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A Model of the Process African Ameri...

Romero, Kim Cooper.

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A Model of the Process African American Adolescents Use to Integrate Their Bilingual Identity with Their Overall Identity in a Foreign Language Immersion Environment: A Grounded Theory Study.

Record Type:	Electronic resources : Monograph/item
Title/Author:	A Model of the Process African American Adolescents Use to Integrate Their Bilingual Identity with Their Overall Identity in a Foreign Language Immersion Environment: A Grounded Theory Study./
Author:	Romero, Kim Cooper.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2018,
Description:	211 p.
Notes:	Source: Dissertation Abstracts International, Volume: 79-10(E), Section: A.
Contained By:	Dissertation Abstracts International79-10A(E).
Subject:	Bilingual education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10816755
ISBN:	9780438046702

A Model of the Process African American Adolescents Use to Integrate Their Bilingual Identity with Their Overall Identity in a Foreign Language Immersion Environment: A Grounded Theory Study.
Romero, Kim Cooper.

A Model of the Process African American Adolescents Use to Integrate Their Bilingual Identity with Their Overall Identity in a Foreign Language Immersion Environment: A Grounded Theory Study. - Ann Arbor : ProQuest Dissertations & Theses, 2018 - 211 p.

Source: Dissertation Abstracts International, Volume: 79-10(E), Section: A.

Thesis (Ed.D.)--Liberty University, 2018.

The purpose of this grounded theory study was to develop a model that illustrates how African American adolescents in a foreign language immersion environment integrate their bilingual identity with their overall identity. For this study, bilingualism is defined as the ability to use two languages for academic and/or business purposes. I used multiple interviews, focus groups, questionnaires, and journals to collect data. The most important part of the identity integration process for African American adolescents in a foreign language immersion environment is choice. The loss of choice caused conflicts during the identity negotiation process. The participants perceived their bilingual identity as symbolic capital which put them ahead of their peers academically and socially. Bilingualism allowed them to feel a sense of belonging and helped them overcome feeling marginalized from their African American peers in the school community. The Choice-Driven Bilingual Identity Integration model was developed from this study. The model conveys that the process the participants used to integrate their bilingual identity with their overall identity was one of positioning. The participants used positioning to convey how retaining or losing the choice of which dimension of identity they wish to share determined whether they experienced a conflict within their personal identity and the identity integration process as a whole. During academic situations, the participants chose to share their bilingual identity and demonstrated high agency. When forced to share their bilingual identity with native speakers they used low agency to describe their experiences. However, in social situations with native speakers when the participants chose to practice their Spanish, they demonstrated high agency.

ISBN: 9780438046702Subjects--Topical Terms:

2122778
Bilingual education.

A Model of the Process African American Adolescents Use to Integrate Their Bilingual Identity with Their Overall Identity in a Foreign Language Immersion Environment: A Grounded Theory Study.
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520 $a The purpose of this grounded theory study was to develop a model that illustrates how African American adolescents in a foreign language immersion environment integrate their bilingual identity with their overall identity. For this study, bilingualism is defined as the ability to use two languages for academic and/or business purposes. I used multiple interviews, focus groups, questionnaires, and journals to collect data. The most important part of the identity integration process for African American adolescents in a foreign language immersion environment is choice. The loss of choice caused conflicts during the identity negotiation process. The participants perceived their bilingual identity as symbolic capital which put them ahead of their peers academically and socially. Bilingualism allowed them to feel a sense of belonging and helped them overcome feeling marginalized from their African American peers in the school community. The Choice-Driven Bilingual Identity Integration model was developed from this study. The model conveys that the process the participants used to integrate their bilingual identity with their overall identity was one of positioning. The participants used positioning to convey how retaining or losing the choice of which dimension of identity they wish to share determined whether they experienced a conflict within their personal identity and the identity integration process as a whole. During academic situations, the participants chose to share their bilingual identity and demonstrated high agency. When forced to share their bilingual identity with native speakers they used low agency to describe their experiences. However, in social situations with native speakers when the participants chose to practice their Spanish, they demonstrated high agency.
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