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Attitudes Towards the Use of Technology Among the College Students Who Study English as a Second Language (ESL)
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In: ETD Archive (2014)
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Learning English as an L2 in PreK: A Practice Perspective on Identity and Acquisition
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In: Bernstein, Katherine. (2014). Learning English as an L2 in PreK: A Practice Perspective on Identity and Acquisition. UC Berkeley: Education. Retrieved from: http://www.escholarship.org/uc/item/4245n62j (2014)
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Negotiating an identity to achieve in English: Investigating the linguistic identities of young language learners
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In: Collett, Jennifer Marie. (2014). Negotiating an identity to achieve in English: Investigating the linguistic identities of young language learners. UC Berkeley: Education. Retrieved from: http://www.escholarship.org/uc/item/4r04p0w5 (2014)
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Abstract:
Qualitative research methods guide data collection and analysis (Bogdan & Biklen, 2007; Dyson & Genishi, 2005; Heath & Street, 2008; Schram 2006) of this 18 month study researching the academic lives of 21 Spanish-English language learners classified as limited English proficient (LEP) in two urban, elementary school communities. In this dissertation, I argue language learners in elementary school begin to construct identities with language through the school community resources they are able to access as they participate in school-based activities. These language identities are related to students' engagement and motivation to participate in school, and also hold a relationship with students' language classification status. By triangulating the data of 21 focal students to include: 1) student interviews, 2) observations of students in academic and non-academic school activities, and 3) students' performance on academic tests, findings reveal how all language learners construct one of three language-learning identities - dual, separation, or distant - where a distant identity is associated with students who remain classified LEP or are reclassified as a long-term English language learner upon exiting elementary school.
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Keyword:
Dual language programs; Education; English language learners; Identity; Language; Language learning
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URL: http://www.escholarship.org/uc/item/4r04p0w5 http://n2t.net/ark:/13030/m54b64x3
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26 |
The Pragmatic Demands of Mathematics: Examining Elementary School Students' Oral Language Use in Mathematical Explanations
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27 |
Negotiating an identity to achieve in English: Investigating the linguistic identities of young language learners
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28 |
Developing discoursal selves:Academic writing in a linguistically diverse Puente English class
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Morphological Analysis Training for English Language Learners With Reading Difficulties
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In: Davidson, Sean Jeremy. (2014). Morphological Analysis Training for English Language Learners With Reading Difficulties. UC Riverside: Education. Retrieved from: http://www.escholarship.org/uc/item/70c919st (2014)
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The Pragmatic Demands of Mathematics: Examining Elementary School Students' Oral Language Use in Mathematical Explanations
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In: Blackstock-Bernstein, Anne. (2014). The Pragmatic Demands of Mathematics: Examining Elementary School Students' Oral Language Use in Mathematical Explanations. UCLA: Education 0249. Retrieved from: http://www.escholarship.org/uc/item/1xh8m90k (2014)
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Developing discoursal selves:Academic writing in a linguistically diverse Puente English class
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In: Mazur, Agnieszka E.(2014). Developing discoursal selves:Academic writing in a linguistically diverse Puente English class. UC Berkeley: Education. Retrieved from: http://www.escholarship.org/uc/item/3m36117g (2014)
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32 |
Education Organizing, Policy Advocacy and Restrictive Language Policies: How Activist Organizations Define and Remedy Educational Inequality for English Learners in a Post-Proposition 227 Era
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Education Organizing, Policy Advocacy and Restrictive Language Policies: How Activist Organizations Define and Remedy Educational Inequality for English Learners in a Post-Proposition 227 Era
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In: Baca, Gabriel Aristeo. (2014). Education Organizing, Policy Advocacy and Restrictive Language Policies: How Activist Organizations Define and Remedy Educational Inequality for English Learners in a Post-Proposition 227 Era. UCLA: Education 0249. Retrieved from: http://www.escholarship.org/uc/item/30x073dx (2014)
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Morphological Analysis Training for English Language Learners With Reading Difficulties
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Morphological Analysis Training for English Language Learners With Reading Difficulties
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Ethnic Identity and Accent: Exploring Phonological Acquisition for International Students from China
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In: http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1395176320 (2014)
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Better Writers or Better Writing? A Qualitative Study of Second Language Writers' Experiences in a University Writing Center
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In: http://rave.ohiolink.edu/etdc/view?acc_num=osu1398789858 (2014)
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Sensory Input and Mental Imagery in Second Language Acquisition
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In: http://rave.ohiolink.edu/etdc/view?acc_num=toledo1418370678 (2014)
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Multimodal Expressions of Young Arab Muslim American Women
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In: http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1404692026 (2014)
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Sociocultural Aspects of Learning English as a Third Language: Perspectives of Female Minority Students
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In: http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1404333853 (2014)
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