Longitudinal Interactional Histories

Offers a unique perspective on bilingualism, multilingualism and bi-literacy among immigrant-origin youth Contextualises individual language and literacy journeys within the broader framework of immigration and bilingualism in the USA Presents insights from an eight-year, multi-site longitudinal study

Autorentext

Amanda Kibler is an Associate Professor in the College of Education at Oregon State University, USA. Her work focuses on better understanding the language and literacy development of multilingual children and adolescents from immigrant backgrounds and using these insights to support educators in providing more equitable learning opportunities for all students. She uses ethnographic, longitudinal, qualitative, discourse-analytic, and mixed-methods approaches to explore these issues, and her work has been published in venues including Applied Linguistics, Language Learning, The Journal of Second Language Writing, The Modern Language Journal, and TESOL Quarterly.

Inhalt
Chapter 1. Starting the Journey: Introducing the Study, Youth, and Their Stories.- Chapter 2. Understanding Languages and Literacies of Immigrant Multilingual Youth: Insights from Theory and Research.- Chapter 3. Developing Understandings Over Time and Across Contexts.- Chapter 4. "To Make Something of Myself": Interactional Histories in the Context of Remedial Institutional Practices and Immigration Policies.- Chapter 5. "It's Going to Take a While for This Country to Get Used to Us": School and Vocational Interactional Histories in the Context of Immigration Policies.- Chapter 6. From "An Inspiration" to "Not Knowing the Basics": Tensions between Classroom Interactional Histories and Institutional Expectations.- Chapter 7. Becoming A "Mexican Feminist": Disciplinary Becoming through Interactional Histories Across Communities and Contexts.- Chapter 8. Using Informal Bilingual Resources, "Jumping" and "Giving Double": Interactional Histories Across School and Religious Communities.- Chapter 9. Building Equitable Futures for Immigrant-Origin Multilingual Youth: Conclusions and Implications of Longitudinal Interactional Histories.