Identity, Positionality, and Peer Social Networks: A Case Study of an Adolescent Refugee Background Student

Autor/inn/en	Karam, Fares J.; Kibler, Amanda K.; Johnson, Haley E.; Molloy Elreda, Lauren
Titel	Identity, Positionality, and Peer Social Networks: A Case Study of an Adolescent Refugee Background Student
Quelle	In: Journal of Language, Identity, and Education, 19 (2020) 3, S.208-223 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1534-8458
DOI	10.1080/15348458.2019.1655427
Schlagwörter	Refugees; English (Second Language); English Language Learners; Social Networks; Foreign Countries; Early Adolescents; Identification (Psychology); Middle School Students; World Views; Values; Peer Relationship; Middle School Teachers; Teacher Attitudes; Gender Issues; Ethnicity; Friendship; Group Dynamics; Iraq; United States + Suchen Sie Ihr Suchwort? Flüchtling; English as second language; English; Second Language; Englisch als Zweitsprache; Social network; Soziales Netzwerk; Ausland; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; World view; Weltanschauung; Wertbegriff; Peer-Beziehungen; Teacher; Teachers; Lehrer; Lehrerin; Lehrende; Lehrerverhalten; Geschlechterfrage; Ethnizität; Freundschaft; Gruppendynamik; Irak; USA
Abstract	This study aims at better understanding how an Iraqi refugee-background English learner (Fawzi) is positioned by his teacher and his peers, and how he positions himself as a member of a culturally and linguistically diverse American classroom. For that purpose, we adopt a mixed-methods approach to analyze qualitative field notes and interview data in addition to complementary quantitative peer social network data. Findings suggest that while Fawzi's teacher believes that he is an isolated "typical Iraqi man" who prefers to work alone, the social network analysis, field notes, and interviews suggest a more complex picture of his social relations and positionality that gradually shifts from the periphery of the classroom to a more central position throughout the academic year. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01