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The process by which people construct and reconstruct their identities when they face cultural changes resulting from education, learning, or moving to another culture was examined through a study of narratives from immigrants to Sweden and students who were in the process of learning to become researchers at a well-established university, as well as through examination of the pertinent literature. The role of biographical learning in individuals' construction and reconstruct of their identity was examined against the backdrop of George Herbert Mead's theories of intersubjectivity and self, language, and temporality. The effect that learning a foreign language or language of another social or professional group has on adult immigrants' construction and reconstruction of their identity and the process by which young researchers become academics were explored in detail. Special attention was paid to the process of young researchers' socialization to the role of member of a research community and to gender differences in the research community. The study confirmed that biographies are useful and informative material that can give insights into how identities are shaped and altered. The study also confirmed the possibility of having several different identities at the same time and coping with them accordingly in different social situations. (Contains 27 references.) (MN)

Government policy in England has for many years encouraged parental involvement in their children's education. In response, most primary schools have developed a range of strategies designed to assist parents in supporting their children's learning at home, particularly in learning to read. However, it is a common assumption that parents from some social and ethnic groups are "harder to reach" than others and--indeed--that some are even not interested in their children's education. There is also confusion among teachers about how a parent who herself does not speak English could possibly help her child to learn to read and write in English. These views, it can be argued, are based on simplistic notions of the roles that parents can take, and on a "one-way" model of involvement, which invests all the knowledge and skills with the school. In this article, using evidence from a small-scale, qualitative research project with parents of South Asian heritage in a multilingual city in the north of England, we show the complexity of the issues involved in recognising the diversity of ways in which families do and can support children's learning out of school, the importance of understanding the family contexts themselves, and the ways in which parents construct their identities in relation to their children's school experiences. (Contains 4 footnotes.)

LXVII, 261 s

LXVII, 261 s

In this article, the author explores local culture and local cultural practices in an attempt to understand the forces and influences that have affected the development of a local identity as well as the persistence of Pidgin (Hawai'i Creole) as its language. The author begins with an introductory discussion of themes that emerge in two short stories, (1) "What School You Went?"; and (2) "No Pass Back," narrated in Pidgin by a young narrator describing his school experiences during the 50s and 60s. The vignettes in the first story demonstrate the clear distinctions between the mainstream adult culture and that of the students. The second story "No Pass Back" is an exploration of power and resistance and of how change can occur from within a community. Together they paint a picture of local Hawai'i culture and of the narrator's growing understanding of his place in the world. The stories are fitting examples of the ways in which literature can illuminate the complexities of identity formation in the context of family, friends, classmates, and teachers. (Contains 11 endnotes.)

In this article, the author explores local culture and local cultural practices in an attempt to understand the forces and influences that have affected the development of a local identity as well as the persistence of Pidgin (Hawai'i Creole) as its language. The author begins with an introductory discussion of themes that emerge in two short stories, (1) "What School You Went?"; and (2) "No Pass Back," narrated in Pidgin by a young narrator describing his school experiences during the 50s and 60s. The vignettes in the first story demonstrate the clear distinctions between the mainstream adult culture and that of the students. The second story "No Pass Back" is an exploration of power and resistance and of how change can occur from within a community. Together they paint a picture of local Hawai'i culture and of the narrator's growing understanding of his place in the world. The stories are fitting examples of the ways in which literature can illuminate the complexities of identity formation in the context of family, friends, classmates, and teachers. (Contains 11 endnotes.)

In this article, the author explores local culture and local cultural practices in an attempt to understand the forces and influences that have affected the development of a local identity as well as the persistence of Pidgin (Hawai'i Creole) as its language. The author begins with an introductory discussion of themes that emerge in two short stories, (1) "What School You Went?"; and (2) "No Pass Back," narrated in Pidgin by a young narrator describing his school experiences during the 50s and 60s. The vignettes in the first story demonstrate the clear distinctions between the mainstream adult culture and that of the students. The second story "No Pass Back" is an exploration of power and resistance and of how change can occur from within a community. Together they paint a picture of local Hawai'i culture and of the narrator's growing understanding of his place in the world. The stories are fitting examples of the ways in which literature can illuminate the complexities of identity formation in the context of family, friends, classmates, and teachers. (Contains 11 endnotes.)

In this article, the author explores local culture and local cultural practices in an attempt to understand the forces and influences that have affected the development of a local identity as well as the persistence of Pidgin (Hawai'i Creole) as its language. The author begins with an introductory discussion of themes that emerge in two short stories, (1) "What School You Went?"; and (2) "No Pass Back," narrated in Pidgin by a young narrator describing his school experiences during the 50s and 60s. The vignettes in the first story demonstrate the clear distinctions between the mainstream adult culture and that of the students. The second story "No Pass Back" is an exploration of power and resistance and of how change can occur from within a community. Together they paint a picture of local Hawai'i culture and of the narrator's growing understanding of his place in the world. The stories are fitting examples of the ways in which literature can illuminate the complexities of identity formation in the context of family, friends, classmates, and teachers. (Contains 11 endnotes.)

