Immigrant Identities in the Digital Age: Portraits of Spanish-Speaking Young Men Learning in a Community-Based Setting

Autor/in	Creel-Erickson, Gwen Rene
Titel	Immigrant Identities in the Digital Age: Portraits of Spanish-Speaking Young Men Learning in a Community-Based Setting
Quelle	(2013), (238 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, University of Maryland, Baltimore County
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-3031-1546-2
Schlagwörter	Hochschulschrift; Dissertation; Self Concept; Immigrants; Literacy; Spanish Speaking; Qualitative Research; Ethnography; Community Organizations; Sociocultural Patterns; Social Networks; Males; Adult Students; Portraiture; Assignments; Educational Technology; Teaching Methods; Class Activities; English (Second Language); Second Language Instruction; Second Language Learning + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Selbstkonzept; Immigrant; Immigrantin; Immigranten; Alphabetisierung; Schreib- und Lesefähigkeit; Qualitative Forschung; Ethnografie; Soziokulturelle Theorie; Social network; Soziales Netzwerk; Male; Männliches Geschlecht; Adult; Adults; Student; Students; Erwachsenenalter; Studentin; Schüler; Schülerin; Abbildung; Assignment; Auftrag; Zuweisung; Unterrichtsmedien; Teaching method; Lehrmethode; Unterrichtsmethode; English as second language; English; Second Language; Englisch als Zweitsprache; Fremdsprachenunterricht; Zweitsprachenerwerb
Abstract	Currently the United States is home to a large and increasing immigrant population. Many of these immigrant students use community-based programs for their educational needs. Despite the large number of immigrant students who currently use alternate resources, such as churches and community centers, for education, adult language learners in nonacademic settings remain understudied. Today's students need language and literacy skills along with specialized skills required by the current globalizations of marketplaces. Community organizations providing language and literacy services to immigrants need a better understanding of clients and how to provide the experiences that will allow their students to participate in the modern workforce and society. This is a qualitative ethnographic study that follows nine Spanish-speaking adult males through one portion of their lives as recent immigrants. Using a sociocultural definition of literacy and portraiture as a method of analysis, this study looks at data obtained from classroom assignments, digital stories created by the subjects, and online social media to investigate the performance of identity across literacy events. Analysis supported the existence of complex, hybrid, and situated identities for students. Identity performance differed across literacy events and the inclusion of digital stories and online social media provided evidence of identities not present in traditional classroom activities. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01