Turkish-American youngsters' experiences with boundary crossing within and across multiple discursive spaces
Başlık çevirisi mevcut değil.
- Tez No: 598187
- Danışmanlar: DR. ESTER J. DE JONG
- Tez Türü: Doktora
- Konular: İngiliz Dili ve Edebiyatı, Dilbilim, English Language and Literature, Linguistics
- Anahtar Kelimeler: Belirtilmemiş.
- Yıl: 2019
- Dil: İngilizce
- Üniversite: Unıversıty Of Florıda
- Enstitü: Yurtdışı Enstitü
- Ana Bilim Dalı: Belirtilmemiş.
- Bilim Dalı: Belirtilmemiş.
- Sayfa Sayısı: Belirtilmemiş.
Özet
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Özet (Çeviri)
To leverage culturally and linguistically diverse (CLD) students' funds of linguistic knowledge, teachers need to understand the students' languaging practices in different discursive spaces that they engage in regularly. Although several studies have analyzed CLD students' languaging practices in distinct discursive spaces, they generally fail to view each discursive space holistically in relationship to one another as part of a child's whole lived world. This study aimed to address this gap by examining CLD students languaging practices within and across three discursive spaces: a heritage language school (HLS), mainstream schools (MSs) and homes. To analyze students' language practices and understand their full linguistic repertoire, boundary crossing and translanguaging theories were used. A linguistic ethnographic multi-case study was implemented with three Turkish-American youngsters. Data collection consisted of survey questionnaires (n=6), in-depth interviews with the students (n=3), parents (n=3), HLS teachers (n=2) and MS teachers (n=3), observations within the HLS, MSs and homes and audio-recordings of students' language practices in the HLS. Data analysis used thematic analysis, and open, axial and selective coding, and followed the five steps of linguistic ethnography data analysis process. Tasks, topics and language practices of community members in homes, MSs and the HLSs provided students different opportunities to enact their full linguistic repertoire. While MSs afforded students to use their academic language and literacy skills more, homes afforded students to use their social language and verbal language skills more. Moreover, while the HLS afforded students to practice their bilingual resources flexibly, the MSs afforded students to practice only their English resources. Depending on students' bilingual proficiencies and perceived familiarities with tasks and topics in each discursive space, these varying opportunities for using full linguistic repertoires were perceived as soft or strong boundaries by the students. Considering the discontinuities each student experienced in their learning and interactions, while the newcomer ELL perceived the strongest boundaries between homes and MSs, the U.S. born students perceived the strongest boundaries between MSs and the HLS. Translanguaging acted as a boundary object and softened the strong boundaries by creating connections between discursive spaces and affirming students' bilingual resources and hybrid identities.
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