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Language and Identity in a Dual Immersion Schoolreviewed by Marjorie Faulstich Orellana - September 07, 2007 Title: Language and Identity in a Dual Immersion School Author(s): Kim Potowski Publisher: Multilingual Matters, Clevedon ISBN: 1853599433, Pages: 224, Year: 2007 Search for book at Amazon.com Kim Potowskis 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.)To view the full-text for this article you must be signed-in with the appropriate membership. Please review your options below:
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- 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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