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Cultural and linguistic identity for...

Kim, Namhee.

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Cultural and linguistic identity formation of ESL students in an ESL social studies class of a United States high school.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Cultural and linguistic identity formation of ESL students in an ESL social studies class of a United States high school./
Author:	Kim, Namhee.
Description:	221 p.
Notes:	Source: Dissertation Abstracts International, Volume: 65-07, Section: A, page: 2464.
Contained By:	Dissertation Abstracts International65-07A.
Subject:	Education, Bilingual and Multicultural. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3140043
ISBN:	0496871846

Cultural and linguistic identity formation of ESL students in an ESL social studies class of a United States high school.
Kim, Namhee.

Cultural and linguistic identity formation of ESL students in an ESL social studies class of a United States high school. - 221 p.

Source: Dissertation Abstracts International, Volume: 65-07, Section: A, page: 2464.

Thesis (Ph.D.)--The Pennsylvania State University, 2004.

This study examined how the ESL (English as a Second Language) high school students perceived their linguistic and cultural identities and how these identities were shaped, developed, and modified over time through the students' interactions in ESL social studies class. I also explored how the class secured and empowered the students' identities. The research was conducted at a high school in a rural area of central Pennsylvania during the 2001 school year. I used the qualitative method of ethnography to provide rich and descriptive data about the students' cognitive, linguistic, and sociocultural development. Data was collected through observations in the ESL social studies class, interviews, and students' documents, such as journals and other projects.

ISBN: 0496871846Subjects--Topical Terms:

626653
Education, Bilingual and Multicultural.

Cultural and linguistic identity formation of ESL students in an ESL social studies class of a United States high school.
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040 $a UnM $c UnM
100 1 $a Kim, Namhee. $3 1931047
245 1 0 $a Cultural and linguistic identity formation of ESL students in an ESL social studies class of a United States high school.
300 $a 221 p.
500 $a Source: Dissertation Abstracts International, Volume: 65-07, Section: A, page: 2464.
500 $a Adviser: Jamie M. Meyers.
502 $a Thesis (Ph.D.)--The Pennsylvania State University, 2004.
520 $a This study examined how the ESL (English as a Second Language) high school students perceived their linguistic and cultural identities and how these identities were shaped, developed, and modified over time through the students' interactions in ESL social studies class. I also explored how the class secured and empowered the students' identities. The research was conducted at a high school in a rural area of central Pennsylvania during the 2001 school year. I used the qualitative method of ethnography to provide rich and descriptive data about the students' cognitive, linguistic, and sociocultural development. Data was collected through observations in the ESL social studies class, interviews, and students' documents, such as journals and other projects.
520 $a From this one-year qualitative study, I discovered the importance of the ESL social studies class in mediating ESL students' cultural and linguistic tensions in the process of identity formation. As recorded in the interview transcripts and in other documents, these students considered the social-studies class a safe haven where they learned how to interact in their mainstream classes through class activities guided by the ESL social studies teacher.
520 $a Concerning the sociocultural adjustment of the students, the class acts as a center where ESL students feel comfortable and are able to adjust to American culture and school. In the class, the students learned how to interact in American classes through the class activities and from the teachers' guidance, comments and advice.
520 $a In terms of linguistic aspect, the students developed language skills, such as vocabulary, speaking, and writing skills through the content knowledge, discussions, and classroom activities with the teacher and peer students. They had more opportunities to speak and learned English through content knowledge, such as American history, American culture, and other cultures from peer ESL students. The students felt less pressure through this type of learning compared with other classes and acquired rudimentary and required knowledge before they were sent to the mainstream classes. In the class, the students had an opportunity to create their own web pages that presented facets of their own culture. They gained pride and confidence in showing their culture, learned technology, and developed language skills as well.
520 $a The results show that, over a one-year period, the ESL students constructed new knowledge of American culture and English---influencing them both affectively and cognitively and thus enabling them to gain a new perspective of their 'selves.' That is, they came to understand their own socio-cultural and linguistic identities in terms significant to themselves. This study revealed that content knowledge and interactions in an ESL social studies class facilitate the ESL students' identity formation in American schools and in communities with Americans. The ESL social studies class can be viewed as a locus where the ESL students' new shaping identities are secured, modified, and empowered.
590 $a School code: 0176.
650 4 $a Education, Bilingual and Multicultural. $3 626653
650 4 $a Education, Social Sciences. $3 1019148
650 4 $a Education, Language and Literature. $3 1018115
690 $a 0282
690 $a 0534
690 $a 0279
710 2 0 $a The Pennsylvania State University. $3 699896
773 0 $t Dissertation Abstracts International $g 65-07A.
790 1 0 $a Meyers, Jamie M., $e advisor
790 $a 0176
791 $a Ph.D.
792 $a 2004
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3140043