Imagining and Moving Beyond the ESL Bubble
Facilitating Communities of Practice Through the ELL Ambassadors Program
Bibliographic Data
| ID | 12762105 |
|---|---|
| Authors | Steve Daniel Przymu (0000-0002-1882-453X, Texas Christian University, corresponding author) |
| Year | 2016 |
| Volume | 15 |
| Issue | 5 |
| Pages | 265-279 |
| Publication date | 2016-09-02 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Journal of Language Identity & Education (JOURNAL) |
| Journal identifiers | ISSN: 1532-7701 • E-ISSN: 1534-8458 |
| Publisher | Taylor & Francis (PUBLISHER • GB) |
| DOI | 10.1080/15348458.2016.1213133 |
| OpenAlex | W2522746595 |
| Language | EN |
| Citations received | 8 |
| References cited | 20 |
When educators do not facilitate English language learners’ (ELLs) social integration in schools, this can perpetuate ELLs’ marginalized status and the plateauing of ELLs’ English language development. This study highlights a program for secondary ELLs called the ELL Ambassadors program, which partnered ELLs with non-ELLs based on shared extracurricular interests. Comparing the stories, perspectives, and test scores of five newcomer ELLs from varied countries of origin, this article shows how program participants strengthened their English language skills and achieved academic success, demonstrating tremendous agency as they gained access to, and were socialized within, interest-based communities of practice. Further, this article documents how youth imagined and claimed new identities, moving beyond the insulation and isolation of the ESL bubble to gaining confidence through interest-based learning with other peers. Findings suggest that interest-based peer programs at schools may create important opportunities for ELLs’ academic, language, and identity formation
Agency (philosophy · Ell · English language · English-language learner · Identity (music · Mathematics education · Pedagogy · Social science · Sociology · Teaching method · EFL/ESL Teaching and Learning · Multilingual Education and Policy · Psychology · Second Language Learning and Teaching
Now you see me, now you don't
Emergent bilingual high school students' social and emotional experiences
Challenging the monolingual paradigm in secondary dual-language instruction
From Daca to Dark Souls
The principle-practice gap
Examining academic, non-academic, and college readiness outcomes of urban immigrant and refugee youth (IRY) in full-service community schools
Learners’ perspectives on imagined community of practice in English as an international language
Creating and Navigating a Transborder Writing Space
Identity and Language Learning
Communities of Practice
Lingua Franca English, Multilingual Communities, and Language Acquisition
Second Language Use, Socialization, and Learning in Internet Interest Communities and Online Gaming
Handbook of theory and research for the sociology of education
The Discursive Co-construction of Knowledge, Identity, and Difference
The Forms of Capital
Language and Gender
Language and Gender
Identity Construction and Negotiation Within and Across School Communities
Imagined Communities and Educational Possibilities
Immigrant and Refugee ESL Students’ Challenges to Accessing Four-Year College Education
The World outside and inside Schools
Identity and interaction
Language Socialization
| Unique citing works | 8 |
|---|---|
| Citations per year | 0.8 |
| Citation span | 2016 - 2026 (11) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 8 |