Identity and the young English language learner

著者

書誌事項

Identity and the young English language learner

Elaine Mellen Day

（Bilingual education and bilingualism / series editors, Colin Baker and Nancy Hornberger, 36）

Multilingual Matters, c2002

  • : hbk
  • : pbk

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注記

Includes bibliographical references (p. 117-127) and indexes

内容説明・目次

巻冊次

: pbk ISBN 9781853595974

内容説明

This longitudinal, ethnographic case study examines the language socialization experiences of Hari, a Punjabi-speaking English language learner integrated in a mainstream kindergarten classroom in an urban area of British Columbia, Canada. The study uses sociocultural and critical/poststructural theoretical perspectives to explore the intimate connection between learning, identity and social membership in Hari's learning path. The book highlights the political and affective dynamics of classroom relationships and their unconscious as well as conscious dimensions and should be of interest to all researchers, students, and educators involved with minority language children in educational contexts.

目次

Acknowledgments 1 Introduction 2 Theory and Literature 3 Methodology 4 Hari: His School, Teacher and Classroom and Language at Home and at School 5 Hari and his Classmates 6 Hari and Casey, a Newcomer 7 Hari and his Teacher 8 Conclusions References Appendix: Transcription Conventions Index
巻冊次

: hbk ISBN 9781853595981

内容説明

This longitudinal, ethnographic case study examines the language socialization experiences of Hari, a Punjabi-speaking English language learner integrated in a mainstream kindergarten classroom in an urban area of British Columbia, Canada. The study uses sociocultural and critical/poststructural theoretical perspectives to explore the intimate connection between learning, identity and social membership in Hari's learning path. The book highlights the political and affective dynamics of classroom relationships and their unconscious as well as conscious dimensions and should be of interest to all researchers, students, and educators involved with minority language children in educational contexts.

目次

Acknowledgments 1 Introduction 2 Theory and Literature 3 Methodology 4 Hari: His School, Teacher and Classroom and Language at Home and at School 5 Hari and his Classmates 6 Hari and Casey, a Newcomer 7 Hari and his Teacher 8 Conclusions References Appendix: Transcription Conventions Index

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