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Learning English and \u22Smartness\u22: Refugee Students Negotiate Language, Reception, and Ability in School

机译:学习英语和\ u22Smartness \ u22:难民学生在学校协商语言,接受能力和能力

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摘要

This article analyzes how Southeast Asian refugee high school students negotiated “smartness” and language learning at a low-performing, urban high school in the U.S. southeast. Findings are drawn from a year-long qualitative study that examined the identities of refugee students from Vietnam’s Central Highlands. The conceptual framework is built on sociocultural theories of identity and language learning (Bourdieu, 1991; Holland, Skinner, Lachicotte \u26 Cain, 1998) and illuminates the contextual and relational nature of students’ identity articulation in school. Findings underscore the ways in which racialized discourses perpetuated by teachers and peers simultaneously positioned them as model minorities and undermined their learning, and self-identities. Implications for policy and practices, as well as theoretical perspectives that deepen understandings of refugee identity and performance in school are proposed.
机译:本文分析了东南亚难民高中学生如何在美国东南部一家表现不佳的城市高中谈判“智能”和语言学习。研究结果来自一项为期一年的定性研究,研究了越南中部高地难民学生的身份。概念框架建立在身份和语言学习的社会文化理论之上(Bourdieu,1991; Holland,Skinner,Lachicotte,Cain,1998),并阐明了学生在学校进行身份表达的语境和关系性质。研究结果强调了教师和同伴们长期使用种族化话语的方式,同时将他们定位为模范少数群体,并破坏了他们的学习和自我认同感。提出了对政策和做法的影响,以及对加深对难民身份和学校表现的理解的理论观点。

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    Thorstensson, Liv;

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  • 年度 2015
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