Navigating the Linguistic Terrain: Immigrants' Personal Stories of Aspiration, Access, Identity, and Acclimation

Autor/in	Adenekan, Olabisi Kehinde
Titel	Navigating the Linguistic Terrain: Immigrants' Personal Stories of Aspiration, Access, Identity, and Acclimation
Quelle	In: Journal of Language and Literacy Education, 16 (2020) 2, (35 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1559-9035
Schlagwörter	Immigrants; Acculturation; Socialization; Linguistic Theory; English (Second Language); Second Language Learning; Self Concept; Personal Narratives; Language Usage; Multilingualism; Power Structure; Language Attitudes; Pronunciation; Language Skill Attrition; Language Variation; Participant Characteristics; Employment; Social Isolation; Poverty; Aspiration; Grounded Theory + Suchen Sie Ihr Suchwort? Immigrant; Immigrantin; Immigranten; Akkulturation; Socialisation; Sozialisation; Linguistische Theorie; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Selbstkonzept; Erlebniserzählung; Sprachgebrauch; Mehrsprachigkeit; Multilingualismus; Sprachverhalten; Aussprache; Sprachverfall; Sprachenvielfalt; Dienstverhältnis; Soziale Isolation; Armut; Streben
Abstract	This paper examines the impact of language on the experiences and acclimation of non-native English-speaking immigrants in the United States. Using Language Socialization Theory, the paper addresses stories of these immigrant participants in a focus group study to illuminate their aspirations, access to power, and issues of identity in their bid for acclimatization. Results indicate that no matter how desperately the demarcation is sought between language and social realities, the debate involves a deeper complexity of human relationships and comes muddled with many more inter-related and complicated factors. Given that the fluidity and constant evolution of a language is largely dependent on its users, I propose that speakers of English language should accommodate its widened user-base to provide a balanced power shift that enables free expression to all. (As Provided).
Anmerkungen	Department of Language and Literacy Education at the University of Georgia. 315 Aderhold Hall, Athens, GA 30602. Tel: 706-542-7866; Fax: 706-542-3817; e-mail: jolle@uga.edu; Web site: http://jolle.coe.uga.edu
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01