Faith-based languaculture: church as a place of language education and community-family connnecting

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dc.contributor Mantero, Miguel
dc.contributor Wilson, Elizabeth K.
dc.contributor Kuntz, Aaron M.
dc.contributor Scherff, Lisa
dc.contributor Nichols, Sharon E.
dc.contributor.advisor Mantero, Miguel Chao, Xia
dc.contributor.other University of Alabama Tuscaloosa 2017-03-01T16:47:03Z 2017-03-01T16:47:03Z 2013
dc.identifier.other u0015_0000001_0001214
dc.identifier.other Chao_alatus_0004D_11469
dc.description Electronic Thesis or Dissertation en_US
dc.description.abstract The purpose of this study is to discover how church-based ESL programs affect immigrant adult learners' second language socialization. Also, this study is to examine the ways in which immigrant adult learners' second language socialization through the programs may, in turn, be associated with changes in cultural capital in their families. The findings indicate that newly arrived immigrant families in which English is not the primary language of parents encounter an increasing linguistic and cultural disjuncture and a communication gap between parents and children. The intergenerational disjuncture and community gap lead to family estrangement and parental dysfunction. This has become the main reason for immigrant adult learners' participation in the programs. The church-based ESL instructors act not merely as friends, facilitators, and mentors, but they also serve as community brokers and advocates for social justice. The programs have developed into places where immigrant adults are provided with legitimate speaking positions and their voices and linguistic and cultural identities are affirmed. Further, the programs provide immigrant adult learners with access to social integration and authentic language practice in real life contexts. The findings indicate that church-based ESL programs enhance immigrant adults' second language socialization and community engagement. Learners' increasing language socialization promotes cultural capital in their families and community-family connecting. The multiple effects of immigrant adults' increasing participation in the programs are discussed, such as immigrant adults' increasing school involvement, family-together language and literacy practices, reclaimed ownership of home language, and transformation into advocates for families and ethnic communities. This study argues that church-based ESL programs are figured worlds that are not natural but nurtured and naturalized. English education in the figured worlds is a process of being and empowerment of immigrant adults' self-authoring agency. Cultural and religious dispositions embedded in the church-based discourse seem to impose orders of power and Christianity on learners, which in turn cause some immigrant adults' resistance and non-participation in the programs. en_US
dc.format.extent 208 p.
dc.format.medium electronic
dc.format.mimetype application/pdf
dc.language English
dc.language.iso en_US
dc.publisher University of Alabama Libraries
dc.relation.ispartof The University of Alabama Electronic Theses and Dissertations
dc.relation.ispartof The University of Alabama Libraries Digital Collections
dc.relation.hasversion born digital
dc.rights All rights reserved by the author unless otherwise indicated. en_US
dc.subject Bilingual education
dc.subject English as a second language
dc.subject Multicultural education
dc.title Faith-based languaculture: church as a place of language education and community-family connnecting en_US
dc.type thesis
dc.type text University of Alabama. Department of Curriculum and Instruction Secondary Education The University of Alabama doctoral Ph.D.

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