Identity Texts and Academic Achievement: Connecting the Dots in Multilingual School Contexts

Autor/inn/en	Cummins, Jim; Hu, Shirley; Markus, Paula; Kristiina Montero, M.
Titel	Identity Texts and Academic Achievement: Connecting the Dots in Multilingual School Contexts
Quelle	In: TESOL Quarterly: A Journal for Teachers of English to Speakers of Other Languages and of Standard English as a Second Dialect, 49 (2015) 3, S.555-581 (27 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0039-8322
DOI	10.1002/tesq.241
Schlagwörter	Self Concept; Academic Achievement; Literacy; Immigrants; Canada Natives; Multilingualism; American Indians; Guidelines; Educational Policy; Academic Discourse; Underachievement; Socioeconomic Status; Educational Research; Teaching Methods; Literacy Education; Disadvantaged; Second Language Learning; English (Second Language); Transformative Learning; Multiple Literacies + Suchen Sie Ihr Suchwort? Selbstkonzept; Schulleistung; Alphabetisierung; Schreib- und Lesefähigkeit; Immigrant; Immigrantin; Immigranten; Mehrsprachigkeit; Multilingualismus; American Indian; Indianer; Richtlinien; Politics of education; Bildungspolitik; Discourse; Diskurs; Performance deficiency; Leistungsschwäche; Socio-economic status; Sozioökonomischer Status; Bildungsforschung; Pädagogische Forschung; Teaching method; Lehrmethode; Unterrichtsmethode; Zweitsprachenerwerb; English as second language; English; Second Language; Englisch als Zweitsprache; Pädagogische Transformation
Abstract	The construct of "identity text" conjoins notions of identity affirmation and literacy engagement as equally relevant to addressing causes of underachievement among low socioeconomic status, multilingual, and marginalized group students. Despite extensive empirical evidence supporting the impact on academic achievement of both identity affirmation and literacy engagement, these variables have been largely ignored in educational policies and instructional practices. The authors propose a framework for identifying major causes of underachievement among these three overlapping groups and for implementing evidence-based instructional responses. The framework argues that schools can respond to the devaluation of identity experienced by many students and communities by exploring instructional policies and strategies that enable students to use their emerging academic language and multilingual repertoires for powerful identity-affirming purposes. Drawing on projects involving First Nations and immigrant-background multilingual students, the authors document the profound transformations in academic, intellectual, and personal identity that multimodal identity text work is capable of engendering. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01