Institutionalized Inclusion: A Case Study on Support for Immigrants in English Learning

Autor/in	Han, Huamei
Titel	Institutionalized Inclusion: A Case Study on Support for Immigrants in English Learning
Quelle	In: TESOL Quarterly: A Journal for Teachers of English to Speakers of Other Languages and of Standard English as a Second Dialect, 43 (2009) 4, S.643-668 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0039-8322
Schlagwörter	Ethnography; Foreign Countries; Mandarin Chinese; Social Capital; Immigrants; English (Second Language); Case Studies; Second Language Learning; Churches; Christianity; Interpersonal Communication; Ideology; Social Integration; Acculturation; Asians; Canada + Suchen Sie Ihr Suchwort? Ethnografie; Ausland; Sozialkapital; Immigrant; Immigrantin; Immigranten; English as second language; English; Second Language; Englisch als Zweitsprache; Case study; Fallstudie; Case Study; Zweitsprachenerwerb; Church; Kirche; Christentum; Interpersonale Kommunikation; Ideologie; Soziale Integration; Akkulturation; Asian; Asiat; Asiatin; Asiaten; Asiate; Kanada
Abstract	Based on a three-year ethnography, this article illuminates how institutions and individuals can support immigrants' language learning and settlement in today's globalized, multicultural societies. It focuses on how a Mandarin-English bilingual Chinese church's practices fostered a young couple's English learning and social economic inclusion into the evangelical Christian Chinese community in Canada. Drawing on the conceptualization of learning as "legitimate peripheral participation" (Lave & Wenger, 1991), concretized by concepts of "region" and "stage" (Goffman, 1959) and "social capital" (Bourdieu, 1977, 1986), I illustrate the multiple effects of this couple's increased participation in their church community. I then analyze how institutionalized, multiple forms of "mediation" (Vygotsky, 1978) opened up spaces for and assisted their increased participation. I argue that allowing ethnolinguistic minority immigrants a legitimate speaking position, at interpersonal, institutional, and ideological levels, facilitates immigrant language learning and integration. (Contains 7 footnotes.) (As Provided).
Anmerkungen	Teachers of English to Speakers of Other Languages, Inc. 1925 Ballenger Avenue Suite 550, Alexandria, VA 22314. Tel: 888-547-3369; Tel: 703-836-0774; Fax: 703-836-7864; Fax: 703-836-6447; e-mail: info@tesol.org; Web site: http://www.tesol.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10