Literaturnachweis - Detailanzeige
Autor/in | Park, Jie Y. |
---|---|
Titel | Contexts of Reception as Figured Worlds: Recent-Arrival Immigrant Youth in High School ESL and Content-Area Classrooms |
Quelle | In: Anthropology & Education Quarterly, 52 (2021) 3, S.254-273 (20 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Zusatzinformation | ORCID (Park, Jie Y.) |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0161-7761 |
DOI | 10.1111/aeq.12364 |
Schlagwörter | High School Students; Ethnography; Second Language Learning; Second Language Instruction; English (Second Language); Personality Traits; Immigrants; Educational Experience; Student Attitudes; Teaching Methods; Self Concept; Individual Characteristics; Learner Engagement; Course Content High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Ethnografie; Zweitsprachenerwerb; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Individual characteristics; Personality characteristic; Persönlichkeitsmerkmal; Immigrant; Immigrantin; Immigranten; Bildungserfahrung; Schülerverhalten; Teaching method; Lehrmethode; Unterrichtsmethode; Selbstkonzept; Personality traits; Kursprogramm |
Abstract | Theorizing classrooms as contexts of reception shaped by ideological, relational, and pedagogical dimensions, and drawing on ethnographic data from a yearlong study of recent-arrival immigrant youths' educational experiences in an urban U.S. high school, this paper describes how a group of recent-arrival youth acted upon the discourses, pedagogical practices, and identity categories in their content-area and ESL classes. It challenges traditional depictions of school engagement that focus on youths' personal traits and individual attributes. (As Provided). |
Anmerkungen | Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |