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Showing 1 to 15 of 66 results Save | Export
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Han, Huamei – Journal of Language, Identity, and Education, 2019
Based on a larger ethnography, this article explores intergenerational relationships between First-Generation Immigrants and Second-Generation youth and focuses on psychological damages (Piller, 2016), particularly "linguistic injuries," within a new "mainland" Chinese church in Canada. Specifically, I show why…
Descriptors: Churches, Ethnography, Immigrants, Asians
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Love, Stephanie V. – Journal of Language, Identity, and Education, 2019
In the mid-20th century, as the global colonial order collapsed, language and education were two of the most affectively, politically, and economically challenging domains of decolonization efforts. "Parler Algérien" (Speak Algerian), an experimental method for the teaching and learning of Darija (Algerian vernacular Arabic), created by…
Descriptors: Foreign Countries, Semitic Languages, Dialects, Foreign Policy
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Sawin, Thor – Journal of Language, Identity, and Education, 2019
American Protestants serving overseas must learn their host communities' "heart" language from the twin moral imperative to minimize their burden on host partners and to embody their faith through their language practice. Language learning thus has moral consequences; not merely proficiency attainment, but faithfulness and calling are at…
Descriptors: Protestants, Language Usage, Cultural Influences, Religion
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Evans, Michael; Liu, Yongcan – Journal of Language, Identity, and Education, 2018
Research into the language socialisation of migrant-background children in new educational contexts has pointed to a complex relationship between language, identity, and social integration. This article helps us to further define this relationship in two main ways. Firstly, through focusing on the specific (and largely neglected) context of the…
Descriptors: Immigrants, Self Concept, Social Integration, Language Usage
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Paciocco, Adua – Journal of Language, Identity, and Education, 2018
Italian-schooled Chinese migrant youth in Prato enact a Chinese diasporic identity which develops as a result of the diasporic stance they manifest through Mandarin-speaking practice, in addition to other practices associated with Mandarin. Being children of Chinese migrants with limited Italian literacy, the youth speak a Chinese dialect and…
Descriptors: Mandarin Chinese, Self Concept, Immigrants, Language Usage
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Gao, Xuesong; Lv, Leining – Journal of Language, Identity, and Education, 2018
This article reports on the motivations of Chinese learners to learn Japanese in light of increasing diplomatic tensions between China and Japan over the last three decades. In the study, 35 Chinese learners of Japanese were selected, according to the time they began learning, to examine their motivations to learn Japanese as mediated by shifting…
Descriptors: Learning Motivation, Chinese, Japanese, Second Language Learning
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Dong, Jie – Journal of Language, Identity, and Education, 2018
This article investigates the identity construction process of China's rural-urban migrant children through analyses of their discourses and of their use of language. Rural children have relocated to the urban centers with their parents on a massive scale over the past decades as China has undergone rapid economic changes. Many migrant children…
Descriptors: Self Concept, Rural to Urban Migration, Foreign Countries, Discourse Analysis
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Brown, Charles Allen – Journal of Language, Identity, and Education, 2018
This article was prompted by my experience teaching a Japanese university English course in which students journaled about their English learning. In doing so, they drew heavily upon perceived membership in an imagined community associated with being Japanese as a means to explain their relationship with English. Analyzing this body of students'…
Descriptors: Language Attitudes, English (Second Language), Second Language Learning, Second Language Instruction
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Barr, Sophie; Seals, Corinne A. – Journal of Language, Identity, and Education, 2018
The present study investigates the connections between macro-language policies, access to resources, classroom micro-policies, and teacher identities of three Pakeha ('New Zealand European') primary school teachers at three New Zealand schools. As New Zealand educators are increasingly expected to incorporate te reo into the classroom, this…
Descriptors: Professional Identity, Educational Policy, Teacher Attitudes, English
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García, Ofelia – Journal of Language, Identity, and Education, 2017
Translanguaging pedagogies are considered here as mechanisms that work against the normalizing ideology of monolingual and monoglossic school language. In so doing, we consider how this restrictive view of school language and of language education policy has served to minoritize bilingual students and act as an instrument to exert…
Descriptors: Multilingualism, Code Switching (Language), Self Concept, Second Language Learning
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Jones, Bryn – Journal of Language, Identity, and Education, 2017
This article examines the use of translanguaging as a pedagogical tool to support learning within bilingual classrooms in schools in Wales. Translanguaging is considered within non-pedagogic and pedagogic school contexts; hence, a distinction is made between universal and classroom translanguaging. Translanguaging has evoked debate surrounding the…
Descriptors: Bilingual Schools, Code Switching (Language), Second Language Learning, Second Language Instruction
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Lin, Angel M. Y.; He, Peichang – Journal of Language, Identity, and Education, 2017
In this article, the role of translanguaging in facilitating content and language integrated learning (CLIL) is examined in connection with the notion of academic language across the curriculum in multilingual contexts. Ethnographic naturalistic observations and interviews were conducted to analyse translanguaging in the dynamic flow of…
Descriptors: Language of Instruction, Code Switching (Language), Second Language Learning, Second Language Instruction
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Kovac, Velibor Bobo; Tveit, Anne Dorthe; Cameron, David Lansing; Jortveit, Maryann – Journal of Language, Identity, and Education, 2017
The present study focuses on an educational arrangement in Bosnia and Herzegovina (BiH) known as "two schools under one roof." The term refers to two different ethnic groups (Bosniaks and Croats) physically sharing the same school building, but maintaining separate administrations, teaching staff, and curricula. The purpose of the study…
Descriptors: Ethnicity, Self Concept, Foreign Countries, Teacher Attitudes
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Balam, Osmer; de Prada Pérez, Ana – Journal of Language, Identity, and Education, 2017
Through the analysis of survey and interview data, we investigated the attitudes and perceptions of 32 multilingual teachers of Spanish in Belize, a code-switching (CS) context where Spanish is in intense contact with English and Belizean Kriol. More specifically, we examined teachers' and students' attitudes toward Spanish and CS and teachers'…
Descriptors: Foreign Countries, Teacher Surveys, Interviews, Teacher Attitudes
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Vu, Hai Ha – Journal of Language, Identity, and Education, 2017
As the younger generation in Vietnam increasingly switches between the English and the Vietnamese languages, numerous linguistic and sociocultural strictures arise. Foregrounding the preservice English-language teachers of this generation, this article locates them in a dilemma between the discourse of globalization and their code-switching…
Descriptors: Preservice Teachers, Language Teachers, English (Second Language), Second Language Learning
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