ERIC Number: EJ1223597
Record Type: Journal
Publication Date: 2019
Pages: 15
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1534-8458
EISSN: N/A
The Linguistic Garden: A Case Study of an Emergent Bilingual's Participation, Positioning and Identity Development in a Dual Language Program
Journal of Language, Identity, and Education, v18 n4 p236-250 2019
Drawing upon sociocultural theories of learning and social constructivist theories of identity development, this article defines learning and identity as outcomes of participation in order to investigate how an emergent bilingual in elementary school, Roselyn, has opportunities to participate in school-based activities and how these structured shifts in her learning and identity. Drawing upon a unique data set that aligned 18 months of student interviews with student observations, findings indicate how Roselyn's shifts in participation lend insight to how she was able to construct identities of herself as a learner in general, and more specifically as a Latina language learner.
Descriptors: Case Studies, Bilingualism, Hispanic American Students, Student Attitudes, Student Participation, Self Concept, Sociocultural Patterns, Constructivism (Learning), Elementary School Students, School Activities, Learning Processes, Social Networks, Bilingual Education Programs, Spanish, English (Second Language), Second Language Learning, Classroom Communication, Correlation
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
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: California
Grant or Contract Numbers: N/A