Imagining Self: Diversity of Bilingual Identity among Students of an Enrichment

Autor/inn/en	Lo-Philip, Stephanie Wing Yan; Park, Joseph Sung-Yul
Titel	Imagining Self: Diversity of Bilingual Identity among Students of an Enrichment
Quelle	In: Journal of Language, Identity, and Education, 14 (2015) 3, S.191-205 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1534-8458
DOI	10.1080/15348458.2015.1041344
Schlagwörter	Self Concept; Mandarin Chinese; English (Second Language); Second Language Learning; Bilingual Education; Reflective Teaching; Teaching Methods; Individual Differences; Instructional Design; Second Language Instruction; Foreign Countries; Semi Structured Interviews; Student Attitudes; Middle School Students; Video Technology; Student Characteristics; Native Language; Singapore + Suchen Sie Ihr Suchwort? Selbstkonzept; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Bilingual teaching; Bilingualer Unterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Individueller Unterschied; Lesson concept; Lessonplan; Unterrichtsentwurf; Fremdsprachenunterricht; Ausland; Schülerverhalten; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Singapur
Abstract	In any language education program, there are both commonalities and divergences in the ways in which students negotiate and form their identities. While work on bilingual education has revealed important similarities that students come to share, fewer studies have focused on explaining variation. In this paper, we explore individual differences by considering the unique sets of discourses and everyday lived experiences that surround 3 students at a bilingual Mandarin Chinese-English school. We offer implications for designing a reflective pedagogy that capitalizes on individual students' understandings and interpretations of the bilingual self, language, culture, and race. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01