語系:
繁體中文
English
說明(常見問題)
登入
回首頁
切換:
標籤
|
MARC模式
|
ISBD
A Model of the Process African Ameri...
~
Romero, Kim Cooper.
A Model of the Process African American Adolescents Use to Integrate Their Bilingual Identity with Their Overall Identity in a Foreign Language Immersion Environment : = A Grounded Theory Study.
紀錄類型:
書目-語言資料,手稿 : Monograph/item
正題名/作者:
A Model of the Process African American Adolescents Use to Integrate Their Bilingual Identity with Their Overall Identity in a Foreign Language Immersion Environment :/
其他題名:
A Grounded Theory Study.
作者:
Romero, Kim Cooper.
面頁冊數:
1 online resource (211 pages)
附註:
Source: Dissertation Abstracts International, Volume: 79-10(E), Section: A.
Contained By:
Dissertation Abstracts International79-10A(E).
標題:
Bilingual education. -
電子資源:
click for full text (PQDT)
ISBN:
9780438046702
A Model of the Process African American Adolescents Use to Integrate Their Bilingual Identity with Their Overall Identity in a Foreign Language Immersion Environment : = A Grounded Theory Study.
Romero, Kim Cooper.
A Model of the Process African American Adolescents Use to Integrate Their Bilingual Identity with Their Overall Identity in a Foreign Language Immersion Environment :
A Grounded Theory Study. - 1 online resource (211 pages)
Source: Dissertation Abstracts International, Volume: 79-10(E), Section: A.
Thesis (Ed.D.)--Liberty University, 2018.
Includes bibliographical references
The purpose of this grounded theory study was to develop a model that illustrates how African American adolescents in a foreign language immersion environment integrate their bilingual identity with their overall identity. For this study, bilingualism is defined as the ability to use two languages for academic and/or business purposes. I used multiple interviews, focus groups, questionnaires, and journals to collect data. The most important part of the identity integration process for African American adolescents in a foreign language immersion environment is choice. The loss of choice caused conflicts during the identity negotiation process. The participants perceived their bilingual identity as symbolic capital which put them ahead of their peers academically and socially. Bilingualism allowed them to feel a sense of belonging and helped them overcome feeling marginalized from their African American peers in the school community. The Choice-Driven Bilingual Identity Integration model was developed from this study. The model conveys that the process the participants used to integrate their bilingual identity with their overall identity was one of positioning. The participants used positioning to convey how retaining or losing the choice of which dimension of identity they wish to share determined whether they experienced a conflict within their personal identity and the identity integration process as a whole. During academic situations, the participants chose to share their bilingual identity and demonstrated high agency. When forced to share their bilingual identity with native speakers they used low agency to describe their experiences. However, in social situations with native speakers when the participants chose to practice their Spanish, they demonstrated high agency.
Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018
Mode of access: World Wide Web
ISBN: 9780438046702Subjects--Topical Terms:
1148431
Bilingual education.
Index Terms--Genre/Form:
554714
Electronic books.
A Model of the Process African American Adolescents Use to Integrate Their Bilingual Identity with Their Overall Identity in a Foreign Language Immersion Environment : = A Grounded Theory Study.
LDR
:03175ntm a2200349Ki 4500
001
920919
005
20181227095853.5
006
m o u
007
cr mn||||a|a||
008
190606s2018 xx obm 000 0 eng d
020
$a
9780438046702
035
$a
(MiAaPQ)AAI10816755
035
$a
(MiAaPQ)liberty:12243
035
$a
AAI10816755
040
$a
MiAaPQ
$b
eng
$c
MiAaPQ
$d
NTU
100
1
$a
Romero, Kim Cooper.
$3
1195860
245
1 2
$a
A Model of the Process African American Adolescents Use to Integrate Their Bilingual Identity with Their Overall Identity in a Foreign Language Immersion Environment :
$b
A Grounded Theory Study.
264
0
$c
2018
300
$a
1 online resource (211 pages)
336
$a
text
$b
txt
$2
rdacontent
337
$a
computer
$b
c
$2
rdamedia
338
$a
online resource
$b
cr
$2
rdacarrier
500
$a
Source: Dissertation Abstracts International, Volume: 79-10(E), Section: A.
500
$a
Adviser: Lucinda S. Spaulding.
502
$a
Thesis (Ed.D.)--Liberty University, 2018.
504
$a
Includes bibliographical references
520
$a
The purpose of this grounded theory study was to develop a model that illustrates how African American adolescents in a foreign language immersion environment integrate their bilingual identity with their overall identity. For this study, bilingualism is defined as the ability to use two languages for academic and/or business purposes. I used multiple interviews, focus groups, questionnaires, and journals to collect data. The most important part of the identity integration process for African American adolescents in a foreign language immersion environment is choice. The loss of choice caused conflicts during the identity negotiation process. The participants perceived their bilingual identity as symbolic capital which put them ahead of their peers academically and socially. Bilingualism allowed them to feel a sense of belonging and helped them overcome feeling marginalized from their African American peers in the school community. The Choice-Driven Bilingual Identity Integration model was developed from this study. The model conveys that the process the participants used to integrate their bilingual identity with their overall identity was one of positioning. The participants used positioning to convey how retaining or losing the choice of which dimension of identity they wish to share determined whether they experienced a conflict within their personal identity and the identity integration process as a whole. During academic situations, the participants chose to share their bilingual identity and demonstrated high agency. When forced to share their bilingual identity with native speakers they used low agency to describe their experiences. However, in social situations with native speakers when the participants chose to practice their Spanish, they demonstrated high agency.
533
$a
Electronic reproduction.
$b
Ann Arbor, Mich. :
$c
ProQuest,
$d
2018
538
$a
Mode of access: World Wide Web
650
4
$a
Bilingual education.
$3
1148431
650
4
$a
African American studies.
$3
1180117
650
4
$a
Education.
$3
555912
655
7
$a
Electronic books.
$2
local
$3
554714
690
$a
0282
690
$a
0296
690
$a
0515
710
2
$a
ProQuest Information and Learning Co.
$3
1178819
710
2
$a
Liberty University.
$b
School of Education.
$3
1181376
773
0
$t
Dissertation Abstracts International
$g
79-10A(E).
856
4 0
$u
http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10816755
$z
click for full text (PQDT)
筆 0 讀者評論
多媒體
評論
新增評論
分享你的心得
Export
取書館別
處理中
...
變更密碼[密碼必須為2種組合(英文和數字)及長度為10碼以上]
登入