Download Audible Difference: Esl and Social Identity in Schools by Jennifer Miller PDF

By Jennifer Miller

This publication is set the connection among studying English as an extra language and the ways that immigrant scholars may be able to symbolize their identities in school. In excessive colleges, how such scholars are heard by way of others can be simply as vital as how they converse.

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Additional info for Audible Difference: Esl and Social Identity in Schools (Languages for Intercultural Communication and Education 5)

Sample text

In Chapter 2 I will develop a strong theoretical framing for these claims. I will argue that traditional second language acquisition (SLA) research is inadequate to theorise links between discourse and social identity. I then use Bourdieu’s sociological theory to make some of these connections, along with work from Gee (1996). I discuss the issue of acquisition versus learning and the role of speaking or voice in self-representation in school contexts. Chapter 3 provides a scene setting for the following data chapters, in which I introduce the students.

Clearly, learning the ‘acceptability’ of a specific instance of language use entails more than mastering a genre or discourse. It also implies an analysis of how a particular practice is situated in a particular social field. Part of this analysis is knowing the market. In the educational field, an official bureaucratised institutional field, there are concrete values assigned to such knowledge and the acceptable use of language, in the form of grades awarded. It has been argued, for example, that senior school external exams reward cultural competence that is acquired outside of the classroom (Freebody, 1990).

As a former colleague in the intensive reception centre, I felt a 18 Audible Difference strong degree of familiarity and identification with the students and staff . I was able to generate lots of data with the two Bosnian students, who spoke English quite fluently, in spite of having arrived only weeks before I met them. The Chinese speaking students, who spoke Mandarin, Cantonese or both, had far more limited English, and so interviews in their languages were conducted by native speaking research assistants, who then also translated the transcripts.

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