Responding to Marginalization: Language Practices of African-Born Muslim Refugee Youths in an American Urban High School

Autor/in	Park, Jie Y.
Titel	Responding to Marginalization: Language Practices of African-Born Muslim Refugee Youths in an American Urban High School
Quelle	In: SAGE Open, 7 (2017) 1, (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2158-2440
DOI	10.1177/2158244016684912
Schlagwörter	Power Structure; Disadvantaged Youth; Refugees; Muslims; Blacks; Urban Schools; High School Students; Foreign Countries; Discourse Analysis; Immigrants; Multicultural Education; English (Second Language); Second Language Learning; After School Programs; Africa; United States + Suchen Sie Ihr Suchwort? Benachteiligter Jugendlicher; Flüchtling; Muslim; Muslimin; Black person; Schwarzer; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Ausland; Diskursanalyse; Immigrant; Immigrantin; Immigranten; Multikulturelle Erziehung; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; After school education; After-school programs; Program; Programs; Programme; Außerschulische Jugendbildung; Programm; Afrika; USA
Abstract	This article offers an analysis of how refugee youths from Africa used and shifted languages and discourses in the United States. Drawing on sociocultural theories of language and utilizing ethnographic discourse and classroom observation data, the author illustrates the varied ways in which three high school--aged refugee youths used languages to make sense of who and where they are; respond to social, religious, and linguistic marginalization in the United States; and challenge narrow perceptions of African Muslims. This article brings to fore a group that, although facing a unique set of challenges in the United States, is rarely included in research on youth language practices and im/migration. Attention to their multilingual practices and the multilayered nature of their identity is central to understanding how refugee youths experience school in their new land, and how they see themselves and others. This understanding can guide school personnel, educational researchers, and community-based youth workers in their respective work with refugee students. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01