Constructing a Bilingual Professional Identity in a Graduate Classroom

Autor/in	Achugar, Mariana
Titel	Constructing a Bilingual Professional Identity in a Graduate Classroom
Quelle	In: Journal of Language, Identity, and Education, 8 (2009) 2-3, S.65-87 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1534-8458
Schlagwörter	Bilingual Education; Bilingualism; Creative Writing; Power Structure; Linguistics; Self Concept; Spanish; English; Discourse Analysis; Writing (Composition); Ethnography; Classroom Communication; Teacher Student Relationship; College Faculty; Affective Behavior; Language Attitudes; Second Language Learning; Texas + Suchen Sie Ihr Suchwort? Bilingual teaching; Bilingualer Unterricht; Bilingualismus; Kreatives Schreiben; Linguistik; Selbstkonzept; Spanisch; English language; Englisch; Diskursanalyse; Schreibübung; Ethnografie; Klassengespräch; Teacher student relationships; Lehrer-Schüler-Beziehung; Fakultät; Affective disturbance; Active behaviour; Affektive Störung; Sprachverhalten; Zweitsprachenerwerb
Abstract	This article explores the construction of a bilingual professional identity in a bilingual creative-writing graduate program in southwest Texas by analyzing a classroom event and the participants' interpretation of it. In bilingual classrooms the resources available to construct professional identities include a large repertoire of linguistic practices and cultural frames. This context provides a space to explore how language, power, and identity are negotiated in bilingual settings. The data were analyzed from a social constructivist perspective using tools from Systemic Functional Linguistics (Halliday, 1994; Martin & White, 2005) and theme patterns. The paper demonstrates how 3 types of positioning--attitudinal, dialogic, and intertextual--contribute to the construction of various bilingual professional identities in the community and the idea that both Spanish and English are considered legitimate in the construction of disciplinary knowledge. The conclusions point to the importance of interpreting and explaining professional-identity construction as dynamic practices set in sociohistorical context. (Contains 3 tables and 6 footnotes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10