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ERIC Number: EJ780933
Record Type: Journal
Publication Date: 2007-Sep
Pages: 16
Abstractor: Author
Reference Count: 34
ISSN: ISSN-1534-8458
Integrating Home and School Identities of Recent-Immigrant Hispanic English Language Learners through Classroom Practices
DaSilva Iddings, Ana Christina; Katz, Laurie
Journal of Language, Identity, and Education, v6 n4 p299-314 Sep 2007
The negotiation of integrated home and school identities of 3 second grade Hispanic English language learners (ELLs) included in an English-dominant classroom are explored through sociocultural paradigms, with an emphasis on the role of the individual's agency in the social construction of identities. In addition, we examine the conditions within the classroom context and practices that may influence the negotiation of the children's home and school identities. These identified conditions include (a) opportunities for students to perform home and community roles in the classroom, (b) space for students' (and their families') voices to be expressed and valued, and (c) access to meaningful participation of students and their families in "school learning" activities. Our data provide examples of classroom practices that may "constrain" these conditions. Based on our findings, we make suggestions for mediations that can facilitate the integration of home and school identities for ELLs. (Contains 1 note.)
Lawrence Erlbaum. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Elementary Education; Grade 2
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A