Literaturnachweis - Detailanzeige
Autor/in | Jaeger, Elizabeth L. |
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Titel | Bella Here and There: Forming and Re-Forming Identities across School Contexts |
Quelle | In: Reading & Writing Quarterly, 34 (2018) 4, S.306-321 (16 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 1057-3569 |
DOI | 10.1080/10573569.2018.1433091 |
Schlagwörter | Context Effect; Case Studies; Bilingual Students; English (Second Language); English Language Learners; Literacy; Interviews; Observation; Identification (Psychology); Intervention; Classroom Techniques; Tutorial Programs; Elementary School Students; Emergent Literacy; Group Dynamics; Grade 4; Qualitative Research Case study; Fallstudie; Case Study; English as second language; English; Second Language; Englisch als Zweitsprache; Alphabetisierung; Schreib- und Lesefähigkeit; Interviewing; Interviewtechnik; Beobachtung; Klassenführung; Tutorial programmes; Förderprogramm; Lernprogramm; Tutorensystem; Frühleseunterricht; Gruppendynamik; School year 04; 4. Schuljahr; Schuljahr 04; Qualitative Forschung |
Abstract | The study described here is a case analysis of an emergent bilingual and her English literacy development. Mobilizing identity theory, the study explores ways in which the young girl's language and literacy identities played out across the large group, small group, and tutorial settings for instruction. The study took place over one school year. Analysis of observation and interview data produced two key findings. First, Bella's identities, and the extent to which she focused on her expressed goal of becoming a better reader, differed across the school contexts of which she was a member. Second, Bella's affective response to all three environments ranged from calm certainty to anxious uncertainty, although the ways these responses played out differed from context to context. I argue here that, if educators are to meet the needs of all readers, it is necessary to conduct detailed analyses of the contexts they populate. (As Provided). |
Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2020/1/01 |