Gendered Identities and Immigrant Language Learning / / Julia Menard-Warwick.

• Superior document: Title is part of eBook package: De Gruyter MultiLingual Matters Backlist eBook-Package 2000-2013
• VerfasserIn: Menard-Warwick, Julia,
• Place / Publishing House: Bristol ;, Blue Ridge Summit : : Multilingual Matters, , [2009]; ©2009
• Year of Publication: 2009
• Language: English
• Series: Critical Language and Literacy Studies
• Physical Description: 1 online resource (224 p.)
• Other title: Frontmatter --; Contents --; Acknowledgments --; Preface --; Chapter 1. The Social Context of Immigrant Language Learning --; Chapter 2. Second-Language Learning as Gendered Practice --; Chapter 3. Gendered Narratives of Immigrant Language Learners --; Chapter 4. The Sociohistorical Construction of Parental Involvement in Education --; Chapter 5. Gendered Positioning in ESL Classroom Activities --; Chapter 6. Changing Gender Ideologies in Local Communities --; Chapter 7. (Gendered) Identities and Language Learning: Continuing the Dialogue --; Notes --; References --; Appendix A --; Appendix B --; Appendix C --; Index
• Format: Mode of access: Internet via World Wide Web.
• ISBN: 9781847692153; 9783111024738; 9783110663136; 9783110606713
• DOI: 10.21832/9781847692153
• Access: restricted access
• Hierarchical level: Monograph
• Statement of Responsibility: Julia Menard-Warwick.

Based on participant observation in a California English as a Second Language family literacy program, this ethnographic study examines how the complexly gendered life histories of immigrant adults shaped their participation in both the English language classroom and the education of their children, within the contemporary sociohistorical context of increasing Latin American immigration to the United States. Through outlining the connections between (gendered) identity work and language learning, this study builds theoretical and empirical justification for teachers to negotiate classroom practice with each community of learners, responding to students’ individual goals, histories, and lives outside the classroom.