Bridges across Languages and Cultures: Narratives of Long-Term English Learners

Autor/inn/en	Csorvasi, Vera; Colby, Sherri Rae
Titel	Bridges across Languages and Cultures: Narratives of Long-Term English Learners
Quelle	In: NABE Journal of Research and Practice, 11 (2021) 3-4, S.71-85 (15 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2639-0043
DOI	10.1080/26390043.2021.1986360
Schlagwörter	Cultural Differences; High School Students; Second Language Learning; Second Language Instruction; English (Second Language); Spanish; Native Language; Student Attitudes; Figurative Language; Self Concept; Biculturalism; Bilingualism; Family Relationship; Cultural Background; English Language Learners; Labeling (of Persons); Language Role; Personal Narratives; Inclusion; School Culture; Texas + Suchen Sie Ihr Suchwort? Kultureller Unterschied; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Zweitsprachenerwerb; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Spanisch; Schülerverhalten; Selbstkonzept; Bikulturalität; Bilingualismus; Labeling-Ansatz; Erlebniserzählung; Inklusion; Schulkultur; Schulleben
Abstract	This narrative inquiry highlights the experiences of three high school students labeled Long-term English learners (LTEL) in a North Texas high school. This narrative inquiry study uses semi-structured interviews to restory the students' lives, emphasizing the emergent themes of family (the strongest pillar) and the language of the home (Spanish). The metaphor of the bridge, a connector across language and culture, offers insights into the students' perspectives of their developing identities as bilingual and bicultural youth. Regarding the theme family (the strongest pillar), the students perceived their families as connecting them to their cultural heritage, providing emotional/social bonds, and advancing their academic interests. Regarding the theme the language of the home (Spanish), the students valued Spanish as the language of the heart, interlinking them with their native roots. Moreover, the students' narratives demonstrate the importance of integrating additive learning experiences at school, designed to support LTEL students' native languages and cultures. The article concludes with a pragmatic discussion about cultivating inclusive schooling cultures for LTEL learners. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01