Document Type

Article

Publication Date

1-2015

Publication Title

International Journal of Bilingual Education and Bilingualism

Volume

19

Abstract

This ethnographic case study examines a bilingual child’s academic socialization in both formal and informal academic communities. The study follows a high-achieving, bilingual student in a public US elementary school, who paradoxically is seen as a slow learner in her Korean-American Sunday school. From the academic socialization and community of practice perspectives, 360 contextual, interactional, and interview events gathered from both communities over the course of one year are analyzed. The findings indicate that explicit norms and peer collaboration have a considerable effect on a child’s socialization in a formal academic school context, and furthermore, that the lenient, undisciplined environment and diverse language ideologies present in an informal bilingual academic context, such as a church’s Sunday school, also considerably influence a child’s socialization. This paper discusses how a bilingual child constructs multilingual and multicultural competences and identities through diverse and even conflicting socialization experiences from two different learning contexts.

Issue

4

First Page

387

Last Page

407

DOI

10.1080/13670050.2014.993303

ISSN

1747-7522

Rights

This is an Accepted Manuscript of an article published by Taylor & Francis Group in the International Journal of Bilingual Education and Bilingualism on 28/01/2015, available online at: https://www.tandfonline.com/doi/abs/10.1080/13670050.2014.993303.

Download

Included in

Linguistics Commons

Share

COinS