First Advisor

Walker, Dana

Second Advisor

Mcconnell-Moroye, Christine

Document Type

Dissertation

Date Created

5-1-2017

Department

College of Education and Behavioral Sciences, Teacher Education, Teacher Education Student Work

Embargo Date

5-23-2018

Abstract

This dissertation utilizes ethnographic and portraiture as complementary methodologies to explore the individual and group cultures of emergent multilingual immigrant students in a public middle school newcomer program. Research questions focus on how these students negotiate their multiple identities individually and collectively. Postmodernism and a critical perspective form the conceptual framework to support the theoretical lenses of Culturally Responsive/Sustaining Pedagogy and Sociocultural Positioning Theory. Six newcomer students and the newcomer teacher are explored through individual portraits and through five emergent themes shared among the group in their constructed newcomer cohort culture. Results suggest greater recognition of the differences among newcomer students and the need to analyze English language development programming for newcomer students.

Keywords

emergent bilingual, multilingual learner, newcomer, English Learner, portraiture, ethnography, Culturally Responsive Pedagogy, Culturally Sustaining Pedagogy, Sociocultural Positioning Theory

Extent

282 pages

Local Identifiers

Edmiston_unco_0161D_10570

Rights Statement

Copyright belongs to the author.

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