Making ‘Arabiya

Arab New York ◽  
2019 ◽  
pp. 63-81
Author(s):  
Emily Regan Wills
Keyword(s):  
Second Language ◽  
Identity Formation ◽  
Sense Of Community ◽  
Political Socialization ◽  
Language Program ◽  
Arab Immigrants ◽  
Youth Program ◽  
Educational Spaces ◽  
Muslim Identities ◽  
Specific Identity

This chapter demonstrates the central role that informal educational spaces can play in identity formation and political socialization. Using the example of an adult women’s English as a Second Language program and a summer youth program, it develops the concept of ‘arabiya (Arabness), a shared, diaspora-specific identity that provides recent Arab immigrants and their children with a shared sense of community. The discourses of ‘arabiya are formed dialectically through different engagements with Americaness, as well as through the use of Muslim identities and practices.

scholarly journals Evaluating English as a Second Language: A Naturalistic Model

1986 ◽  
Vol 3 (2) ◽  
pp. 41 ◽  
Author(s):  
Gail V. Barrington
Keyword(s):  
Program Evaluation ◽  
Second Language ◽  
Data Collection ◽  
Evaluation Study ◽  
Board Of Education ◽  
External Evaluation ◽  
Language Program ◽  
Student Profile ◽  
Political Upheaval ◽  
One Year

The article describes a program evaluation study of a special English as a Second Language program conducted by the Calgary Board of Education entitled CORE-ESL. This program was developed to meet the needs of a group of 18 to 21 year olds with a severe gap in their schooling due to political upheaval and war. The program was funded for a one-year period by a local foundation which requested that an external evaluation be conducted. The study was designed as a naturalistic model involving five stages of data collection and participant involvement. These five stages are described and study recommendations and outcomes are outlined. A composite student profile, developed in the study, is appended to the article.

Striving Toward Biliteracy in Mainstream, English as a Second Language, and Bilingual Classrooms

2018 ◽  
pp. 41-57 ◽  
Author(s):  
Nermin Vehabovic ◽  
Casey Medlock Paul
Keyword(s):  
English Language Learners ◽  
Second Language ◽  
Identity Formation ◽  
Language Learners ◽  
English Language ◽  
Critical Issue ◽  
The United States ◽  
Bilingual Students ◽  
Policy And Practice ◽  
Language And Culture

The development of biliteracy among English language learners (ELLs) has been established as a critical issue in education policy and practice. We live in an era of increasing globalization, which results in increased numbers of immigrants in the United States. As a result, significant proportions of students in U.S. schools come from homes where English is not used as the primary language; however, these students, as emergent bilinguals, are required to navigate language and culture in mainstream, English as a Second Language, and bilingual classrooms contexts. This chapter considers the challenges that emergent bilingual students face in elementary school contexts. In addition, specific research-based strategies are outlined for teachers working with ELLs in mainstream, English as a Second Language, or bilingual classrooms. Lastly, the authors explore how multiliteracy approaches and pedagogy might shape ELLs' identity formation.

Upvoting extremism: Collective identity formation and the extreme right on Reddit

2020 ◽  
pp. 146144482095812
Author(s):  
Tiana Gaudette ◽  
Ryan Scrivens ◽  
Garth Davies ◽  
Richard Frank
Keyword(s):  
Identity Formation ◽  
Sense Of Community ◽  
Collective Identity ◽  
Identity Work ◽  
Right Wing ◽  
Extreme Right ◽  
Online Platforms ◽  
Aggregation Site ◽  
Social News

Since the advent of the Internet, right-wing extremists and those who subscribe to extreme right views have exploited online platforms to build a collective identity among the like-minded. Research in this area has largely focused on extremists’ use of websites, forums, and mainstream social media sites, but overlooked in this research has been an exploration of the popular social news aggregation site Reddit. The current study explores the role of Reddit’s unique voting algorithm in facilitating “othering” discourse and, by extension, collective identity formation among members of a notoriously hateful subreddit community, r/The_Donald. The results of the thematic analysis indicate that those who post extreme-right content on r/The_Donald use Reddit’s voting algorithm as a tool to mobilize like-minded members by promoting extreme discourses against two prominent out-groups: Muslims and the Left. Overall, r/The_Donald’s “sense of community” facilitates identity work among its members by creating an environment wherein extreme right views are continuously validated.

