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dc.contributor.advisorCarter, Kathyen
dc.contributor.authorSugimoto, Amanda Tori
dc.creatorSugimoto, Amanda Torien
dc.date.accessioned2016-06-09T22:59:08Z
dc.date.available2016-06-09T22:59:08Z
dc.date.issued2016
dc.identifier.urihttp://hdl.handle.net/10150/612433
dc.description.abstractThe education of emergent bilinguals in the United States is overtly and covertly shaped by social, political, and institutional ideologies about languages and speakers of languages other than English. Using a multiple case study design, this study sought to explicate the often-complicated intersection of outsider institutional and societal ideologies with the insider lived experiences of emergent bilinguals in schools. The population of the school under study uniquely positioned emergent bilinguals as not only the linguistic minority but also the numeric minority, a population dynamic notably underrepresented in the literature. Using a positioning theory framework that focused on the normative constraints that support meaning making during social interactions, this study explored how primarily monolingual English-speaking teachers and peers interactionally positioned three fourth grade emergent bilinguals, as well as how these emergent bilinguals reflexively positioned themselves. Data collection efforts consisted of multiphase observations of classrooms including the creating of sociograms and fieldnotes, interviews with emergent bilinguals, teachers, and key peers, as well as a localized artifact analysis. Findings suggested that the emergent bilinguals unique backgrounds contributed to their variable reflexive positioning, as well as teachers' variable interactional positioning. Additionally, peer positioning and institutional norms contributed to emergent bilinguals having limited access to academic language development opportunities.
dc.language.isoen_USen
dc.publisherThe University of Arizona.en
dc.rightsCopyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.en
dc.subjectElementary educationen
dc.subjectEnglish Language Learnersen
dc.subjectEquityen
dc.subjectLanguage ideologiesen
dc.subjectPositioning theoryen
dc.subjectTeaching & Teacher Educationen
dc.subjectAccessen
dc.titleA Qualitative Study of the Positioning of Emergent Bilinguals during Formal and Informal School-Based Interactionsen_US
dc.typetexten
dc.typeElectronic Dissertationen
thesis.degree.grantorUniversity of Arizonaen
thesis.degree.leveldoctoralen
dc.contributor.committeememberTurner, Erinen
dc.contributor.committeememberCombs, Mary Carolen
dc.contributor.committeememberWyman, Leisyen
dc.contributor.committeememberCarter, Kathyen
thesis.degree.disciplineGraduate Collegeen
thesis.degree.disciplineTeaching & Teacher Educationen
thesis.degree.namePh.D.en
refterms.dateFOA2018-07-02T05:45:18Z
html.description.abstractThe education of emergent bilinguals in the United States is overtly and covertly shaped by social, political, and institutional ideologies about languages and speakers of languages other than English. Using a multiple case study design, this study sought to explicate the often-complicated intersection of outsider institutional and societal ideologies with the insider lived experiences of emergent bilinguals in schools. The population of the school under study uniquely positioned emergent bilinguals as not only the linguistic minority but also the numeric minority, a population dynamic notably underrepresented in the literature. Using a positioning theory framework that focused on the normative constraints that support meaning making during social interactions, this study explored how primarily monolingual English-speaking teachers and peers interactionally positioned three fourth grade emergent bilinguals, as well as how these emergent bilinguals reflexively positioned themselves. Data collection efforts consisted of multiphase observations of classrooms including the creating of sociograms and fieldnotes, interviews with emergent bilinguals, teachers, and key peers, as well as a localized artifact analysis. Findings suggested that the emergent bilinguals unique backgrounds contributed to their variable reflexive positioning, as well as teachers' variable interactional positioning. Additionally, peer positioning and institutional norms contributed to emergent bilinguals having limited access to academic language development opportunities.


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