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English Learners’ Access to Postsecondary Education
Why does a public high school, despite having resources and educators with good intentions, end up graduating English learners (ELs) without preparing them for college and career? This book answers this question through a longitudinal ethnographic case study of a diverse high school in Pennsylvania. The author takes the reader on a journey with seven EL students through their last two years of high school, exploring how and why none of them reached the postsecondary destinations they originally aspired to. This book provides a sobering look into the systemic undereducation of high school ELs and the role of high schools in limiting their postsecondary options.
Negotiating Bilingual and Bicultural Identities
This book examines the changing linguistic and cultural identities of bilingual students through the narratives of four Japanese returnees (kikokushijo) as they spent their adolescent years in North America and then returned to Japan to attend university. As adolescents, these students were polarized toward one language and culture over the other, but through a period of difficult readjustment in Japan they became increasingly more sophisticated in negotiating their identities and more appreciative of their hybrid selves. Kanno analyzes how educational institutions both in their host and home countries, societal recognition or devaluation of bilingualism, and the students' own maturation con...
International Handbook of English Language Teaching
This two volume handbook provides a comprehensive examination of policy, practice, research and theory related to English Language Teaching in international contexts. More than 70 chapters highlight the research foundation for best practices, frameworks for policy decisions, and areas of consensus and controversy in second language acquisition and pedagogy. The Handbook provides a unique resource for policy makers, educational administrators, and researchers concerned with meeting the increasing demand for effective English language teaching. It offers a strongly socio-cultural view of language learning and teaching. It is comprehensive and global in perspective with a range of fresh new voices in English language teaching research.
Negotiation of Identities in Multilingual Contexts
This volume highlights the role of language ideologies in the process of negotiation of identities and shows that in different historical and social contexts different identities may be negotiable or non-negotiable.
Linguistic Minority Students Go to College
Bringing together emerging scholarship on the growing number of college-bound first-generation linguistic minority immigrants in the K-12 pipeline, this ground-breaking volume showcases new research on these students’ preparation for, access to, and persistence in college.
Language and Education in Japan
The first critical ethnography of bilingual education in Japan. Based on fieldwork at five different schools, this examines the role of schools in the unequal distribution of bilingualism as cultural capital. It argues that schooling gives children unequal access to bilingualism thus socializing them into different futures.
Imagined Communities and Educational Possibilities
Imagined Communities and Educational Possibilities focuses on three main themes: imaged communities expand the range of possible selves, technological advances in the last two decades have had a significant impact on what is possible to imagine, and imagination at even the most personal level is related to social ideologies and hegemonies. The diverse studies in this issue demonstrate convincingly that learners and teachers are capable of imagining the world as different from prevailing realities. Moreover, time and energy can be invested to strive for the realization of alternative visions of the future. Research in this special issue suggests that investment in such imagined communities offers intriguing possibilities for social and educational change.
Being and Becoming a Speaker of Japanese
In this postmodernist addition to diary studies in SLA and applied linguistics, an autoethnographic approach is used to highlight the mutually constitutive relationship of language acquisition, sociocultural contexts, and L2 identities. The personalized account of the author's Japanese as a second language development is skilfully interwoven with ethnographic details and introspective commentary.
Interviews in Applied Linguistics
This book is a personal reflection on research interviews. Written as an autobiography, it invites the reader to accompany the author on his personal journey of over three decades of research carried out on a range of topics in a range of contexts. It mixes academic genres, moving back and forth between life-story telling and more standard academic writing. This book has been written with several aims in mind. First, it aims to present the author’s perspective on research interviews, acquired over time, to researchers of all kinds (from novice to experienced). Second, while it contains valuable information about the practice of interviewing, it is written in such a way that it avoids the k...
Return Migration and Identity
The global trend for immigrants to return home has unique relevance for Hong Kong. This work of cross-cultural psychology explores many personal stories of return migration. The author captures in dozens of interviews the anxieties, anticipations, hardships, and flexible world perspectives of migrants and their families, as well as friends and co-workers. The book examines cultural identity shifts and population flows during a critical juncture in Hong Kong history between the Sino-British Joint Declaration in 1984 and the early years of Hong Kong's new status as a special administrative region after 1997. Nearly a million residents of Hong Kong migrated to North America, Europe, and Austral...
