22.3596, Diss: Applied Linguistics/Portuguese: Anya: 'Investments in ...'

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LINGUIST List: Vol-22-3596. Thu Sep 15 2011. ISSN: 1068 - 4875.

Subject: 22.3596, Diss: Applied Linguistics/Portuguese: Anya: 'Investments in ...'

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1)
Date: 10-Sep-2011
From: Uju Anya [ujuanya at gmail.com]
Subject: Investments in Communities of Learners and Speakers: How African American students of Portuguese negotiate ethno-racialized, gendered, and social-classed identities in second language learning
 

	
-------------------------Message 1 ---------------------------------- 
Date: Thu, 15 Sep 2011 11:32:21
From: Uju Anya [ujuanya at gmail.com]
Subject: Investments in Communities of Learners and Speakers: How African American students of Portuguese negotiate ethno-racialized, gendered, and social-classed identities in second language learning

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Institution: University of California, Los Angeles 
Program: Department of TESL & Applied Linguistics 
Dissertation Status: Completed 
Degree Date: 2011 

Author: Uju Anya

Dissertation Title: Investments in Communities of Learners and Speakers: How
African American students of Portuguese negotiate
ethno-racialized, gendered, and social-classed identities
in second language learning 

Linguistic Field(s): Applied Linguistics

Subject Language(s): Portuguese (por)


Dissertation Director(s):
Susan Plann

Dissertation Abstract:

This study investigates the experiences of four African Americans learning
Portuguese on a university study abroad program in Salvador, Brazil with
the objective to understand better how black students navigate second
language learning (SLL), so as to duplicate conditions that engender
success and ameliorate circumstances that impede it. The study examines the
participants' classroom and outside activities, their journals, interviews,
and Portuguese language writings to create an account of how myriad
identities of African Americans are manifest through discourse and
investments in SLL. Data are scrutinized using thematic, critical, and
descriptive conversation analyses to describe the participants' positioning
within material, ideological, and symbolic groups; to show how linguistic
action reproduces or resists structures of power and inequity; and to
illustrate the enactment of identities in interaction. Findings are
presented as four individual case studies. They reveal how African
Americans learning Portuguese in an Afro-Brazilian city co-construct and
negotiate multiple ethno-racialized, gendered, and social-classed
identities as they make choices and efforts to participate or not in
different communities of language learners and speakers. The findings also
demonstrate that these investments greatly influence how successful black
second language students become or are perceived to be in SLL. 







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