CHI TIẾT NGHIÊN CỨU …

Tiêu đề

Intersections between immigration, language, identity, and emotions: A science teacher candidate's journey

Tác giả

Rivera Maulucci M.S.

Năm xuất bản

2008

Source title

Cultural Studies of Science Education

Số trích dẫn

DOI

10.1007/s11422-007-9074-9

Liên kết

https://www.scopus.com/inward/record.uri?eid=2-s2.0-40249113064&doi=10.1007%2fs11422-007-9074-9&partnerID=40&md5=b0cd1564a77fdf4360917ab0709baab9

Tóm tắt

This study reports a subset of findings from a larger, ongoing study aimed at exploring interactions between teacher identity, learning, and classroom practices in a social justice teacher education program at a selective liberal arts college in New York. This case-study explores the journey of Elena, as an immigrant, a student, and a pre-service teacher candidate towards becoming a social justice educator. Elena reflects upon her school language experiences as an immigrant youth, her learning in a social justice teacher education program, and her field experiences in an international high school. The analysis spans macro-, meso-, and microlevels to explore the ways globalization, particularly immigration, as well as schooling policies for English language learners interact with aspects of Elena's core identity, particularly in school settings. The findings show some of the ways language and literacy verified and/or denied aspects of Elena's core identity; specific instances where second language proficiency was cast as power and privilege versus disadvantage according to ethnic, language, and class categorizations; and the struggles Elena, and other immigrant youth may face given the focus on English language acquisition and high stakes accountability in schools, at the expense of students' primary language proficiency and affirmation of core identity markers. © 2007 Springer Science+Business Media B.V.

Từ khóa

Emotion; Identity; Immigration; Language acquisition

Tài liệu tham khảo

Benhabib S., The Rights of Others: Aliens, Residents, and Citizens, (2004); Brown B.A., it isn't no slang that can be said about this stuff": Language, identity, and appropriating science discourse, Journal of Research in Science Teaching, 43, pp. 96-126, (2006); Capps R., Fix M., Murray J., Ost J., Passel J.S., Herwantoro S., The New Demography of America's Schools: Immigration and the No Child Left behind Act, (2005); Castles S., Twenty-first-century migration as a challenge to sociology, Journal of Ethnic and Migration Studies, 33, pp. 351-371, (2007); Connelly F.M., Clandinin D.J., Short E.C., Narrative inquiry: Storied experience, Forms of Curriculum Inquiry, pp. 121-153, (1991); Derrida J., Monolingualism of the Other or the Prosthesis of Origin, (1998); Emdin C., Lehner E., Situating cogenerative dialogue in a cosmopolitan ethic, Forum Qualitative Sozialforschung/Forum: Qualitative Social Research, 7, 2, (2006); Fine M., Jaffe-Walter R., Pedraza P., Futch V., Stoudt B., Swimming: On oxygen, resistance, and possibility for immigrant youth under siege, Anthropology & Education Quarterly, 38, pp. 76-96, (2007); Gee J.P., Introduction to Discourse Analysis: Theory and Method, (1999); Gee J.P., Yerrick R.K., Roth W.-M., Language in the science classroom: Academic social languages as the heart of school-based literacy, Establishing Scientific Classroom Discourse Communities: Multiple Voices of Teaching and Learning Research, pp. 19-44, (2004); Lee O., Science education with English language learners: Synthesis and research agenda, Review of Educational Research, 75, pp. 491-530, (2005); Moore F.M., Language in science education as a gatekeeper to learning, teaching, and professional development, Journal of Science Teacher Education, 18, pp. 319-343, (2007); Portes A., Migration, development, and segmented assimilation: A conceptual review of the evidence, The Annals of the American Academy of Political and Social Science, 610, pp. 73-97, (2007); Roth W.-M., Yerrick R.K., Roth W.-M., Telling in purposeful activity, the emergence of scientific language, Establishing Scientific Classroom Discourse Communities: Multiple Voices of Teaching and Learning Research, pp. 45-78, (2004); Solorzano D.G., Critical race theory, race and gender microaggressions, and the experience of Chicana and Chicano scholars, Qualitative Studies in Education, 11, pp. 121-136, (1998); Starke-Meyerring D., Meeting the challenges of globalization: A framework for global literacies in professional communication programs, Journal of Business and Technical Communication, 19, pp. 468-499, (2005); Stiglitz J.E., Globalization and Its Discontents, (2003); Strauss A., Corbin J., Basics of Qualitative Research: Techniques and Procedures for Developing Grounded Theory, (1998); Turner J.H., Face to Face: Toward A Sociological Theory of Interpersonal Behavior, (2002); Valenzuela A., Subtractive Schooling: U.S.-Mexican Youth and the Politics of Caring, (1999); Verdugo R.R., Flores B., English-language learners: Key issues, Education and Urban Society, 39, pp. 167-193, (2007)