Multilingualism and identity: articulating ‘African-ness’ in an American high school

Research output: Contribution to journalArticle

Abstract

This paper draws on qualitative research that examines the language practices and learning experiences of ten adolescent multilingual immigrant and refugee English Learners (ELs) from the Democratic Republic of the Congo (DRC). Specific questions addressed include: How do these students capitalize on home languages as they engage in linguistic practices in English? How do these students take up their identities within the context of a US high school? The project emphasizes a shift away from learning discrete language skills in one language toward a focus on supporting complex language and content learning fluidly across languages and content areas in ways that affirm students’ identities and new learning. Implications for theory and practice will be discussed.

Original languageEnglish (US)
Pages (from-to)634-646
Number of pages13
JournalRace Ethnicity and Education
Volume22
Issue number5
DOIs
StatePublished - Sep 3 2019

Fingerprint

multilingualism
language
school
learning
Democratic Republic of the Congo
student
refugee
qualitative research
immigrant
adolescent
linguistics
experience

Keywords

  • African immigrant and refugee youth
  • Multilingualism
  • identity

ASJC Scopus subject areas

  • Demography
  • Cultural Studies
  • Education

Cite this

Multilingualism and identity : articulating ‘African-ness’ in an American high school. / Thorstensson Davila, Liv Solveig.

In: Race Ethnicity and Education, Vol. 22, No. 5, 03.09.2019, p. 634-646.

Research output: Contribution to journalArticle

@article{529a8bb59fcf4b3284ca92f6d2a426db,
title = "Multilingualism and identity: articulating ‘African-ness’ in an American high school",
abstract = "This paper draws on qualitative research that examines the language practices and learning experiences of ten adolescent multilingual immigrant and refugee English Learners (ELs) from the Democratic Republic of the Congo (DRC). Specific questions addressed include: How do these students capitalize on home languages as they engage in linguistic practices in English? How do these students take up their identities within the context of a US high school? The project emphasizes a shift away from learning discrete language skills in one language toward a focus on supporting complex language and content learning fluidly across languages and content areas in ways that affirm students’ identities and new learning. Implications for theory and practice will be discussed.",
keywords = "African immigrant and refugee youth, Multilingualism, identity",
author = "{Thorstensson Davila}, {Liv Solveig}",
year = "2019",
month = "9",
day = "3",
doi = "10.1080/13613324.2018.1424709",
language = "English (US)",
volume = "22",
pages = "634--646",
journal = "Race Ethnicity and Education",
issn = "1361-3324",
publisher = "Routledge",
number = "5",

}

TY - JOUR

T1 - Multilingualism and identity

T2 - articulating ‘African-ness’ in an American high school

AU - Thorstensson Davila, Liv Solveig

PY - 2019/9/3

Y1 - 2019/9/3

N2 - This paper draws on qualitative research that examines the language practices and learning experiences of ten adolescent multilingual immigrant and refugee English Learners (ELs) from the Democratic Republic of the Congo (DRC). Specific questions addressed include: How do these students capitalize on home languages as they engage in linguistic practices in English? How do these students take up their identities within the context of a US high school? The project emphasizes a shift away from learning discrete language skills in one language toward a focus on supporting complex language and content learning fluidly across languages and content areas in ways that affirm students’ identities and new learning. Implications for theory and practice will be discussed.

AB - This paper draws on qualitative research that examines the language practices and learning experiences of ten adolescent multilingual immigrant and refugee English Learners (ELs) from the Democratic Republic of the Congo (DRC). Specific questions addressed include: How do these students capitalize on home languages as they engage in linguistic practices in English? How do these students take up their identities within the context of a US high school? The project emphasizes a shift away from learning discrete language skills in one language toward a focus on supporting complex language and content learning fluidly across languages and content areas in ways that affirm students’ identities and new learning. Implications for theory and practice will be discussed.

KW - African immigrant and refugee youth

KW - Multilingualism

KW - identity

UR - http://www.scopus.com/inward/record.url?scp=85067828259&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=85067828259&partnerID=8YFLogxK

U2 - 10.1080/13613324.2018.1424709

DO - 10.1080/13613324.2018.1424709

M3 - Article

AN - SCOPUS:85067828259

VL - 22

SP - 634

EP - 646

JO - Race Ethnicity and Education

JF - Race Ethnicity and Education

SN - 1361-3324

IS - 5

ER -