Bella Here and There: Forming and Re-Forming Identities Across School Contexts

作     者：Jaeger, Elizabeth L. 

作者机构：Univ Arizona Tucson AZ USA 

出 版 物：《READING & WRITING QUARTERLY》 (读写季刊)

年 卷 期：2018年第34卷第4期

页      面：306-321页

核心收录：

学科分类：0401[教育学-教育学] 04[教育学] 

主　　题：Context Effect Case Studies Bilingual Students English (Second Language) English Language Learners Literacy Interviews Observation Identification (Psychology) Intervention Classroom Techniques Tutorial Programs Elementary School Students Emergent Literacy Group Dynamics Grade 4 Qualitative Research 

摘      要：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.