English as a second language, a second chance, or second class membership
Exploring the costs and opportunities of Latina immigrants' narratives
Bibliographic Data
| ID | 18982124 |
|---|---|
| Authors | Daniela Martin (0000-0001-7427-2592, Pennsylvania State University, Brandywine, USA, corresponding author), Colette Daiute (0000-0003-3876-2003, City University of New York Graduate Center, USA) |
| Year | 2013 |
| Volume | 19 |
| Issue | 1 |
| Pages | 117-138 |
| Publication date | 2013-03-01 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Culture & Psychology (JOURNAL) |
| Journal identifiers | ISSN: 1354-067X • E-ISSN: 1461-7056 |
| Publisher | SAGE Publications (PUBLISHER • US) |
| DOI | 10.1177/1354067x12464983 |
| OpenAlex | W2168563182 |
| Language | EN |
| Citations received | 1 |
| References cited | 35 |
Speaking a language is a socially and historically situated action through which speakers define themselves in relation to others. Using interviews collected from 15 Latina women attending an ESL program, this study examined how gender and ethnicity frame students’ practices related to the study of English as a second language. Positioning analysis was used to identify the multiple roles the speakers enact in their immigrant and host communities, and describe how they strategically manage and combine these positionings to achieve multiple goals. The results show that ESL study serves disparate and sometimes contradictory purposes in the lives of immigrant students, depending on processes through which agency and vulnerability is achieved. Linking Peirce’s conceptualization of student motivation as “investment” to socio-cultural theory, this study fosters a broader view of the dynamics shaping individual language use and language acquisition. By examining second language study as a cultural tool, students’ motivation can be understood with a view to immigrants’ social settings and power relations that define them
Conceptualization · Ethnic group · Immigration · Linguistics · Narrative · Political science · Situated · Social science · Sociology · Computer Science · Discourse Analysis in Language Studies · EFL/ESL Teaching and Learning · Multilingual Education and Policy · Psychology · Social Psychology
Language, ethnicity, and intergroup relations
Discourse and Identity
Discourse and Identity
Actual Minds, Possible Worlds
Learning a New Land
Teaching and Researching
Coping with Threatened Identities
Considering counter narratives
A Person-in-Context Relational View of Emergent Motivation, Self and Identity
Multiple Discourses, Multiple Identities
The L2 Motivational Self System
The pragmatics of code-switching
Mind as Action
An Extended Positioning Analysis of a Pre-Service Teacher's Better Life Small Story
Human Development and Political Violence
Considering Counter-Narratives
Strategic ambiguity
‘My language, my people’
Possible selves
Positioning Between Structure and Performance
The discursive construction of identity and power in the critical classroom
Situated cultural development among youth separated by war
Critical Language Pedagogy in an Urban High School English Class
Intergenerational Trajectories and Sociopolitical Context
Varieties of Positioning
In a different voice
A sociocultural approach to understanding teacher identity, agency and professional vulnerability in a context of secondary school reform
Social Identity, Investment, and Language Learning
The Dialogical Self
The Significance of Race and Gender in School Success Among Latinas and Latinos in College
Discourse Strategies
| Citations per year | 0.08 |
|---|---|
| Citation span | 2013 - 2013 (1) |
| Highly cited | No |