Norton, B. (1995). Social identity, investment, and language learning. TESOL Quaterly, 29(1), 9-31.
The study examines the intrapersonal struggles in language learning and how in order to develop a fluency in a language it is dependent more on personal investment rather than motivation. Examples included a mother who was steeping outside of her comfort zone and speaking on the phone with her landlord, which is very difficult to do in a second language, because her family's well-being and survival was at stake.
Saturday, August 20, 2011
Chp5 Noel
The Identity Construction Process
There are three main perspectives on how identities are constructed and this chapter examines how personal ethnicity and cultural awareness are key factors in the stages of personal identity construction. p.161-164
There are three main perspectives on how identities are constructed and this chapter examines how personal ethnicity and cultural awareness are key factors in the stages of personal identity construction. p.161-164
Multiple Intelligences
Christison, M.A. (1995/1996). Multiple Intelligences and second language learners. The Journal of Imagination in Language Learning and Teaching, 3. Retrieved August 20, 2010 from http://www.njcu.edu/cill/vol3/chritison.html
The website explores Gardner's theories of multiple intelligences and why they are a more physiological than a talent or attributes. There are many ways to be intelligent within each intelligence and how each person holds many intelligences and an individual intelligence profile. These intelligences should be considered for each individual.
The website explores Gardner's theories of multiple intelligences and why they are a more physiological than a talent or attributes. There are many ways to be intelligent within each intelligence and how each person holds many intelligences and an individual intelligence profile. These intelligences should be considered for each individual.
Off the boat
Mamgain, V., &Collins, K. (2003). Off the boat, now off to work: Refugees in the labour market in Portland, Maine. Journal of Refugee Studies, 16(2), 113-146.
Mixed study about the Somali refugees working patterns in Lewiston Maine. Some conclusions: Women tend to do better the higher level of education, length of time in Miane does not affect the employment, and prior jobs prediction of current employment [which is also true of most Americans in our society]. Some of the cultural disconnectedness that refugees face are cotidian factors like paper work, punctuality, how to handle family emergency, interviews, religious differences.
Mixed study about the Somali refugees working patterns in Lewiston Maine. Some conclusions: Women tend to do better the higher level of education, length of time in Miane does not affect the employment, and prior jobs prediction of current employment [which is also true of most Americans in our society]. Some of the cultural disconnectedness that refugees face are cotidian factors like paper work, punctuality, how to handle family emergency, interviews, religious differences.
Rhetoric
Connor, U. (2002). New directions in constrastive rhetoric. TESOL Quaterly, 36(4), 493-510.
Contrastive rhetoric is comparing the stylistic academic writings across languages. In the history of rhetoric studies focus on comparative text, linguistics, writing as a cultural activity, classroom based studies and genre specific studies.
Some conclusions-
Finnish writers write less metatext
English text used more direct assertive and positive positions
Japanese writings tend to be more reader responsible and less writer responsible.
Contrastive rhetoric is comparing the stylistic academic writings across languages. In the history of rhetoric studies focus on comparative text, linguistics, writing as a cultural activity, classroom based studies and genre specific studies.
Some conclusions-
Finnish writers write less metatext
English text used more direct assertive and positive positions
Japanese writings tend to be more reader responsible and less writer responsible.
Becoming Black
Ibrahim, A. (1999). Becoming Black: Rap and Hip-Hop, race, gender, identity, and the politics of ESL learning. TESOL Quarterly, 33(3), 349-369.
A study of French-speaking African immigrant teenagers who identify with the Black culture and it is seen in speaking Black Stylized English, manners of dress, sports, and pop-culture. The identification with a marginalized culture is a result of basic needs to fit in to a collective memory, politics, history and location of their new community.
[I often wonder whether or not this occurs because of the dominant culture stereotypes or the Africans seek them out because they are group they are the most similar to? It is probably a combination of the two.]
A study of French-speaking African immigrant teenagers who identify with the Black culture and it is seen in speaking Black Stylized English, manners of dress, sports, and pop-culture. The identification with a marginalized culture is a result of basic needs to fit in to a collective memory, politics, history and location of their new community.
[I often wonder whether or not this occurs because of the dominant culture stereotypes or the Africans seek them out because they are group they are the most similar to? It is probably a combination of the two.]
When hate comes to town
Rabrenovic, G. (2007). When hate comes to town: Community response to violence against immigrants. American Behavioral Scientist, 51(2), 349-360.
Summary:
Conflict in between certain members of dominant community and Somali immigrants in Lewiston, Maine right after 9/11 attacks. The mayor voiced that many viewed the Somalis as an economic burden, in a plea to the Somali community to discourage other Somali populations to migrate to Lewiston. However the elders of the Somali community had already agreed to do this.
This was a difficult time in the nation where hate towards Muslims and American pride sentiments. There was danger of a dangerous hate group the World Church of the Creators going to Lewiston and the community held a diversity rally. The community response was successful according to three factors.
1. there is a history of tolerance in the community 2. local leaders do not benefit from the conflict 3. minority group is not perceived as a threat to the majority [4. the leader of the hate group that was planning to come to town was scheduled in court the same day]
Summary:
Conflict in between certain members of dominant community and Somali immigrants in Lewiston, Maine right after 9/11 attacks. The mayor voiced that many viewed the Somalis as an economic burden, in a plea to the Somali community to discourage other Somali populations to migrate to Lewiston. However the elders of the Somali community had already agreed to do this.
This was a difficult time in the nation where hate towards Muslims and American pride sentiments. There was danger of a dangerous hate group the World Church of the Creators going to Lewiston and the community held a diversity rally. The community response was successful according to three factors.
1. there is a history of tolerance in the community 2. local leaders do not benefit from the conflict 3. minority group is not perceived as a threat to the majority [4. the leader of the hate group that was planning to come to town was scheduled in court the same day]
Subscribe to:
Posts (Atom)