"Just Like Me": How Immigrant Students Experience a U.S. High School

Autor/in	McCloud, Jennifer
Titel	"Just Like Me": How Immigrant Students Experience a U.S. High School
Quelle	In: High School Journal, 98 (2015) 3, S.262-282 (21 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0018-1498
Schlagwörter	Immigrants; High School Students; English Language Learners; Qualitative Research; English (Second Language); Second Language Instruction; Coping; Student Adjustment; Student Needs; Theories; Ethnography; Interviews; Documentation; Personal Narratives; Secondary School Teachers; Teacher Role; Peer Relationship; Academic Support Services; Virginia + Suchen Sie Ihr Suchwort? Immigrant; Immigrantin; Immigranten; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Qualitative Forschung; English as second language; English; Second Language; Englisch als Zweitsprache; Fremdsprachenunterricht; Bewältigung; Adjustment; Adaptation; Theory; Theorie; Ethnografie; Interviewing; Interviewtechnik; Dokumentation; Erlebniserzählung; Lehrerrolle; Peer-Beziehungen
Abstract	Using a qualitative bricolage approach (Kincheloe, 2008, 2010), this study explores the school life of immigrant students enrolled in an advanced English as a Second Language (ESL) classroom in a high school. The overarching objective of this study is to examine how these students--five from Mexico, three from Honduras, and one from China--experience and use the school space. Figured worlds (Holland et al., 1998) and positioning theory (Davies, 2000; Harré & van Langenhove, 1999) provide analytical frameworks to present how the students rely on their positions as English language learners in an ESL program, on the ESL faculty, and on one another to co-construct a variety of practices that create opportunities for agency and success in the school space. The manuscript describes how students co-construct a world in and through which they (1) navigate the institution, (2) meet academic needs, and (3) establish networks of care. The study also includes the dissonant threads--elements of data that resist perfect codification--to deepen analysis and to portray a complex portrait of ESL II (Lawrence-Lightfoot & Davis, 1997). (As Provided).
Anmerkungen	University of North Carolina Press. 116 South Boundary Street, P.O. Box 2288, Chapel Hill, NC 27515-2288. Tel: 800-848-6224; Tel: 919-966-7449; Fax: 919-962-2704; e-mail: uncpress@unc.edu; Web site: http://uncpress.unc.edu/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01