Learning English on Her Own-Almost: The Facilitative Role of One Immigrant's Daughter

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Abstract

María's experiences as an immigrant learning English in the southwestern United States parallel those of others who desire to improve their English but lack the time or resources to enroll in ESL classes. María was originally observed during English conversation and interviewed in Spanish to assess her awareness and use of effective language-learning strategies on her own; however, during data collection it became apparent that María was not alone at all. The role María's teenage daughter Rosa played in mediating her mother's second language identity construction and in providing psychological access to productive communities of practice appeared to outweigh her role as interpreter.

Original languageEnglish
Pages (from-to)218-231
Number of pages14
JournalJournal of Latinos and Education
Volume11
Issue number4
DOIs
StatePublished - Oct 2012

Bibliographical note

Copyright:
Copyright 2012 Elsevier B.V., All rights reserved.

Keywords

  • English language learners
  • Mexican immigrant experience
  • community of practice
  • impact of children
  • learner positionality
  • second language learner identity

ASJC Scopus subject areas

  • Cultural Studies
  • Education

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