First Advisor
Walker, Dana
Second Advisor
Mcconnell-Moroye, Christine
Document Type
Dissertation
Date Created
5-20-2017
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.
Recommended Citation
Edmiston, Megan Finney, "“Their Whole World at School”: Portraits of Students, Their Teacher, and Emerging Culture in a Middle School Newcomer Program" (2017). Dissertations. 415.
https://digscholarship.unco.edu/dissertations/415