Who Am I? How Newly Arrived Immigrant Students Construct Themselves through Multimodal Texts

Autor/inn/en	Veum, Aslaug; Siljan, Henriette Hogga; Maagerø, Eva
Titel	Who Am I? How Newly Arrived Immigrant Students Construct Themselves through Multimodal Texts
Quelle	In: Scandinavian Journal of Educational Research, 65 (2021) 6, S.1004-1019 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0031-3831
DOI	10.1080/00313831.2020.1788147
Schlagwörter	Immigrants; Self Concept; Multimedia Materials; Discourse Analysis; Semiotics; Computational Linguistics; Second Language Learning; Norwegian; Language Skills; Talent; Foreign Countries; Secondary School Students; Educational Background; Intervention; Portraiture; Photography; Telecommunications; Handheld Devices; Student Attitudes; Writing Workshops; Second Language Instruction; Task Analysis; Program Descriptions; Norway + Suchen Sie Ihr Suchwort? Immigrant; Immigrantin; Immigranten; Selbstkonzept; Diskursanalyse; Semiotik; Linguistics; Computerlinguistik; Zweitsprachenerwerb; Norwegisch; Language skill; Sprachkompetenz; Begabung; Hochbegabung; Ausland; Sekundarschüler; Vorbildung; Abbildung; Fotografie; Telekommunikationstechnik; Schülerverhalten; Fremdsprachenunterricht; Aufgabenanalyse; Norwegen
Abstract	This article presents a study of how teenage immigrant students, newly arrived in Norway, constructed themselves discursively through a number of identity texts. Drawing on theories from New Literacy Studies, Critical Discourse Analysis, and Social Semiotics, we analyzed a corpus of 97 multimodal identity texts. The study aimed to explore how the students contributed to their personal discursive construction in a society that was new to them. Our study showed that, while struggling with acquiring the dominant language, the immigrant students demonstrated linguistic and semiotic skills and talents. By analyzing the students' use of linguistic and visual resources, we identified three main categories of identity construction in the students' texts -- spatial identity, relational identity, and functional identity. The analysis suggested that, in their identity work, the immigrant students simultaneously internalized and challenged dominant discourses of the globalized society. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/1/01