Shifting Identities: The Figured Worlds of One Adolescent Immigrant English Learner

2019 ◽  
Vol 52 (4) ◽  
pp. 650-668
Author(s):  
Corrine M. Wickens ◽  
James A. Cohen ◽  
Jennifer C. Theriault
2012 ◽  
Author(s):  
Carol Skinner ◽  
Natalie Steele ◽  
Helen Sadler ◽  
Christine Gagne
Keyword(s):  
The Arts ◽  

2010 ◽  
Vol 34 (4) ◽  
pp. 49
Author(s):  
Misako Tajima

Autobiographic and narrative research has recently grown in stature in the field of social sciences. Inspired by Asian TESOL researchers’ critical analyses of self-stories, this paper attempts to reflect upon the author’s personal history in relation to English and discuss ways in which she can position herself as both an English learner and a non-native English speaker (NNES) teacher. The self-reflection and discussion is followed by an argument for performativity, a notion drawing on poststructuralism to understand language itself and the global spread of English. This paper, itself a performative act conducted by a secondary school teacher, exemplifies the concept. The non-academic schoolteacher’s very act of writing in an academic journal aims to contribute to questioning assumptions underlying the relationship between theory and practice and to reconstituting the academic fields of applied linguistics and TESOL. 近年、自伝的かつ語りを含む研究が社会科学の分野で活発になってきている。本稿では、TESOLを専門とする、あるアジア人研究者が彼女たち自身の物語を素材として実施した批判的分析に着想を得て、英語にまつわる自己の歴史を振り返り、英語学習者としての、またNNESの英語教師としてのポジショナリティをどこに位置づけるのかという問題について議論する。さらに、この批判的自己内省を経て、言語そのもの、あるいは英語という言語の地球規模的広がりを理解するために、ポスト構造主義の概念であるパフォーマティヴィティについて検証する。なお、本稿これ自体がある高校教師によるパフォーマティヴな実践であることに言及しておきたい。研究者ではなく、一高校教師が学術雑誌に投稿することを通じ、理論と実践の関係性の背後にある前提に疑問を投げかけ、その結果、応用言語学やTESOLという学問分野の再構築に貢献できることを希望している。


Author(s):  
Megan Bryson

This book follows the transformations of the goddess Baijie, a deity worshiped in the Dali region of southwest China’s Yunnan Province, to understand how local identities developed in a Chinese frontier region from the twelfth century to the twenty-first. Dali, a region where the cultures of China, India, Tibet, and Southeast Asia converge, has long served as a nexus of religious interaction even as its status has changed. Once the center of independent kingdoms, it was absorbed into the Chinese imperial sphere with the Mongol conquest and remained there ever since. Goddess on the Frontier examines how people in Dali developed regional religious identities through the lens of the local goddess Baijie, whose shifting identities over this span of time reflect shifting identities in Dali. She first appears as a Buddhist figure in the twelfth century, then becomes known as the mother of a regional ruler, next takes on the role of an eighth-century widow martyr, and finally is worshiped as a tutelary village deity. Each of her forms illustrates how people in Dali represented local identities through gendered religious symbols. Taken together, they demonstrate how regional religious identities in Dali developed as a gendered process as well as an ethno-cultural process. This book applies interdisciplinary methodology to a wide variety of newly discovered and unstudied materials to show how religion, ethnicity, and gender intersect in a frontier region.


2021 ◽  
pp. 002248712110000
Author(s):  
Lucrecia Santibañez ◽  
Christine Snyder ◽  
Danielle Centeno

English Learner-classified (ELC) students are one of the nation’s most marginalized student populations. One promising but understudied strategy to strengthen teaching of ELC students is teacher induction. This article examines the role of teacher induction in strengthening novice teachers’ EL-specific teaching knowledge and skills. Through a detailed analysis of induction in California, we find that the state has little external assurance that teachers who have undergone induction can meet ELC students’ unique and diverse needs. California’s decentralized, flexible, teacher-led induction may support teachers’ development of general teaching skills, but misses an opportunity to support teachers in an area where many of them struggle. The study raises other problematic issues around mentoring for equity such as monolithic views of ELC students, lack of timely and actionable information about language proficiency, and lack of guidance as to what constitutes acceptable evidence of competency teaching ELC students.


2021 ◽  
pp. 001312452110275
Author(s):  
Meredith R. Naughton

This qualitative case study explored the unique ways recent college graduates serving as full-time, near-peer mentors supported students along the path to college in three different urban public high schools. By applying the theory of figured worlds to school spaces and practices, this study sought to both define the physical and figurative ways mentors helped students envision and enact college-bound identities and compare and contrast the differences in these spaces across schools. Data and thematic analysis indicate that promoting the development and enactment of college-bound identities requires intentionality about how school culture, people, and policies enable real and figurative spaces for college-bound exploration and support.


2020 ◽  
Vol 13 (1) ◽  
pp. 83-100
Author(s):  
Solveig Roth ◽  
Dagny Stuedahl

In this article, we examine the case history of a young multi-ethnic Norwegian girl, whom we call Anna, from the age of 15 to 17 to show how her self-understanding of positionings within her educational transitions illustrates how gendered expectations in a Norwegian context influence girls’ future trajectories. We use the concepts of social positional identities in figured worlds and performativity to explore self-understanding. Anna’s case history illustrates how gender performativity comes about out of a complex web of family, school, and societal expectations. We discuss the tensions Anna experienced in her educational trajectory and the changes in her performative positioning when she entered upper secondary school. We consider the ways in which this had implications for her future life trajectory and offer suggestions to educators on how to understand and support the different learning trajectories of multi-ethnic students.


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