Bella Here and There

Forming and Re-Forming Identities Across School Contexts

Research output: Contribution to journalArticle

2 Citations (Scopus)

Abstract

The study described here is a case analysis of an emergent bilingual and her English literacy development. Mobilizing identity theory, the study explores ways in which the young girl’s language and literacy identities played out across the large group, small group, and tutorial settings for instruction. The study took place over one school year. Analysis of observation and interview data produced two key findings. First, Bella’s identities, and the extent to which she focused on her expressed goal of becoming a better reader, differed across the school contexts of which she was a member. Second, Bella’s affective response to all three environments ranged from calm certainty to anxious uncertainty, although the ways these responses played out differed from context to context. I argue here that, if educators are to meet the needs of all readers, it is necessary to conduct detailed analyses of the contexts they populate.

Original languageEnglish (US)
Pages (from-to)1-16
Number of pages16
JournalReading and Writing Quarterly
DOIs
StateAccepted/In press - Feb 17 2018

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literacy
school
small group
uncertainty
educator
instruction
interview
language
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ASJC Scopus subject areas

  • Education
  • Linguistics and Language

Cite this

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