Gendered Identities and Immigrant Language Learning
okt. 2009 · Critical Language and Literacy Studies Bog 4 · Multilingual Matters
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Based on participant observation in a California English as a Second Language family literacy program, this ethnographic study examines how the complexly gendered life histories of immigrant adults shaped their participation in both the English language classroom and the education of their children, within the contemporary sociohistorical context of increasing Latin American immigration to the United States. Through outlining the connections between (gendered) identity work and language learning, this study builds theoretical and empirical justification for teachers to negotiate classroom practice with each community of learners, responding to students’ individual goals, histories, and lives outside the classroom.
Om forfatteren
Julia Menard-Warwick is an Associate Professor in the Linguistics department at University of California Davis, where she teaches graduate and undergraduate classes in areas such as language pedagogy, second language literacy and technology, and language and gender. Before beginning doctoral studies in 1999, she taught ESL for ten years at a community college in Washington state (USA), and for one year at a university in Nicaragua. Her on-going research focuses on language pedagogies, bilingual development, cultural identities, and language ideologies in both US and Latin American contexts.
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