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

From Being to Becoming, Becoming to ...

Kondo, Akira.

FindBook

Google Book

Amazon

博客來

From Being to Becoming, Becoming to Being: A Critical Examination of Racialized Identities and Language Learning in the United States.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	From Being to Becoming, Becoming to Being: A Critical Examination of Racialized Identities and Language Learning in the United States./
作者:	Kondo, Akira.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2016,
面頁冊數:	337 p.
附註:	Source: Dissertations Abstracts International, Volume: 80-07, Section: A.
Contained By:	Dissertations Abstracts International80-07A.
標題:	Linguistics. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10193458
ISBN:	9780438777903

From Being to Becoming, Becoming to Being: A Critical Examination of Racialized Identities and Language Learning in the United States.
Kondo, Akira.

From Being to Becoming, Becoming to Being: A Critical Examination of Racialized Identities and Language Learning in the United States. - Ann Arbor : ProQuest Dissertations & Theses, 2016 - 337 p.

Source: Dissertations Abstracts International, Volume: 80-07, Section: A.

Thesis (Ph.D.)--The University of Wisconsin - Madison, 2016.

This item must not be added to any third party search indexes.

This year-long instrumental multiple case study examined how four participants, from South Korea, People's Republic of China, and France, conceptualized the notion of race as newly arrived international graduate students and English language learners in the United States. The participants were graduate students who majored in areas not related to language studies at Utopia University, a predominantly White institution of higher education located in the Midwestern part of the United States. In this dissertation, I illustrate how my participants came to experience race in the U.S. as newcomers from abroad through exploring their lives in and outside of the university in their first year in residence. Drawing on Feagin's (2000) systemic racism and white racial frame (2006), and Lave and Wenger's (1991) communities of practice, I examine their socialization into new communities of practice, and the role of race in those processes. Findings showed that racialized Asian newcomers were not apprenticed to White-dominant communities of practice. However, the one white, non-Asian participant was able to gain membership into mainstream communities on and off campus partly because she was racialized as White. Racialized Asian newcomers struggled to start somewhere as peripheral participants in new communities of practice, but membership was often denied or marginalized. This study sheds light on the racialized participants' attempt to find safe spaces where they were able to form some level of friendship, and gain some level of acceptance, with English-speaking interlocutors. Although the study describes their difficulties in doing so, the racialized Asian participants were ultimately able to find safe spaces in their new environments. In this dissertation, I critically examined the theoretical framework of second language socialization used in applied linguistics and showed that second language socialization is possible only after racialized Asian participants could find safe spaces, in which they found possibilities for authentic socialization with English-speaking community members. In such spaces, White gatekeepers were found to play pivotal roles in creating and providing safe spaces. These findings suggest that there needs to be a restructuring of university campuses and a more equitable distribution of rights and responsibilities for newcomers in U.S. campuses.

ISBN: 9780438777903Subjects--Topical Terms:

524476
Linguistics.
Subjects--Index Terms:

Communities of practice

From Being to Becoming, Becoming to Being: A Critical Examination of Racialized Identities and Language Learning in the United States.
LDR:03858nmm a2200421 4500 001 2267551
005 20200724102956.5
008 220629s2016 ||||||||||||||||| ||eng d
020 $a 9780438777903
035 $a (MiAaPQ)AAI10193458
035 $a (MiAaPQ)wisc:13976
035 $a AAI10193458
040 $a MiAaPQ $c MiAaPQ
100 1 $a Kondo, Akira. $3 3544807
245 1 0 $a From Being to Becoming, Becoming to Being: A Critical Examination of Racialized Identities and Language Learning in the United States.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2016
300 $a 337 p.
500 $a Source: Dissertations Abstracts International, Volume: 80-07, Section: A.
500 $a Publisher info.: Dissertation/Thesis.
500 $a Advisor: Hawkins, Margaret R.
502 $a Thesis (Ph.D.)--The University of Wisconsin - Madison, 2016.
506 $a This item must not be added to any third party search indexes.
506 $a This item must not be sold to any third party vendors.
520 $a This year-long instrumental multiple case study examined how four participants, from South Korea, People's Republic of China, and France, conceptualized the notion of race as newly arrived international graduate students and English language learners in the United States. The participants were graduate students who majored in areas not related to language studies at Utopia University, a predominantly White institution of higher education located in the Midwestern part of the United States. In this dissertation, I illustrate how my participants came to experience race in the U.S. as newcomers from abroad through exploring their lives in and outside of the university in their first year in residence. Drawing on Feagin's (2000) systemic racism and white racial frame (2006), and Lave and Wenger's (1991) communities of practice, I examine their socialization into new communities of practice, and the role of race in those processes. Findings showed that racialized Asian newcomers were not apprenticed to White-dominant communities of practice. However, the one white, non-Asian participant was able to gain membership into mainstream communities on and off campus partly because she was racialized as White. Racialized Asian newcomers struggled to start somewhere as peripheral participants in new communities of practice, but membership was often denied or marginalized. This study sheds light on the racialized participants' attempt to find safe spaces where they were able to form some level of friendship, and gain some level of acceptance, with English-speaking interlocutors. Although the study describes their difficulties in doing so, the racialized Asian participants were ultimately able to find safe spaces in their new environments. In this dissertation, I critically examined the theoretical framework of second language socialization used in applied linguistics and showed that second language socialization is possible only after racialized Asian participants could find safe spaces, in which they found possibilities for authentic socialization with English-speaking community members. In such spaces, White gatekeepers were found to play pivotal roles in creating and providing safe spaces. These findings suggest that there needs to be a restructuring of university campuses and a more equitable distribution of rights and responsibilities for newcomers in U.S. campuses.
590 $a School code: 0262.
650 4 $a Linguistics. $3 524476
650 4 $a Sociolinguistics. $3 524467
650 4 $a Language. $3 643551
653 $a Communities of practice
653 $a Language socialization
653 $a Qualitative methods
653 $a Race
653 $a Second language acquisition
653 $a Sociology
690 $a 0290
690 $a 0636
690 $a 0679
710 2 $a The University of Wisconsin - Madison. $b Second Language Acquisition. $3 3169851
773 0 $t Dissertations Abstracts International $g 80-07A.
790 $a 0262
791 $a Ph.D.
792 $a 2016
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10193458