Russian Journal of LinguisticsRussian Journal of LinguisticsRussian Journal of Linguistics2687-00882686-8024Peoples’ Friendship University of Russia named after Patrice Lumumba (RUDN University)1589810.22363/2312-9182-2017-21-2-282-304ArticlesСтатьиArticlesResearch ArticleExploring the Intercultural Identity of Slovak-Roma Schoolchildren in the UKИсследование межкультурной идентичности рома-словацких школьников в ВеликобританииHryniewiczLauraХриниевичЛаураlaurahryniewicz@hotmail.comDewaeleJean-MarcДеваелеЖан-Маркj.dewaele@bbk.ac.ukBirkbeck, University of LondonЛондонский университет15122017212VOL 21, NO2 (2017)ТОМ 21, №2 (2017)28230426042017Copyright ©; 2017, Hryniewicz L., Dewaele J.Copyright ©; 2017, Хриниевич Л., Деваеле Ж.Copyright ©; 2017, Hryniewicz L., Dewaele J.2017Hryniewicz L., Dewaele J.Хриниевич Л., Деваеле Ж.Hryniewicz L., Dewaele J.https://creativecommons.org/licenses/by-nc/4.0https://journals.rudn.ru/linguistics/article/view/15898There is a significant body of literature about the Roma, but comparatively little exists in which their voices can be heard. This study takes an intercultural perspective to look at the identity negotiations of four self-identifying Roma-Slovak schoolchildren between the ages of 13-14 enrolled at a state academy in Kent. Interviews focused on the role of language in constructing their identities, the perceptions of others and the nature of possible conflicts. The qualitative analyses revealed five themes: Perception of Identity by Others, Adaptability, Aspirations, Self-Perceptions of Identity, and Conflict. Participants’ identities were found to be far more dynamic than the traditional binarized view of the Roma as the ‘other’ (McGarry & Agarin 2014). There is a strong element of ascription by others in terms of the nature of participants’ ethnicity and its relationship to their identity. Both their ethnic and national identity are central in the ways in which they see themselves.Среди большого количества трудов, посвященных народности рома, сравнительно мало тех, в которых можно «услышать» голоса ее представителей. В данном исследовании, проведенном в русле межкультурной коммуникации, анализируется восприятие идентичности четырех рома-словацких школьников в возрасте 13-14 лет, живущих в Великобритании и обучающихся в государственной школе. Интервью с ними были посвящены роли языка в конструировании их идентичности, восприятии «чужих» и природе потенциальных конфликтов. В результате качественного анализа было выделено пять ведущих тем: восприятие идентичности «чужими», адаптивность, устремления, самовосприятие и конфликт. Исследование показало, что идентичности участников более динамичны, нежели считалось при традиционном бинарном подходе (McGarry & Agarin 2014). 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