Funds of Identity and Language Development: The Case of a Syrian Refugee-Background Child

Autor/inn/en	Oikonomidoy, Eleni; Karam, Fares J.
Titel	Funds of Identity and Language Development: The Case of a Syrian Refugee-Background Child
Quelle	In: International Journal of Early Years Education, 28 (2020) 2, S.122-135 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0966-9760
DOI	10.1080/09669760.2020.1765086
Schlagwörter	Foreign Countries; Second Language Learning; English (Second Language); Refugees; Language Proficiency; Family Relationship; Interaction; Language Usage; Popular Culture; Interpersonal Competence; Academic Ability; Multilingualism; Bilingual Students; Siblings; Parent Influence; Computer Use; Mothers; Telecommunications; Video Games; Interpersonal Communication; Identification (Psychology); Internet; Elementary School Students; Syria + Suchen Sie Ihr Suchwort? Ausland; Zweitsprachenerwerb; English as second language; English; Second Language; Englisch als Zweitsprache; Flüchtling; Language skill; Language skills; Sprachkompetenz; Interaktion; Sprachgebrauch; Popkultur; Interpersonale Kompetenz; Mehrsprachigkeit; Multilingualismus; Sibling; Geschwister; Mother; Mutter; Telekommunikationstechnik; Video game; Videospiel; Videospiele; Interpersonale Kommunikation; Syrien
Abstract	The aim of this ethnographic study was to trace the English language development of a young boy from Syria (Nate, pseudonym) who relocated to the U.S. at the age of six without any prior exposure to formal schooling. Data were collected over a two-and-a-half-year period and included fieldnotes after weekly tutoring visits and writing samples. Nate had lived in Turkey for three years with his parents and two older sisters and spoke Turkish and Arabic. He entered kindergarten in the U.S. with no English, but two years later his language proficiency improved greatly. While much of his 'success' could be attributed to his teachers, this paper focuses at the level of the family and the individual. Specifically, it attends to the interactional dynamics with his mother and the two sisters, his engagement with popular culture and technology, and his own developing academic and interpersonal skills. The implications of this analysis in (re)framing young refugee children as adaptive, flexible, and creative are presented. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01