HANDBOOK OF UNDERGRADUATE SECOND LANGUAGE EDUCATION. Judith W. Rosenthal (Ed.). Mahwah, NJ: Erlbaum, 2000. Pp. xxii + 380. $99.95 cloth, $39.95 paper.

2002 ◽  
Vol 24 (1) ◽  
pp. 125-126
Author(s):  
Leila Ranta
Keyword(s):  
Second Language ◽  
Language Education ◽  
Colleges And Universities ◽  
Language Program ◽  
Disciplinary Boundaries ◽  
Second Language Education ◽  
American Students ◽  
Undergraduate Programs

This edited volume was inspired by Rosenthal's belief that it is becoming increasingly more important for American students to know more than one language and that greater collaboration among educators at colleges and universities will not only be beneficial for the programs and their students but will also “promote a more language-competent society” (p. ix). Unfortunately, because of institutional or disciplinary boundaries, many educators involved in a particular type of second language program may be unaware of colleagues with similar concerns. This book attempts to bridge this gap by showcasing a wide variety of undergraduate programs that share the aim of promoting bilingualism among their students.

scholarly journals La narrativa reflexiva como forma de evaluación programática (Reflective Narratives as a Type of Program Evaluation)

LETRAS ◽  
2017 ◽  
Vol 1 (61) ◽  
pp. 93
Author(s):  
Asunción Martínez-Arbelaiz
Keyword(s):  
Program Evaluation ◽  
Second Language ◽  
Study Abroad ◽  
Narrative Inquiry ◽  
Evaluation Process ◽  
Language Program ◽  
Language Programs ◽  
Second Language Programs

Mostrar la eficacia de un programa de enseñanza de lenguas ante las partes interesadas y a la vez señalar áreas o aspectos por mejorar son los objetivos de la evaluación de programas. En este artículo se describe el proceso de evaluación de tres programas de español como segunda lengua en situación de inmersión, en el que se difuminan los límites entre el aprendizaje dentro y fuera del aula. La investigación narrativa se presenta como opción metodológica que permite comprender la experiencia de los participantes, de forma completa y matizada. Abstract To show the efficiency of a given language program to interested stakeholders and to point to areas or aspects that require improvement are the two main objectives of any program evaluation. In this article, we describe the evaluation process of three Spanish as a second language programs in a study abroad context, where boundaries between learning inside and outside the classroom necessarily blur. Narrative inquiry is our methodological option because it allows us to understand the students experience in a holistic and nuanced manner.

scholarly journals TOWARDS OTHER NARRATIVES: EDUCATION AND DERACIALIZATION OF THE BLACK EXPERIENCE IN BRAZIL

2019 ◽  
Vol 49 (171) ◽  
pp. 288-307
Author(s):  
Priscila Martins Medeiros ◽  
Paulo Alberto dos Santos Vieira
Keyword(s):  
Identity Formation ◽  
Black People ◽  
Historical Process ◽  
Black Experience ◽  
National Question ◽  
Educational Spaces ◽  
Black Resistance ◽  
Identity Based ◽  
Brazilian Identity ◽  
Black Agency

Abstract In this paper, we discuss the historical process involved in the construction of the Brazilian national identity, based on the racialization of the black experience, an element still present in the Brazilian identity formation process. Despite the processes of dehumanization endured by black people, they can and must be portrayed in educational spaces for their resistance and fight in order to escape from the zone of non-being and ontological erasure caused by modernity. The paper is organized in three general topics: a) racism, education and the national question in Brazil; b) the processes of racialization of black subjects; and c) black resistance and black agency as a way to construct new narratives in the field of education.

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