(Re)defining success in language learning: Positioning, participation and young emergent bilinguals at school

Research output: Book/ReportBook

Abstract

This book follows four emergent bilingual students in an English-medium pre-kindergarten in the US as they navigate the social and linguistic demands of school. It illustrates how students' differing classroom social positions shaped their participation in interaction and, in turn, their English language learning across a school year. With a unique focus on both processes and outcomes, the book highlights language strategies that are overlooked if the focus is solely on one language or on group participation, and it emphasizes the importance of assessment choice in shaping which learners appear to be successful. It is a powerful argument for recognising the translingual and multimodal abilities of learners, even in education which is officially English-medium and monolingual.

Original languageEnglish (US)
PublisherChannel View Publications
Number of pages185
ISBN (Electronic)9781788929004
ISBN (Print)9781788928991
StatePublished - Aug 31 2020

ASJC Scopus subject areas

  • Arts and Humanities(all)
  • Social Sciences(all)

Fingerprint Dive into the research topics of '(Re)defining success in language learning: Positioning, participation and young emergent bilinguals at school'. Together they form a unique fingerprint.

  • Cite this