This book is about the relationship between learning English as an additional language and the ways in which immigrant students are able to represent their identities at school. In high schools, how such students are heard by others may be just as important as how they speak.
Table des matières
Foreword by Allan Luke
Author’s Preface
Acknowledgements
1 Speaking and Identity
2 Language, Identity and Audibility: A New Theoretical Framing
3 On Leaving Newnham: The End of Arrival
4 Tina and John: The Self as Different
5 Milena: Being Friends with Everyone
6 Nora and Alicia: Speaking with the Foreigners
7 Audibility and Institutional Deafness
References
Index
A propos de l’auteur
Jennifer Miller is a Senior Lecturer in the Faculty of Education at Monash University where she teaches postgraduate TESOL courses. Her research and publications are in the areas of language acquisition and identity, the sociocultural framing of language pedagogy, and teacherâs work. Her book, Audible Difference: ESL and social identity (Multilingual Matters, 2003) explores the politics of speaking and identity for immigrant students in Australian high schools. Her current research concerns low literacy refugee students in the high school mainstream, and preservice teachers from non-English speaking backgrounds.
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