Contexts of Reception as Figured Worlds: Recent-Arrival Immigrant Youth in High School ESL and Content-Area Classrooms

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 Verfügbarkeit
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 + Suchen Sie Ihr Suchwort? 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