Date of Degree

6-2-2017

Document Type

Dissertation

Degree Name

Ph.D.

Program

Urban Education

Advisor(s)

Wendy Luttrell

Committee Members

Ofelia García

Terrie Epstein

David Chapin

Subject Categories

Bilingual, Multilingual, and Multicultural Education | Education

Keywords

Translanguaging, Newcomers, Internship, New York City, Visual methodology, Multilingual

Abstract

This dissertation research followed the experiences of seven high school newcomers who chose to participate in an internship program, assisting elementary school students, some of whom were also emergent bilinguals. This study used ethnographic and visual methodologies to explore young people’s evolving understanding of teaching, learning, and languaging as members of a community of practice within the internship.

The internship provided a space for the young people to make sense of schooling in their new country. The narratives that the interns shared highlight how the set of linguistic and cultural-historical repertoires of practice that they entered with shaped how they engaged and contributed to the classroom communities in which they were placed. They rooted their linguistic practices in their critiques of language policies in their countries and in the United States. They challenged binary classroom relationships by leveraging their own experiences and understanding of what it means to be students, and they brokered relationships, expanding the classroom communities.

 
 

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