bppichen ‘pipe ite kovoolard@uesdeda reeaen? Abstract Do linguistic identities formed in high school endure after adoles é y ‘informants produce a common nat rocesses tha adolescent second language use Fp. resenoh, lnguage and deny, adolescence, Catalan, Ctaons)* 4h Dayton nin ot nib gt te Dra wae as finns =‘This analysis of changes in bilingual repertoires over biographical time was triggered by a question raised at a conference at Yale University, where had discussed Aificulties that Casilianspeaking high school students encountered in using Catalan in ‘metropolitan Barcelona in the late 1980’s (Woolard 1997). A young man inthe front row spoke up and said, “You have just described my high school.” Blushing, I peered closely to see ifT should have recognized him. No, no, he said, he was from a neighboring city, ‘where he had attended a public school very similar to the one in my study. What I found courte reflected his own experience, he continued, but what Thad captured was just, the frst year of high school. People change, language use changes, the young man asserted, offering himselfas an example. What happened later, as these kids moved through and beyond high schoot? Inrecent years interactional research on “language and identity” in western (post)industrial societies has focused increasingly on adolescence, and particulary on late ‘midale school and early high school years (Bucholtz & Hall 2004), Penelope Eckert has Bakbiin’s formulation; that is, atime and a ive logie of character development re on youth language and identityin part is that modem schools are, as Fckert “ ly, adolescence in the industrial ed semiotics of social that are formed in the crucible of adolescence remain sghout the life course, orate they of mote ephemeral cross the lifespan? is the underlying ne fo which our fields do not yet have a ‘On one hand, in bilingual as framework. As they point jon to identities oF what we might call incumbencies = g.a8 co-worker, lover, mother- happens thoughout ur lives, and this will be socialization to and through language, just as in earlier stages.(/ ‘There is now considerable agreem identities are not fixed but)“ rather are multiple and constructed through active, although not unconstrained, choice ——