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Language, literacy, and uses of iden...

Lanehart, Sonja Lanae.

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Language, literacy, and uses of identity.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	Language, literacy, and uses of identity./
Author:	Lanehart, Sonja Lanae.
Description:	220 p.
Notes:	Source: Dissertation Abstracts International, Volume: 56-12, Section: A, page: 4743.
Contained By:	Dissertation Abstracts International56-12A.
Subject:	Education, Educational Psychology. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9610177

Language, literacy, and uses of identity.
Lanehart, Sonja Lanae.

Language, literacy, and uses of identity. - 220 p.

Source: Dissertation Abstracts International, Volume: 56-12, Section: A, page: 4743.

Thesis (Ph.D.)--University of Michigan, 1995.

This sociolinguistic research project examines the language and literacy identities of four African-American women across three generations of one family. I integrated research in language, literacy, and educational psychology to investigate the following question: What are the language and literacy identities of my participants? To answer this question, I focused on four variables: (1) Literacy (e.g., reading and writing skills); (2) identity (e.g., language beliefs and goals); (3) speaker (e.g., education and age); and (4) linguistic (i.e., 22 salient morphological, phonological, and syntactic features of African-American English). I used qualitative (e.g., participant observation) and quantitative (e.g., questionnaires) research methods to synthesize and triangulate the data from speech samples in various contexts, literacy samples, information on goals, beliefs about language and literacy, and interviews.Subjects--Topical Terms:

1017560
Education, Educational Psychology.

Language, literacy, and uses of identity.
LDR:03152nam 2200313 4500 001 1398327
005 20110908142957.5
008 130515s1995 ||||||||||||||||| ||eng d
035 $a (UMI)AAI9610177
035 $a AAI9610177
040 $a UMI $c UMI
100 1 $a Lanehart, Sonja Lanae. $3 1677207
245 1 0 $a Language, literacy, and uses of identity.
300 $a 220 p.
500 $a Source: Dissertation Abstracts International, Volume: 56-12, Section: A, page: 4743.
500 $a Chair: Richard W. Bailey.
502 $a Thesis (Ph.D.)--University of Michigan, 1995.
520 $a This sociolinguistic research project examines the language and literacy identities of four African-American women across three generations of one family. I integrated research in language, literacy, and educational psychology to investigate the following question: What are the language and literacy identities of my participants? To answer this question, I focused on four variables: (1) Literacy (e.g., reading and writing skills); (2) identity (e.g., language beliefs and goals); (3) speaker (e.g., education and age); and (4) linguistic (i.e., 22 salient morphological, phonological, and syntactic features of African-American English). I used qualitative (e.g., participant observation) and quantitative (e.g., questionnaires) research methods to synthesize and triangulate the data from speech samples in various contexts, literacy samples, information on goals, beliefs about language and literacy, and interviews.
520 $a I centered my analyses on: (1) a Language and Literacy Identity model I am developing; (2) three rhetorical ideologies I synthesized from the literature on literacy and standard English; and (3) linguistic data from speech samples in informal (i.e., kitchen talk) and formal (i.e., interview talk) contexts. I found that the sociocultural and historical contexts of the participants helped define their language and literacy identity. Also, the various entities within their sociocultural and historical contexts (e.g., family, community, and work) were integrated with the goals and possible selves that emerged within them. As a group, their language significantly differed between the kitchen talk and interview talk contexts for all three linguistic categories. Moreover, internal variation within the AAE the participants spoke and beliefs about correct and incorrect speech grounded in the ideological perspectives I outline were points of contention for some of the participants.
520 $a Overall, I share the stories of four African-American women expressed in their own language through extensive use of narratives. I examine their ideological perspectives about language and literacy including the ontology of those ideologies. I also provide a view of how our experiences and cultures shape our views of ourselves and our world.
590 $a School code: 0127.
650 4 $a Education, Educational Psychology. $3 1017560
650 4 $a Sociology, Individual and Family Studies. $3 626655
650 4 $a Sociology, Ethnic and Racial Studies. $3 1017474
650 4 $a Language, General. $3 1018089
690 $a 0525
690 $a 0628
690 $a 0631
690 $a 0679
710 2 $a University of Michigan. $3 777416
773 0 $t Dissertation Abstracts International $g 56-12A.
790 1 0 $a Bailey, Richard W., $e advisor
790 $a 0127
791 $a Ph.D.
792 $a 1995
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9610177