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Language and Identity in a Dual Immersion School


reviewed by Marjorie Faulstich Orellana September 07, 2007

coverTitle: Language and Identity in a Dual Immersion School
Author(s): Kim Potowski
Publisher: Multilingual Matters, Clevedon
ISBN: 1853599433, Pages: 224, Year: 2007
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Kim Potowski’s Language and Identity in a Dual Immersion School offers a multi-tiered analysis of the language practices and proficiencies of students in a dual language school in Chicago. Drawing on a large corpus of data, including ethnographic fieldnotes based on observations in classrooms and other public settings within the school, audio and video recordings of classroom language use, interviews with children and teachers, a written questionnaire, and language assessment measures, Potowski situates a study of individual language development processes within an ethnography of school language practices.  Following four children closely in both their fifth and eighth grades at the school, Potowski explores patterns of language use and the identities that youth take up, as well as how these change over time.  She probes how students’ investment in Spanish is made manifest in language practices, and how students construct identities in and through language. The mixed-method, multi-level, longitudinal analyses make... (preview truncated at 150 words.)


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Cite This Article as: Teachers College Record, Date Published: September 07, 2007
http://www.tcrecord.org ID Number: 14601, Date Accessed: 12/16/2017 1:54:25 PM

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About the Author
  • Marjorie Orellana
    University of California, Los Angeles
    E-mail Author
    MARJORIE FAULSTICH ORELLANA is an Associate Professor in the Graduate School of Education and Information Studies at UCLA, where she teaches in the Urban Schooling doctoral program as well as the Teacher Education program. Her research applies sociocultural frameworks to the study of language and literacy, with a particular focus on the work that the children of immigrants do as linguistic and cultural brokers for their families.
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