakers in understanding multilingualism and identity in different settings.

In addition, notwithstanding the phenomenon as observed throughout the book that linguistic identifications may vary depending on the time and context where individuals find themselves, in some situations, it can be useful to consider a more stable framing of identity. For example, considering everyone as multilingual with a multilingual identity and fostering a meta-linguistic model of multilingual identity consciously and explicitly may be beneficial to both individuals and society (see Chapters 3, 10, 14, 15). Moreover, as the Editors claim, regarding the conception of “multilingualism-as-resource” in all types of languages, this book challenges the perspective of “multilingualism-as-problem”, which has plagued many political ideas in late modernity. It makes this book an important and worthy addition to the existing literature of multilingualism and identity.

Despite all these strengths exhibited by this book, readers may find it challenging when attempting to follow a logical progression of ideas and fully grasp the overarching themes and arguments presented. This difficulty probably arises from the disjointed nature of the chapters, which lack a cohesive narrative that effectively connects the various disciplinary perspectives explored throughout the text. As a result, readers may struggle to discern the underlying thread that ties these perspectives together, hindering their ability to form a comprehensive understanding of the subject matter. Furthermore, it is worth noting that while the book discusses communities in Japan and a community in China, the book focuses predominantly on Western contexts, which may result in a skewed understanding of multilingualism and identity due to its limited exploration of non-Western perspectives and indigenous communities. To rectify this limitation, it is expected that future discussions and research endeavors place a greater emphasis on multilingualism and identity within non-Western communities to better represent the rich diversity of multilingualism and identity formation in diverse cultural contexts, recognizing and celebrating the unique challenges, perspectives, and contributions of non-Western communities.

Overall, this book is very successful in offering a critical lens on issues related to multilingualism and identity in diverse contexts. It has meaningful policy implications for education and wider social issues, making it appealing to a wide range of audiences, including language learners, practitioners, and policymakers. Undoubtedly, research on multilingualism and identity is thriving and continues to inform language learning and education in innovative ways. With a vast body of cutting-edge research exploring diverse contexts of multilingualism, this book makes a significant contribution to our theoretical, methodological, and pedagogical understanding of multilingual identity and its role in language teaching and learning. Definitely, it also sheds light on further research in this field in the near future.