"Keeping Words in Context": Language Policy and Social Identification in an Immigrant Job Training Program

Autor/inn/en	Britton, Emma R.; Austin, Theresa Y.
Titel	"Keeping Words in Context": Language Policy and Social Identification in an Immigrant Job Training Program
Quelle	In: Journal of Language, Identity, and Education, 22 (2023) 2, S.137-152 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Britton, Emma R.) ORCID (Austin, Theresa Y.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1534-8458
DOI	10.1080/15348458.2020.1833728
Schlagwörter	Ethnography; English (Second Language); Second Language Learning; Second Language Instruction; Job Training; Language of Instruction; Educational Policy; Adult Education; Nursing; Postmodernism; Professional Autonomy; Language Teachers; Semantics; English for Special Purposes; Multiple Choice Tests; Speech Communication; Classroom Communication; Self Concept; Certification; Test Preparation; Federal Legislation; Labor Legislation; Labor Force Development; Allied Health Occupations Education; Immigrants; Community Programs; Pragmatics; Definitions; Figurative Language; Multilingualism; Vocabulary Development + Suchen Sie Ihr Suchwort? Ethnografie; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Berufsqualifizierender Bildungsgang; Teaching language; Unterrichtssprache; Politics of education; Bildungspolitik; Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Krankenpflege; Postmoderne; Berufsfreiheit; Language teacher; Sprachunterricht; Semantik; Multiple choice examinations; Multiple-choice tests, Multiple-choice examinations; Multiple-Choice-Verfahren; Klassengespräch; Selbstkonzept; Abschlusszeugnis; Zertifizierung; Bundesrecht; Labor law; Arbeitsrecht; Arbeitskräftebestand; Immigrant; Immigrantin; Immigranten; Pragmalinguistik; Begriffsbestimmung; Mehrsprachigkeit; Multilingualismus; Wortschatzarbeit
Abstract	This ethnography examines how teachers interpret and enact language-in-education policies in an adult ESL classroom in the United States, where students simultaneously received job training as Certified Nursing Assistants (CNAs). We draw on postmodern and interpretive lenses from the ethnography of communication, considering how workforce-oriented language policies impact teachers' agency during speech events when classroom participants discuss the meanings of unknown words. We assert that during talk about word meanings (semantics), models of social identity formed, sometimes in conflict with the sociocognitive complexities of second language acquisition. Findings indicate that the meanings of polysemous words were narrowed solely to the immediate healthcare context, and that instructional time often focused on teaching lexis common on multiple-choice tests, preparing students for their final CNA examination. Implications for teachers and policy makers are discussed, including the potentially equalizing applications of polysemic research within workforce language instructional models. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01