The impact of multilingualism on adolescent English learners' identities: constructing a theory of educational needs

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dc.contributor Freeman, Lee
dc.contributor Erevelles, Nirmala
dc.contributor Spector, Karen
dc.contributor Kuntz, Aaron M.
dc.contributor.advisor Mantero, Miguel
dc.contributor.author Prado, Josephine Gilchrist
dc.date.accessioned 2017-03-01T16:51:22Z
dc.date.available 2017-03-01T16:51:22Z
dc.date.issued 2013
dc.identifier.other u0015_0000001_0001376
dc.identifier.other Prado_alatus_0004D_11433
dc.identifier.uri https://ir.ua.edu/handle/123456789/1843
dc.description Electronic Thesis or Dissertation
dc.description.abstract The purpose of this study is to investigate events, beliefs, attitudes, and social structures surrounding adolescent identity construction and the impact of multilingualism, and to further understand students' reactions and perceptions of opportunities afforded through public education. Drawing from interdisciplinary perspectives within sociocultural, identity and language learning theories, this study explores the dialogic tension between the individual and the parameters of her society contextualized within the public high school setting. This qualitative multiple case study draws from ethnographic traditions to investigate the impact of multilingualism on adolescent English learner identity construction. To ensure triangulation of the data, a variety of data sources inform the study including visual self-portraits, journal entries, interviews, observations, field notes and analytic memos. Data analysis involved transcriptions and translations, along with descriptive and in vivo coding. Based on analysis of the three participants' use of language during school, salient themes emerged that describe the unique way each participant asserted her varied identities while negotiating societal expectations. A significant finding portrays how these negotiations create an identity in school that corresponds with each participant's ideas of what it means to be educated. Based on these findings, implications for long-term English learners, the importance of promoting first language literacy skills, the need for career planning, and diversity training for secondary educators are discussed.
dc.format.extent 229 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.
dc.subject.other English as a second language
dc.title The impact of multilingualism on adolescent English learners' identities: constructing a theory of educational needs
dc.type thesis
dc.type text
etdms.degree.department University of Alabama. Dept. of Curriculum and Instruction
etdms.degree.discipline Secondary Education
etdms.degree.grantor The University of Alabama
etdms.degree.level doctoral
etdms.degree.name Ph.D.


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