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Negotiating Identity in Community ES...

Akyempon, Komfort.

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Negotiating Identity in Community ESL Classes: A Narrative Inquiry.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Negotiating Identity in Community ESL Classes: A Narrative Inquiry./
Author:	Akyempon, Komfort.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2020,
Description:	225 p.
Notes:	Source: Dissertations Abstracts International, Volume: 82-08, Section: B.
Contained By:	Dissertations Abstracts International82-08B.
Subject:	Curriculum development. -
Online resource:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28090450
ISBN:	9798569993000

Negotiating Identity in Community ESL Classes: A Narrative Inquiry.
Akyempon, Komfort.

Negotiating Identity in Community ESL Classes: A Narrative Inquiry. - Ann Arbor : ProQuest Dissertations & Theses, 2020 - 225 p.

Source: Dissertations Abstracts International, Volume: 82-08, Section: B.

Thesis (Ed.D.)--California State University, Long Beach, 2020.

This item must not be sold to any third party vendors.

This narrative study explores the ways in which identity and community influence the experiences of two Bulgarian immigrant, adult English language learners in a noncredit community ESL class in Southern California. The researcher interviewed the participants via phone and videoconferencing twice using a researcher-developed demographic questionnaire and two-part interview protocol. The researcher applied community-based participatory research as a method to involve the participants in the research process in a third interview. This study also used the class worksheets, lesson plans, a schedule, and the researcher's field notes, stories, pictures, conversations, and life experience to explore how identity and community influence the participants experiences. The findings of this study indicated the existence of multiple identities that shift depending on historical time and context. The participants' primary Discourses instilled values and served as a model for their social identities as well as imposed limits and delimited their investment in their imagined futures. Power relations between multiple Discourses suppressed the participants and withheld their access to social practices that would facilitate their investment in their imagined communities. The participants' narratives revealed that the community space where they hold their ESL class and their church bible study group served as a tool to express respected values, nurture valued identities, and broker their multiple, often conflicting identities.

ISBN: 9798569993000Subjects--Topical Terms:

684418
Curriculum development.
Subjects--Index Terms:

Community ESL

Negotiating Identity in Community ESL Classes: A Narrative Inquiry.
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300 $a 225 p.
500 $a Source: Dissertations Abstracts International, Volume: 82-08, Section: B.
500 $a Advisor: Li, Xin.
502 $a Thesis (Ed.D.)--California State University, Long Beach, 2020.
506 $a This item must not be sold to any third party vendors.
520 $a This narrative study explores the ways in which identity and community influence the experiences of two Bulgarian immigrant, adult English language learners in a noncredit community ESL class in Southern California. The researcher interviewed the participants via phone and videoconferencing twice using a researcher-developed demographic questionnaire and two-part interview protocol. The researcher applied community-based participatory research as a method to involve the participants in the research process in a third interview. This study also used the class worksheets, lesson plans, a schedule, and the researcher's field notes, stories, pictures, conversations, and life experience to explore how identity and community influence the participants experiences. The findings of this study indicated the existence of multiple identities that shift depending on historical time and context. The participants' primary Discourses instilled values and served as a model for their social identities as well as imposed limits and delimited their investment in their imagined futures. Power relations between multiple Discourses suppressed the participants and withheld their access to social practices that would facilitate their investment in their imagined communities. The participants' narratives revealed that the community space where they hold their ESL class and their church bible study group served as a tool to express respected values, nurture valued identities, and broker their multiple, often conflicting identities.
590 $a School code: 6080.
650 4 $a Curriculum development. $3 684418
650 4 $a Educational leadership. $3 529436
650 4 $a Communication. $3 524709
650 4 $a Language arts. $3 532624
650 4 $a Slavic studies. $3 3171903
650 4 $a English as a second language--ESL. $3 3423990
650 4 $a European studies. $3 3168420
650 4 $a Social psychology. $3 520219
653 $a Community ESL
653 $a Narrative inquiry
653 $a Noncredit ESL
653 $a Social identity
653 $a English language learners
653 $a Southern California
653 $a Videoconferencing
653 $a Conflicting identities
653 $a Bulgarian immigrants
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690 $a 0441
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773 0 $t Dissertations Abstracts International $g 82-08B.
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792 $a 2020
793 $a English
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