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This case study explores how simultaneous Turkish–English bilingual identity emerges from a child-raising context where English is neither the first nor the primary language of the parents or the community. In the context of Turkey, where a special value is attributed to the English language knowledge, Turkish–English bilingualism is associated with a privileged social position, even for young children. By focusing on the bilingual experiences of an 11-year-old child, this study traces the dynamics shaping bilingual identity development. The research employs data triangulation, consisting of diary notes, a metaphor questionnaire, and semi-structured interviews, each contributing to psychosocial perspectives of bilingual identity development across time and space. The data implies an investment in a young bilingual's identity development, despite the relative scarcity of language learning resources, and affiliation for the imagined community.

Exploring child bilingual identity in Turkish context: a single case study