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ERIC Number: EJ899348
Record Type: Journal
Publication Date: 2009
Pages: 10
Abstractor: As Provided
Reference Count: 36
ISSN: ISSN-0749-4025
Navigating an English-Only Classroom: Multiple Identities in a Primary Writer's Workshop
Brown, Sally
Journal of Classroom Interaction, v44 n1 p29-38 2009
This qualitative case study analyzes literacy events that were co-constructed by one bilingual, Mexican student and his English-only peers. The article examines the linguistic resources and literacy practices that Juan used as he created a picture book during writer's workshop. Data included video-taped interactions, artifacts, and interviews. The analysis utilized critical and narrative analyses. Findings illustrate the complexity of negotiating space as a bilingual outsider in an English-only classroom. The fluidity of the teacher's physical location impacted access to academic interactions. The importance of co-constructing literate identities proved invaluable as it built social and cultural capital for this particular child. (Contains 2 tables and 1 footnote.)
University of Houston, College of Education. 442 Farish Hall, Houston, TX 77204-5026. Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A