Bella Here and There: Forming and Re-Forming Identities across School Contexts

Autor/in	Jaeger, Elizabeth L.
Titel	Bella Here and There: Forming and Re-Forming Identities across School Contexts
Quelle	In: Reading & Writing Quarterly, 34 (2018) 4, S.306-321 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1057-3569
DOI	10.1080/10573569.2018.1433091
Schlagwörter	Context Effect; Case Studies; Bilingual Students; English (Second Language); English Language Learners; Literacy; Interviews; Observation; Identification (Psychology); Intervention; Classroom Techniques; Tutorial Programs; Elementary School Students; Emergent Literacy; Group Dynamics; Grade 4; Qualitative Research + Suchen Sie Ihr Suchwort? Case study; Fallstudie; Case Study; English as second language; English; Second Language; Englisch als Zweitsprache; Alphabetisierung; Schreib- und Lesefähigkeit; Interviewing; Interviewtechnik; Beobachtung; Klassenführung; Tutorial programmes; Förderprogramm; Lernprogramm; Tutorensystem; Frühleseunterricht; Gruppendynamik; School year 04; 4. Schuljahr; Schuljahr 04; Qualitative Forschung
Abstract	The study described here is a case analysis of an emergent bilingual and her English literacy development. Mobilizing identity theory, the study explores ways in which the young girl's language and literacy identities played out across the large group, small group, and tutorial settings for instruction. The study took place over one school year. Analysis of observation and interview data produced two key findings. First, Bella's identities, and the extent to which she focused on her expressed goal of becoming a better reader, differed across the school contexts of which she was a member. Second, Bella's affective response to all three environments ranged from calm certainty to anxious uncertainty, although the ways these responses played out differed from context to context. I argue here that, if educators are to meet the needs of all readers, it is necessary to conduct detailed analyses of the contexts they populate. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01