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dc.contributor.authorJaeger, Elizabeth L.*
dc.date.accessioned2018-08-15T19:09:08Z
dc.date.available2018-08-15T19:09:08Z
dc.date.issued2018
dc.identifier.citationElizabeth L. Jaeger (2018) Bella Here and There: Forming and Re-Forming Identities Across School Contexts, Reading & Writing Quarterly, 34:4, 306-321, DOI: 10.1080/10573569.2018.1433091en_US
dc.identifier.issn1057-3569
dc.identifier.issn1521-0693
dc.identifier.doi10.1080/10573569.2018.1433091
dc.identifier.urihttp://hdl.handle.net/10150/628536
dc.description.abstractThe 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.en_US
dc.language.isoenen_US
dc.publisherROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTDen_US
dc.relation.urlhttps://www.tandfonline.com/doi/full/10.1080/10573569.2018.1433091en_US
dc.rights© 2018 Taylor & Francisen_US
dc.titleBella Here and There: Forming and Re-Forming Identities Across School Contextsen_US
dc.typeArticleen_US
dc.contributor.departmentUniv Arizonaen_US
dc.identifier.journalREADING & WRITING QUARTERLYen_US
dc.description.note18 month embargo; published online: 20 February 2018en_US
dc.description.collectioninformationThis item from the UA Faculty Publications collection is made available by the University of Arizona with support from the University of Arizona Libraries. If you have questions, please contact us at repository@u.library.arizona.edu.en_US
dc.eprint.versionFinal accepted manuscripten_US
dc.source.journaltitleReading & Writing Quarterly
dc.source.volume34
dc.source.issue4
dc.source.beginpage306
dc.source.endpage321


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