東華大學圖書館 |

Language: English

Help

回圖書館首頁

手機版館藏查詢

Back

Switch To: Labeled | MARC Mode | ISBD

Negotiating an Identity to Achieve i...

Collett, Jennifer Marie.

Linked to FindBook

Google Book

Amazon

博客來

Negotiating an Identity to Achieve in English: Investigating the Linguistic Identities of Young Language Learners.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Negotiating an Identity to Achieve in English: Investigating the Linguistic Identities of Young Language Learners./
Author:	Collett, Jennifer Marie.
Description:	129 p.
Notes:	Source: Dissertation Abstracts International, Volume: 76-02(E), Section: A.
Contained By:	Dissertation Abstracts International76-02A(E).
Subject:	English as a second language. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3640388
ISBN:	9781321258455

Negotiating an Identity to Achieve in English: Investigating the Linguistic Identities of Young Language Learners.
Collett, Jennifer Marie.

Negotiating an Identity to Achieve in English: Investigating the Linguistic Identities of Young Language Learners. - 129 p.

Source: Dissertation Abstracts International, Volume: 76-02(E), Section: A.

Thesis (Ph.D.)--University of California, Berkeley, 2014.

This item must not be sold to any third party vendors.

Qualitative research methods guide data collection and analysis (Bogdan & Biklen, 2007; Dyson & Genishi, 2005; Heath & Street, 2008; Schram 2006) of this 18 month study researching the academic lives of 21 Spanish-English language learners classified as limited English proficient (LEP) in two urban, elementary school communities. In this dissertation, I argue language learners in elementary school begin to construct identities with language through the school community resources they are able to access as they participate in school-based activities. These language identities are related to students' engagement and motivation to participate in school, and also hold a relationship with students' language classification status. By triangulating the data of 21 focal students to include: 1) student interviews, 2) observations of students in academic and non-academic school activities, and 3) students' performance on academic tests, findings reveal how all language learners construct one of three language-learning identities -- dual, separation, or distant -- where a distant identity is associated with students who remain classified LEP or are reclassified as a long-term English language learner upon exiting elementary school.

ISBN: 9781321258455Subjects--Topical Terms:

516208
English as a second language.

Negotiating an Identity to Achieve in English: Investigating the Linguistic Identities of Young Language Learners.
LDR:02384nmm a2200337 4500 001 2063281
005 20151027100447.5
008 170521s2014 ||||||||||||||||| ||eng d
020 $a 9781321258455
035 $a (MiAaPQ)AAI3640388
035 $a AAI3640388
040 $a MiAaPQ $c MiAaPQ
100 1 $a Collett, Jennifer Marie. $3 3177786
245 1 0 $a Negotiating an Identity to Achieve in English: Investigating the Linguistic Identities of Young Language Learners.
300 $a 129 p.
500 $a Source: Dissertation Abstracts International, Volume: 76-02(E), Section: A.
500 $a Adviser: Patricia Baquedano-Lopez.
502 $a Thesis (Ph.D.)--University of California, Berkeley, 2014.
506 $a This item must not be sold to any third party vendors.
506 $a This item must not be added to any third party search indexes.
520 $a Qualitative research methods guide data collection and analysis (Bogdan & Biklen, 2007; Dyson & Genishi, 2005; Heath & Street, 2008; Schram 2006) of this 18 month study researching the academic lives of 21 Spanish-English language learners classified as limited English proficient (LEP) in two urban, elementary school communities. In this dissertation, I argue language learners in elementary school begin to construct identities with language through the school community resources they are able to access as they participate in school-based activities. These language identities are related to students' engagement and motivation to participate in school, and also hold a relationship with students' language classification status. By triangulating the data of 21 focal students to include: 1) student interviews, 2) observations of students in academic and non-academic school activities, and 3) students' performance on academic tests, findings reveal how all language learners construct one of three language-learning identities -- dual, separation, or distant -- where a distant identity is associated with students who remain classified LEP or are reclassified as a long-term English language learner upon exiting elementary school.
590 $a School code: 0028.
650 4 $a English as a second language. $3 516208
650 4 $a Bilingual education. $3 2122778
650 4 $a Linguistics. $3 524476
650 4 $a Elementary education. $3 641385
650 4 $a Educational psychology. $3 517650
690 $a 0441
690 $a 0282
690 $a 0290
690 $a 0524
690 $a 0525
710 2 $a University of California, Berkeley. $b Education. $3 1670269
773 0 $t Dissertation Abstracts International $g 76-02A(E).
790 $a 0028
791 $a Ph.D.
792 $a 2014
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3640388