Language and Identity: An Inquiry of Church-Based U.S. Citizenship Education for Refugee-Background Bhutanese Adults

Autor/in	Chao, Xia
Titel	Language and Identity: An Inquiry of Church-Based U.S. Citizenship Education for Refugee-Background Bhutanese Adults
Quelle	In: Language and Education, 34 (2020) 4, S.311-327 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0782
DOI	10.1080/09500782.2020.1739066
Schlagwörter	Self Concept; Refugees; Case Studies; Ethnography; Churches; Citizenship Education; Adult Education; Asians; Cultural Background; Native Language; Teaching Methods; Foreign Countries; Ideology; Correlation; English (Second Language); Second Language Learning; Second Language Instruction; Literacy; Tests; Transfer of Training; Nationalism; Educational Background; Student Characteristics; Language Teachers; Christianity; Bhutan; United States + Suchen Sie Ihr Suchwort? Selbstkonzept; Flüchtling; Case study; Fallstudie; Case Study; Ethnografie; Church; Kirche; Citizenship; Education; Politische Bildung; Politische Erziehung; Staatsbürgerliche Erziehung; Adult; Adults; Adult basic education; Adult training; Erwachsenenbildung; Asian; Asiat; Asiatin; Asiaten; Asiate; Teaching method; Lehrmethode; Unterrichtsmethode; Ausland; Ideologie; Korrelation; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Alphabetisierung; Schreib- und Lesefähigkeit; Examination; Prüfung; Examen; Training; Transfer; Ausbildung; Nationalismus; Vorbildung; Language teacher; Sprachunterricht; Christentum; USA
Abstract	This 17-month ethnographic case study, which is grounded in the notions of citizenship, language, and Bakhtin's ideological becoming, examines the complex interplay of ideologies of citizenship, language, and identity in a church-based citizenship class in a Northeastern U.S. city. This study reveals the disconnects of ideologies of citizenship between refugee-background Bhutanese adults and their instructor. It also reveals the educational, cultural, and linguistic disconnects of citizenship practices in the class. This study illustrates that ideologies of citizenship education are not just about citizenship acquisition alone. Rather, they also index and enact ties of language and culture to being, to becoming, to doing, to valuing, and to knowing. This study contributes to a nuanced, situated, complex, and contested view of citizenship and fills a theoretical gap in the conceptualization of citizenship pedagogy. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01