東華大學圖書館 |

語系: 繁體中文

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

Indonesian Education Migrant Familie...

Silvhiany, Sary.

FindBook

Google Book

Amazon

博客來

Indonesian Education Migrant Families' Language, Literacy, and Identity Navigations in Transnational Spaces.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Indonesian Education Migrant Families' Language, Literacy, and Identity Navigations in Transnational Spaces./
作者:	Silvhiany, Sary.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2019,
面頁冊數:	294 p.
附註:	Source: Dissertations Abstracts International, Volume: 81-03, Section: A.
Contained By:	Dissertations Abstracts International81-03A.
標題:	Higher education. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=13900644
ISBN:	9781085726177

Indonesian Education Migrant Families' Language, Literacy, and Identity Navigations in Transnational Spaces.
Silvhiany, Sary.

Indonesian Education Migrant Families' Language, Literacy, and Identity Navigations in Transnational Spaces. - Ann Arbor : ProQuest Dissertations & Theses, 2019 - 294 p.

Source: Dissertations Abstracts International, Volume: 81-03, Section: A.

Thesis (Ph.D.)--Indiana University, 2019.

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

This dissertation focuses on four Indonesian education migrant families' navigations of language, literacy, and identity in transnational spaces. It argues for a more nuanced understanding of the experiences of international students pursuing their education in the USA with their accompanying family members. Drawing on conceptual framework of social capital (Bourdieu, 1986), translingual practices (Canagarajah, 2018), and the construct of investment and identity (Norton, 1995 & 2013), this study aims to explore the families border crossing experiences and adaptation to the new cultural space, their language learning and practices in multiple communities and their negotiation of identities in the context of education migration. Employing portraiture methodology (Lawrence-Lightfoot, 1983 & 2005; Lawrence-Lightfoot & Davis, 1997), which combines ethnographic and narrative approaches to research, this study explores the families' transnational experiences and practices through an assemblage of data sources, such as semi-structured interviews, informal conversations, participant observations, and artifact collections. The data analysis demonstrates that the Indonesian families' agentive process of mobilizing and leveraging social networks contributed to their positive migration experiences and transnational belonging. As the families shuttled across geographical and linguistic borders, they experienced conflicts, challenges, and disorientations. They resolved these issues by investing in language and cultural learning and using mobile semiotic resources. These practices influenced their identity construction, ideological reflection, and communicative practices. The families' translingual practices reflect linguistic creativity and strategic uses of mobile semiotic repertoire to effectively engage with diverse communities in transnational spaces. Given its focus on the experiences of the least explored group of international students, this research provides insights for both the sending and the receiving institutions in improving supports for the international students with the accompanying families. In light of increased transnational mobility and the use of information communication technologies, this study sheds lights on transnational people's online and offline translingual practices in the contexts of home, religious networks, ethnic community, and other transnational social spaces.

ISBN: 9781085726177Subjects--Topical Terms:

641065
Higher education.

Indonesian Education Migrant Families' Language, Literacy, and Identity Navigations in Transnational Spaces.
LDR:03457nmm a2200313 4500 001 2209698
005 20191104073808.5
008 201008s2019 ||||||||||||||||| ||eng d
020 $a 9781085726177
035 $a (MiAaPQ)AAI13900644
035 $a AAI13900644
040 $a MiAaPQ $c MiAaPQ
100 1 $a Silvhiany, Sary. $3 3436802
245 1 0 $a Indonesian Education Migrant Families' Language, Literacy, and Identity Navigations in Transnational Spaces.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2019
300 $a 294 p.
500 $a Source: Dissertations Abstracts International, Volume: 81-03, Section: A.
500 $a Advisor: Lewis Samuelson, Beth.
502 $a Thesis (Ph.D.)--Indiana University, 2019.
506 $a This item must not be sold to any third party vendors.
520 $a This dissertation focuses on four Indonesian education migrant families' navigations of language, literacy, and identity in transnational spaces. It argues for a more nuanced understanding of the experiences of international students pursuing their education in the USA with their accompanying family members. Drawing on conceptual framework of social capital (Bourdieu, 1986), translingual practices (Canagarajah, 2018), and the construct of investment and identity (Norton, 1995 & 2013), this study aims to explore the families border crossing experiences and adaptation to the new cultural space, their language learning and practices in multiple communities and their negotiation of identities in the context of education migration. Employing portraiture methodology (Lawrence-Lightfoot, 1983 & 2005; Lawrence-Lightfoot & Davis, 1997), which combines ethnographic and narrative approaches to research, this study explores the families' transnational experiences and practices through an assemblage of data sources, such as semi-structured interviews, informal conversations, participant observations, and artifact collections. The data analysis demonstrates that the Indonesian families' agentive process of mobilizing and leveraging social networks contributed to their positive migration experiences and transnational belonging. As the families shuttled across geographical and linguistic borders, they experienced conflicts, challenges, and disorientations. They resolved these issues by investing in language and cultural learning and using mobile semiotic resources. These practices influenced their identity construction, ideological reflection, and communicative practices. The families' translingual practices reflect linguistic creativity and strategic uses of mobile semiotic repertoire to effectively engage with diverse communities in transnational spaces. Given its focus on the experiences of the least explored group of international students, this research provides insights for both the sending and the receiving institutions in improving supports for the international students with the accompanying families. In light of increased transnational mobility and the use of information communication technologies, this study sheds lights on transnational people's online and offline translingual practices in the contexts of home, religious networks, ethnic community, and other transnational social spaces.
590 $a School code: 0093.
650 4 $a Higher education. $3 641065
650 4 $a English as a second language--ESL. $3 3423990
650 4 $a Multicultural education. $3 526718
690 $a 0441
690 $a 0745
690 $a 0455
710 2 $a Indiana University. $b School of Education. $3 1020202
773 0 $t Dissertations Abstracts International $g 81-03A.
790 $a 0093
791 $a Ph.D.
792 $a 2019
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=13900644