"I Want to Do Things with Languages": A Male Karenni Refugee's Reconstructing Multilingual Capital

Autor/in	Duran, Chatwara Suwannamai
Titel	"I Want to Do Things with Languages": A Male Karenni Refugee's Reconstructing Multilingual Capital
Quelle	In: Journal of Language, Identity, and Education, 15 (2016) 4, S.216-229 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1534-8458
DOI	10.1080/15348458.2016.1194208
Schlagwörter	Males; Multilingualism; Refugees; Ethnic Groups; Minority Groups; Social Capital; Asians; Ethnography; Self Concept; Second Language Learning; Financial Needs; Security (Psychology); Translation; English (Second Language); Tutors; Language Usage; Foreign Countries; Role; Teacher Attitudes; Language Teachers; Sino Tibetan Languages; Thai; Second Language Instruction; Participant Observation; Semi Structured Interviews; Home Visits; Arizona (Phoenix); Burma; Thailand + Suchen Sie Ihr Suchwort? Male; Männliches Geschlecht; Mehrsprachigkeit; Multilingualismus; Flüchtling; Ethnie; Ethnische Minderheit; Sozialkapital; Asian; Asiat; Asiatin; Asiaten; Asiate; Ethnografie; Selbstkonzept; Zweitsprachenerwerb; Security; Psychology; Sicherheit; English as second language; English; Second Language; Englisch als Zweitsprache; Förderlehrer; Lehrender; Tutor; Sprachgebrauch; Ausland; Rollen; Lehrerverhalten; Language teacher; Sprachunterricht; Fremdsprachenunterricht; Teilnehmende Beobachtung; Hausbesuch
Abstract	This article discusses how a male Karenni refugee in the United States has constructed multilingual capital along the way of his multiple movements across national borders. As a member of an ethnic minority group in three different countries (Burma, Thailand, and the United States), he has invested in learning multiple languages throughout the movements. Based on a two-year ethnographic study on the participant's multilingual practices, I argue that being multilingual is a fundamental part of his transnational identities, economic security, and agentive acts. His roles outside formal classroom settings as a language broker, refugee, and an ESL tutor have been shaped by a continuum, or horizontal relationship of languages. The study suggests the inclusion of adult students' transnational identity and multilingual practices outside a language classroom. In addition, a career that requires multilingual skills and transnational knowledge should be encouraged and created for newcomers. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01