TITLE

Identities of Young Korean English Language Learners at School: Imposed or Achieved?

AUTHOR(S)
Ro, Jennifer Moon
PUB. DATE
April 2010
SOURCE
Reading Matrix: An International Online Journal;Apr2010, Vol. 10 Issue 1, p1
SOURCE TYPE
Academic Journal
DOC. TYPE
Article
ABSTRACT
Gee's (2000-2001) analytical framework was used to describe the constructed identities of two young Korean ELLs (English language learners) within the school context and were considered to gain insight into their academic success. The author argues that the "model minority" stereotype was influential in shaping the imposed identities created by the school community despite some contradictory evidence of the ELLs' developing academic performances. Findings suggested that (a) teachers viewed the participant students as model students with exceptional academic capabilities, (b) participant students were often struggling to decipher implicit classroom rules and their language learning, and (c) peer group acceptance became a crucial factor in their access to academic learning and maintenance of social standing within the group. The paper concludes with critiques of current realities of US education and instructional approaches that fail to meet the needs of ELLs, both in the academic and affective domains.
ACCESSION #
51642675

 

Related Articles

  • Recasts in Meaning-based EFL Classrooms: Learner Uptake and Characteristics of Recasts. Ji Hyun Kim // English Teaching;Autumn2009, Vol. 64 Issue 3, p107 

    Recasts are widely known for simultaneously providing correction (negative evidence) and models (positive evidence). They supposedly provide juxtaposition between a correct form and an incorrect form, thereby encouraging noticing of gaps. Over the last decades, the field of second language...

  • Introduction. Hasko, Victoria // International Journal of Corpus Linguistics;2013, Vol. 18 Issue 3, p295 

    An introduction is presented in which the editor discusses various reports within the issue on topics including the second language acquisition (SLA), analysis of academic texts written by English language learners, and the use of lexical bundles in speech.

  • Foreword.  // Asian EFL Journal;Jun2009, Vol. 11 Issue 2, p4 

    A foreword for to "The Asian EFL Journal Quarterly," Volume 11, Issue 2 is presented.

  • ENGLISH-LEARNER PARENTS. MORONES, ALYSSA // Education Week;3/27/2013, Vol. 32 Issue 26, p5 

    The article covers "English Language Learners and Parental Involvement," a report from the U.S. National Education Policy Center which examines how educational policymakers, school districts, and schools can increase parental involvement in order to improve the academic achievement of...

  • Editorial. Morgan, Anne-Marie // Babel (00053503);2015, Vol. 49 Issue 3, p2 

    An introduction is presented in which the editor discusses various reports within the issue on topics including the preparation of secondary language learners for tertiary learning, the response of students to motivation on learning languages, and vocabulary learning.

  • The Effects of Written Corrective Feedback on Chinese EFL Learners' Acquisition of English Collocations. WANG, Ting; JIANG, Lin // Chinese Journal of Applied Linguistics (De Gruyter);Oct2015, Vol. 38 Issue 3, p319 

    The role of written corrective feedback (CF) in the process of acquiring a second language (L2) has been an issue of considerable controversies over past decades. This study thus endeavors to extend current work on written CF by investigating and comparing the effect on collocation learning of...

  • Sheltered Instruction for Teachers of English Language Learners: The Promise of Online Mentoring. Ware, Paige; Benschoter, Jessica // Middle School Journal;Jan2011, Vol. 42 Issue 3, p46 

    The article focuses on the online mentoring project for the middle school English language learners (ELL) in the U.S. It states that there is a challenge for teachers who are focusing on ELL pedagogy. Moreover, it notes that with the use of technology, both ELLs and inservice teachers can...

  • Bilingual and Bicultural. Murphy, Audrey F. // Principal;Nov/Dec2010, Vol. 90 Issue 2, p40 

    The article discusses dual-language classes and education in the U.S., which help both English-language learners (ELLs) and English-proficient students to improve their language skills. A review is presented of research on the benefits of bilingual education and second language acquisition,...

  • SETTING THE FOUNDATION FOR WORKING WITH ENGLISH LANGUAGE LEARNERS IN THE SECONDARY CLASSROOM. BERG, HELEN; PETRĂ“N, MARY; GREYBECK, BARBARA // American Secondary Education;Summer2012, Vol. 40 Issue 3, p34 

    In many schools, an increasing number of students are learning English as their second language. Secondary teachers are faced with the challenge of teaching English Language Learners (ELLs) with little or no training. This article highlights ideas and strategies that teachers can incorporate to...

Share

Read the Article

Courtesy of VIRGINIA BEACH PUBLIC LIBRARY AND SYSTEM

Sorry, but this item is not currently available from your library.

Try another library?
Sign out of this library

Other Topics