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OverviewFull Product DetailsAuthor: Julia Menard-WarwickPublisher: Channel View Publications Ltd Imprint: Multilingual Matters Volume: No. 4 Dimensions: Width: 14.80cm , Height: 1.30cm , Length: 21.00cm Weight: 0.310kg ISBN: 9781847692139ISBN 10: 1847692133 Pages: 232 Publication Date: 29 October 2009 Audience: Professional and scholarly , Professional and scholarly , Professional & Vocational , Professional & Vocational Format: Paperback Publisher's Status: Active Availability: In Print  This item will be ordered in for you from one of our suppliers. Upon receipt, we will promptly dispatch it out to you. For in store availability, please contact us. Table of ContentsChapter One: The social context of immigrant language learning Chapter Two: Second language learning as gendered practice Chapter Three: Gendered narratives of immigrant language learners Chapter Four: The sociohistorical construction of parental involvement in education Chapter Five: Gendered positioning in ESL classroom activities Chapter Six: Changing gender ideologies in local communities Chapter Seven: Gendered identities and language learning: Continuing the dialogue References Appendix A: Discourse transcription conventions Appendix B: Focal participants' demographics Appendix C: Data collected on participantsReviewsHumorous and irreverent, embarrassed and frustrated, angry and grateful, the participants in Menard-Warwick's study emerge as real people on the pages of this engaging and compassionate book that privileges immigrants' voices and experiences. Investigating the complex interplay between gender, class, ethnicity, and immigration status, Menard-Warwick revitalizes the inquiry into the relationship between gender, power, and second language and literacy learning and makes important connections between sociolinguistic theory and adult ESL teaching practice. -- Aneta Pavlenko, College of Education, Temple University, USA The monograph makes an important contribution to understanding adult immigrant learners' agency and heterogeneity in the restructuring of their gendered identities and their decisions on their education in early 21st century California. First, this research fills in the gaps in second language acquisition research which largely overlooks learners' identities, goals, trajectories and larger contexts of learning. Second, the study contributes in important ways to the language socialisation paradigm since it documents how the personal and family history of adult learners constitutes an important part of the social context of any educational endeavour. Besides, it questions previous findings about the divergence of immigrant children's socialisation from mainstream socialisation at schools. Last but not least, it accounts for the diverse gendered practices and ideologies within the transnational communities of practice in which informants participate through an analysis of the ESL classroom and home literacy practices. -- Maria Rosa Garrido, Universitat Autonoma de Barcelona, Spain Spanish in Context 9:2, 2012 Humorous and irreverent, embarrassed and frustrated, angry and grateful, the participants in Menard-Warwick's study emerge as real people on the pages of this engaging and compassionate book that privileges immigrants' voices and experiences. Investigating the complex interplay between gender, class, ethnicity, and immigration status, Menard-Warwick revitalizes the inquiry into the relationship between gender, power, and second language and literacy learning and makes important connections between sociolinguistic theory and adult ESL teaching practice. Aneta Pavlenko, College of Education, Temple University, USA Author InformationJulia Menard-Warwick is an Associate Professor in the Linguistics department at University of California Davis, where she teaches graduate and undergraduate classes in areas such as language pedagogy, second language literacy and technology, and language and gender. Before beginning doctoral studies in 1999, she taught ESL for ten years at a community college in Washington state (USA), and for one year at a university in Nicaragua. Her on-going research focuses on language pedagogies, bilingual development, cultural identities, and language ideologies in both US and Latin American contexts. Tab Content 6Author Website:Countries AvailableAll regions |
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