Bilingualism, Gender, and Friendship: Constructing Second Language Learners in an English Dominant Kindergarten.

Autor/in	Hruska, Barbara L.
Titel	Bilingualism, Gender, and Friendship: Constructing Second Language Learners in an English Dominant Kindergarten.
Quelle	(2000), (55 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Tagungsbericht; Bilingual Education Programs; Bilingualism; English (Second Language); Ethnic Groups; Ethnography; Friendship; Kindergarten; Kindergarten Children; Limited English Speaking; Longitudinal Studies; Participant Observation; Power Structure; Primary Education; Second Language Instruction; Second Language Learning; Sex; Sociocultural Patterns; Sociolinguistics; Spanish Speaking; Transitional Programs + Suchen Sie Ihr Suchwort? Bilingualismus; English as second language; English; Second Language; Englisch als Zweitsprache; Ethnie; Ethnografie; Freundschaft; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Teilnehmende Beobachtung; Primarbereich; Fremdsprachenunterricht; Zweitsprachenerwerb; Geschlecht; Geschlechtsverkehr; Soziokulturelle Theorie; Soziolinguistik
Abstract	This article draws on data collected during a year-long ethnographic study of six Spanish-dominant English language learners, enrolled in both English-as-a-Second-Language (ESL) and Spanish Transitional Bilingual Education (TBE) "pull-out" programs, in an English kindergarten classroom. The study is based on a theoretical framework that conceptualizes language as the site of social meaning construction and power negotiations. It argues that a focus on effective second language instruction and language acquisition alone are inadequate for understanding and addressing complex learning environments and the needs of language learners. Four broad research questions address the local meanings of bilingualism, gender, and friendship, and how these ideologies, identities, and social relationships relevant to these socially- constructed discourses affect the Spanish-speaking students. Broad-, mid-, and micro-level analyses were conducted using standard interpretive analytic procedures. The study demonstrates how the meanings of these three local discourses and their inherent power dynamics shape students' identities, classroom participation, access to relationships, access to knowledge, and ultimately their investment in school. (Contains 86 references.) (Author/KFT)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01