美国学校英语规范化与缅甸难民背景青年的身份建构

IF 1.4 4区教育学 Q2 ANTHROPOLOGY Anthropology & Education Quarterly Pub Date : 2022-05-07 DOI:10.1111/aeq.12426

Kyaw Win Tun

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引用次数: 0

摘要

本文通过对美国中西部城市学区四所不同学校的四名缅甸难民背景青年的民族志多元个案研究，发现英语的规范化构建了焦点青年的语言相关身份。我还认为，通过这种正常化，学校和家庭之间的语言差异成为了一种差异，使班上的焦点青年边缘化，并使他们的主体性种族化。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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Normalization of English and Identity Construction of Refugee Background Youth from Burma/Myanmar in US Schools

This paper is based on the ethnographic multiple case study of four refugee background youths from Burma at four different schools in a midwestern urban school district in the US. My research finds that the normalization of English constructed the focal youths' language-related identities. I also argue that through this normalization, language difference between school and home became a difference that marginalized the focal youth in their class and racialized their subjectivity.

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来源期刊

Anthropology & Education Quarterly Multiple-

CiteScore

3.30

自引率

7.70%

发文量

期刊介绍： Anthropology & Education Quarterly is a peer-reviewed journal that publishes scholarship on schooling in social and cultural context and on human learning both inside and outside of schools. Articles rely primarily on ethnographic research to address immediate problems of practice as well as broad theoretical questions. AEQ also publishes on the teaching of anthropology.