The Rhizome of Blackness  is a critical ethnographic documentation of the process of how continental African youth are becoming Black in North America. They enter a «social imaginary» where they find themselves already falling under the umbrella of Blackness. For young Africans, Hip-Hop culture, language, and identity emerge as significant sites of identification; desire; and cultural, linguistic, and identity investment. No longer is «plain Canadian English» a site of investment, but instead, Black English as a second language (BESL) and «Hip-Hop all da way baby!» (as one student put it). The result of this dialectic space between language learning and identity investment is a complex, multilayered, and «rhizomatic third space, » where Canada meets and rubs shoulders with Africa in downtown Toronto, Vancouver, or Montreal in such a way that it produces its own «ticklish subject» and pedagogy of imaginary and integrative anti-racism. ISBN-10 ‏ : ‎  1433126028 ISBN-13 ‏ : ‎  978-1433126024

The Rhizome of Blackness  is a critical ethnographic documentation of the process of how continental African youth are becoming Black in North America. They enter a «social imaginary» where they find themselves already falling under the umbrella of Blackness. For young Africans, Hip-Hop culture, language, and identity emerge as significant sites of identification; desire; and cultural, linguistic, and identity investment. No longer is «plain Canadian English» a site of investment, but instead, Black English as a second language (BESL) and «Hip-Hop all da way baby!» (as one student put it). The result of this dialectic space between language learning and identity investment is a complex, multilayered, and «rhizomatic third space, » where Canada meets and rubs shoulders with Africa in downtown Toronto, Vancouver, or Montreal in such a way that it produces its own «ticklish subject» and pedagogy of imaginary and integrative anti-racism. ISBN-10 ‏ : ‎  1433126028 ISBN-13 ‏ : ‎  978-1433126024

This paper reports a study in a technology-assisted Chinese teaching context where one major teaching objective is to encourage international students to participate in speech contests with the theme of 'Tell China, Tell Your Stories'. Results showed that through four weeks' preparation, all the students had a more robust method for presentation delivery and video making than before the project. Moreover, meeting conventional presentation standards was not only an issue of 'language learning', but also an issue of identity construction and negotiation. Finally, all participants had constructed positive ecocultural identities which encouraged respect for individuals, collaborative working, and a sustainable society. [For the complete volume, "Intelligent CALL, Granular Systems and Learner Data: Short Papers from EUROCALL 2022 (30th, Reykjavik, Iceland, August 17-19, 2022)," see ED624779.]

This paper reports a study in a technology-assisted Chinese teaching context where one major teaching objective is to encourage international students to participate in speech contests with the theme of 'Tell China, Tell Your Stories'. Results showed that through four weeks' preparation, all the students had a more robust method for presentation delivery and video making than before the project. Moreover, meeting conventional presentation standards was not only an issue of 'language learning', but also an issue of identity construction and negotiation. Finally, all participants had constructed positive ecocultural identities which encouraged respect for individuals, collaborative working, and a sustainable society. [For the complete volume, "Intelligent CALL, Granular Systems and Learner Data: Short Papers from EUROCALL 2022 (30th, Reykjavik, Iceland, August 17-19, 2022)," see ED624779.]

This paper reports a study in a technology-assisted Chinese teaching context where one major teaching objective is to encourage international students to participate in speech contests with the theme of 'Tell China, Tell Your Stories'. Results showed that through four weeks' preparation, all the students had a more robust method for presentation delivery and video making than before the project. Moreover, meeting conventional presentation standards was not only an issue of 'language learning', but also an issue of identity construction and negotiation. Finally, all participants had constructed positive ecocultural identities which encouraged respect for individuals, collaborative working, and a sustainable society. [For the complete volume, "Intelligent CALL, Granular Systems and Learner Data: Short Papers from EUROCALL 2022 (30th, Reykjavik, Iceland, August 17-19, 2022)," see ED624779.]

"LANGUAGE, CULTURE, AND IDENTITY IN ST. MARTIN is intended to contribute to the language education discourse and provide some insight into how language and culture affect and are affected by identity in St. Martin. Exploring the basic syntactical structure of the St. Martin language, it aims to stimulate further and deeper studies leading to a new awareness of the nature of the language. Furthermore, the book could serve to provide a knowledge base from which the analysis of cultural, identity, and educational issues confronting the South and North of this Caribbean island can be made and understood."

"LANGUAGE, CULTURE, AND IDENTITY IN ST. MARTIN is intended to contribute to the language education discourse and provide some insight into how language and culture affect and are affected by identity in St. Martin. Exploring the basic syntactical structure of the St. Martin language, it aims to stimulate further and deeper studies leading to a new awareness of the nature of the language. Furthermore, the book could serve to provide a knowledge base from which the analysis of cultural, identity, and educational issues confronting the South and North of this Caribbean island can be made and understood."

"LANGUAGE, CULTURE, AND IDENTITY IN ST. MARTIN is intended to contribute to the language education discourse and provide some insight into how language and culture affect and are affected by identity in St. Martin. Exploring the basic syntactical structure of the St. Martin language, it aims to stimulate further and deeper studies leading to a new awareness of the nature of the language. Furthermore, the book could serve to provide a knowledge base from which the analysis of cultural, identity, and educational issues confronting the South and North of this Caribbean island can be made and understood."