Language Lessons on Immigrant Identity, Food Culture, and the Search for Home

Autor/inn/en	Santos, Maricel G.; McClelland, Jeff; Handley, Margaret
Titel	Language Lessons on Immigrant Identity, Food Culture, and the Search for Home
Quelle	In: TESOL Journal, 2 (2011) 2, S.203-228 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1949-3533
DOI	10.5054/tj.2011.250379
Schlagwörter	Immigrants; English (Second Language); Second Language Learning; Cultural Maintenance; Adult Students; Interdisciplinary Approach; Ethnography; Self Concept; Biculturalism; Second Language Instruction; Health; Acculturation; Food + Suchen Sie Ihr Suchwort? Immigrant; Immigrantin; Immigranten; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Adult; Adults; Student; Students; Erwachsenenalter; Studentin; Schüler; Schülerin; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Ethnografie; Selbstkonzept; Bikulturalität; Fremdsprachenunterricht; Gesundheit; Akkulturation; Lebensmittel
Abstract	The concept of transnationalism in many disciplines has deepened appreciation for stories of immigrant adaptation in today's globalizing world--stories that reveal shifting conceptualizations of "home," the everyday practices (e.g., cooking) that help families establish meaningful connections to home, as well as the struggles to maintain those connections. Adult English as a second language (ESL) learners' story, however, has been overlooked in transnational research, despite the great potential that the ESL classroom holds for documenting the relationship between identity, changing traditions, and learners' perceptions about home. This article highlights an interdisciplinary partnership between adult ESL and public health that explored the power of learners' stories of home and the implications for ESL teaching and improved immigrant health. Using a classroom-based ethnographic approach, we found that learners' interpretations of health-related texts can promote language learning and critical engagement around texts. Moreover, the learners' talk about stories of home provides evidence that ESL classrooms are valuable sites for the expression of transnational identity and critical dialogue on the challenges of staying healthy in the United States. (Contains 1 table, 5 excerpts, and 2 footnotes.) (As Provided).
Anmerkungen	Teachers of English to Speakers of Other Languages, Inc. 1925 Ballenger Avenue Suite 550, Alexandria, VA 22314. Tel: 888-547-3369; Tel: 703-836-0774; Fax: 703-836-7864; Fax: 703-836-6447; e-mail: info@tesol.org; Web site: http://www.tesol.org/s_tesol/seccss.asp?CID=1997&DID=12258
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10