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Full-Text Articles in Bilingual, Multilingual, and Multicultural Education
Sharing Identity: Indexing Cultural Perspectives Through Writing Responses To Graphic Novels, Alex Romagnoli
Sharing Identity: Indexing Cultural Perspectives Through Writing Responses To Graphic Novels, Alex Romagnoli
SANE journal: Sequential Art Narrative in Education
Indexing identity through writing responses among ELL students in response to a graphic novel helps provide insight into how writing responses represent people and how graphic novels can aid in that process of self-discovery through their inherent multimodalities. This study takes looks at four students in an ELL class at an urban high school in southern Pennsylvania as they responded in writing to a portion of Will Eisner's New York: Life in the Big City (2006). All of the participants took events from the portion of the graphic novel provided to them and indexed their urban, cultural perspectives through their …
Hyphenated Identities As A Challenge To Nation-State School Practice?, Edmund T. Hamann, William England
Hyphenated Identities As A Challenge To Nation-State School Practice?, Edmund T. Hamann, William England
Department of Teaching, Learning, and Teacher Education: Faculty Publications
This chapter concludes the edited volume Hyphenated Identities and affords a chance to juxtapose how transnational students negotiate school and identity with how school systems in turn view such students, and then it allows the examination of two different strategies -- situational ethnicity versus the assertion of hyphenated identity -- as a glimpse into the cosmology of transnationally mobile students as they come into adulthood.
Schooling, National Affinity(Ies), And Transnational Students In Mexico, Edmund T. Hamann, Víctor Zúñiga
Schooling, National Affinity(Ies), And Transnational Students In Mexico, Edmund T. Hamann, Víctor Zúñiga
Department of Teaching, Learning, and Teacher Education: Faculty Publications
An examination of responses by 346 students from Nuevo León and Zacatecas, Mexico, who had previously attended schools in the United States, found that 37% asserted a hyphenated identity as "Mexican-American," while an additional 5% identified as "American." Put another way, 42% did not identify singularly as "Mexican." Those who insisted on a hyphenated identity were not a random segment of the larger sample, but rather had distinct profiles in terms of gender, time in the United States, and more. This chapter describes these students, broaches implications of their hyphenated identities for their schooling, and considers how this example may …