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ERIC Number: EJ892439
Record Type: Journal
Publication Date: 2010
Pages: 17
Abstractor: As Provided
Reference Count: 33
ISSN: ISSN-1534-8458
Identity Construction and Negotiation within and across School Communities: The Case of One English-as-a-New-Language (ENL) Student
Chen, Xiaoning
Journal of Language, Identity, and Education, v9 n3 p163-179 2010
Through a theoretical framework that builds on constructs of identity, community of practice, power relations, and investment (Blackledge & Pavlenko, 2001; Gee, 2001; Norton, 2000; Peirce, 1995; Wenger, 1998), this educational ethnographic study (Preissle, 1999) explores one English-as-a-new-language (ENL) student's identities within and across three different school communities. An analysis of the communities of practice shows that the power relations are largely shaped by institutional, instructional, and discursive practices in each community. While the community constructs their identities, community members also negotiate their positioning and investment in learning. Further, members may encounter identity conflicts across different school communities. Theoretical considerations for broadening the understanding of identity are proposed. Suggestions are made for educators to construct collaborative power relations within and across school communities in order to empower diverse students and create positive learning experiences in new social, cultural, and linguistic contexts.
Routledge. 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 - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A