Language ideologies "envision and enact ties of language to identity, to aesthetics, to morality, and to epistemology" (Woolard, 1998, p.3). They are socialized through everyday community language practices and social-interaction routines (Ochs, 1996; Schieffelin, 2003). This study follows the everyday interactions of a peer group of second generation Turkish and Meskhetian Turkish immigrant children in two Arizona settings; an elementary school, and a Turkish Saturday (heritage language) School, to examine how the children negotiate ideologies and identities in interaction with peers. "The role of children in socializing children is particularly critical for understanding how identities are negotiated in the increasingly multicultural and multilingual post-colonial and transnational societies where children grow up today" (Goodwin and Kyratzis, 2007, p. 281).

The study combines methods of ethnography with talk-in-interaction. Children were followed in naturally occurring peer interactions over one year, and were interviewed in groups about using Turkish and English.

The elementary school and Turkish Saturday School adhered to an English-only ideology and Turkish-only ideology, respectively. The Turkish-English bilingual/multilingual children of this study used mostly English in their peer group interactions at both sites. The children created domain-associations (Fader, 2001; Garrett, 2005; Paugh, 2005; Schieffelin, 2003) for Turkish and English through their language practices (e.g., Turkish for adult voicing and religious messages; English for peer talk). They also code-switched between Turkish and English to accomplish a variety of conversational purposes, including shifting to a new "frame" (Auer, 1998; Ervin-Tripp & Reyes, 2005; Goffman, 1974, 1981; Gumperz & Cook-Gumperz, 2005; Kyratzis, Tang & Koymen, 2009; Zentella, 1997) or kind of talk other than the on-going school task, where could ask questions of and help one another or make commentary.

By using fluid bilingual language practices, children affirmed a bilingual peer group identity (Bailey, 2007b; Jorgensen, 1998; Keim, 2008; Kyratzis, 2010; Kyratzis, Reynolds and Evaldsson, 2010; Shankar, 2008; Zentella, 1997). Children's language practices in ways reproduced, yet also challenged, monolingual language ideologies of the dominant US society and elementary school, as well as of the Turkish Saturday School.