The Making of a Bilingual/Bicultural Identity:
A Case Study of a Japanese-American Child
Clara Lee Brown,
The University of Tennessee, Knoxville, Tennessee, U.S.A.
This case study explores how a young bilingual adolescent forms his ethnic and linguistic identity. The participant, a U.S.-born 11 year-old boy, lives with his Japanese parents, who immigrated to the States as adults, so the language and culture of his home are distinctively different from those of the American locality where the family resides. The study examines the current status of the participant's identity in light of Erikson's (1963) theoretical framework of psychological development and Tse's (1998) extension of this framework to explain the ethnic identity of racial minorities. The findings suggest that in dealing with the two languages and cultures in his life, the participant prioritizes his birthplace and dominant language in establishing his identity- that is, he considers himself to be American first because he was born in America and speaks fluent English- and, importantly, that he uses this as a coping strategy when dealing with the public. Nevertheless, he also feels Japanese, especially because of his Asian appearance, which was identified as a significant contributing factor in the formation of his bilingual/bicultural identity. Thus, the study reveals the complexity of forming a bilingual/bicultural identity, even for an 11 year-old, and suggests the need for strong support from parents, teachers, and community so that such individuals can make a successful transition into adolescence and adulthood.
