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ERIC Number: EJ1127883
Record Type: Journal
Publication Date: 2017
Pages: 15
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0026-7902
EISSN: N/A
Investigating Language Tutor Social Inclusion Identities
Barkhuizen, Gary
Modern Language Journal, v101 suppl 1 p61-75 2017
This article explores the identities of tutors working in one-to-one instructional arrangements, which entail a tutor and an adult English learner working together to meet the particular language learning needs and goals of the learner. The tutors in this study are matched with their partners through an organization in New Zealand which aims to provide a community-based service that supports settlement for immigrants and refugees through English. The findings are presented through an analysis of a series of "short stories," short excerpts of data extracted from a larger set of interviews with the tutors. They are analyzed thematically for their content. In making sense of the content, attention is necessarily paid to the narrators' orientation within micro, meso, and macro spatial and temporal contexts; "stories," "Stories," and "STORIES." Specifically, the tutors' identities are examined as social inclusion tutor identities; that is, identity is conceptualized narratively as co-constructed and situated in the (short) stories they tell about their lived and imagined tutoring social inclusion experiences. In the case of these tutors, their experiences include primarily and intimately the lives of their refugee and immigrant English learners.
Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA
Publication Type: Journal Articles; Reports - Research
Education Level: Adult Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: New Zealand
Grant or Contract Numbers: N/A