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ERIC Number: EJ905513
Record Type: Journal
Publication Date: 2009-Dec
Pages: 26
Abstractor: As Provided
Reference Count: 58
ISBN: N/A
ISSN: ISSN-0039-8322
Institutionalized Inclusion: A Case Study on Support for Immigrants in English Learning
Han, Huamei
TESOL Quarterly: A Journal for Teachers of English to Speakers of Other Languages and of Standard English as a Second Dialect, v43 n4 p643-668 Dec 2009
Based on a three-year ethnography, this article illuminates how institutions and individuals can support immigrants' language learning and settlement in today's globalized, multicultural societies. It focuses on how a Mandarin-English bilingual Chinese church's practices fostered a young couple's English learning and social economic inclusion into the evangelical Christian Chinese community in Canada. Drawing on the conceptualization of learning as "legitimate peripheral participation" (Lave & Wenger, 1991), concretized by concepts of "region" and "stage" (Goffman, 1959) and "social capital" (Bourdieu, 1977, 1986), I illustrate the multiple effects of this couple's increased participation in their church community. I then analyze how institutionalized, multiple forms of "mediation" (Vygotsky, 1978) opened up spaces for and assisted their increased participation. I argue that allowing ethnolinguistic minority immigrants a legitimate speaking position, at interpersonal, institutional, and ideological levels, facilitates immigrant language learning and integration. (Contains 7 footnotes.)
Teachers of English to Speakers of Other Languages, Inc. 1925 Ballenger Avenue Suite 550, Alexandria, VA 22314. Tel: 888-547-3369; Tel: 703-836-0774; Fax: 703-836-7864; Fax: 703-836-6447; e-mail: info@tesol.org; Web site: http://www.tesol.org
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Canada