語系:
繁體中文
English
說明(常見問題)
回圖書館首頁
手機版館藏查詢
登入
回首頁
切換:
標籤
|
MARC模式
|
ISBD
A Model of the Process African Ameri...
~
Romero, Kim Cooper.
FindBook
Google Book
Amazon
博客來
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.
紀錄類型:
書目-電子資源 : Monograph/item
正題名/作者:
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./
作者:
Romero, Kim Cooper.
出版者:
Ann Arbor : ProQuest Dissertations & Theses, : 2018,
面頁冊數:
211 p.
附註:
Source: Dissertation Abstracts International, Volume: 79-10(E), Section: A.
Contained By:
Dissertation Abstracts International79-10A(E).
標題:
Bilingual education. -
電子資源:
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.
LDR
:02890nmm a2200313 4500
001
2166402
005
20181227095853.5
008
190424s2018 ||||||||||||||||| ||eng d
020
$a
9780438046702
035
$a
(MiAaPQ)AAI10816755
035
$a
(MiAaPQ)liberty:12243
035
$a
AAI10816755
040
$a
MiAaPQ
$c
MiAaPQ
100
1
$a
Romero, Kim Cooper.
$0
(orcid)0000-0001-7867-2331
$3
3354513
245
1 2
$a
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.
260
1
$a
Ann Arbor :
$b
ProQuest Dissertations & Theses,
$c
2018
300
$a
211 p.
500
$a
Source: Dissertation Abstracts International, Volume: 79-10(E), Section: A.
500
$a
Adviser: Lucinda S. Spaulding.
502
$a
Thesis (Ed.D.)--Liberty University, 2018.
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.
590
$a
School code: 1052.
650
4
$a
Bilingual education.
$3
2122778
650
4
$a
African American studies.
$3
2122686
650
4
$a
Education.
$3
516579
690
$a
0282
690
$a
0296
690
$a
0515
710
2
$a
Liberty University.
$b
School of Education.
$3
1017771
773
0
$t
Dissertation Abstracts International
$g
79-10A(E).
790
$a
1052
791
$a
Ed.D.
792
$a
2018
793
$a
English
856
4 0
$u
http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10816755
筆 0 讀者評論
館藏地:
全部
電子資源
出版年:
卷號:
館藏
1 筆 • 頁數 1 •
1
條碼號
典藏地名稱
館藏流通類別
資料類型
索書號
使用類型
借閱狀態
預約狀態
備註欄
附件
W9365949
電子資源
11.線上閱覽_V
電子書
EB
一般使用(Normal)
在架
0
1 筆 • 頁數 1 •
1
多媒體
評論
新增評論
分享你的心得
Export
取書館
處理中
...
變更密碼
登入