Gendered Identities and Immigrant Language Learning

This ethnographic study of a California English as a Second Language program explores how the gendered life experiences of immigrant adults shape their participation in both the English language classroom and the education of their children, within the contemporary sociohistorical context of Latin American immigration to the United States.

Based on participant observation in a California English as a Second Language family literacy program, this ethnographic study examines how the complexly gendered life histories of immigrant adults shaped their participation in both the English language classroom and the education of their children, within the contemporary sociohistorical context of increasing Latin American immigration to the United States. Through outlining the connections between (gendered) identity work and language learning, this study builds theoretical and empirical justification for teachers to negotiate classroom practice with each community of learners, responding to students’ individual goals, histories, and lives outside the classroom.

Contents Acknowledgments Preface Chapter 1. The Social Context of Immigrant Language Learning Chapter 2. Second-Language Learning as Gendered Practice Chapter 3. Gendered Narratives of Immigrant Language Learners Chapter 4. The Sociohistorical Construction of Parental Involvement in Education Chapter 5. Gendered Positioning in ESL Classroom Activities Chapter 6. Changing Gender Ideologies in Local Communities Chapter 7. (Gendered) Identities and Language Learning: Continuing the Dialogue Notes References Appendix A Appendix B Appendix C Index The social context of immigrant language learning Second language learning as gendered practice Gendered narratives of immigrant language learners The sociohistorical construction of parental involvement in education Gendered positioning in ESL classroom activities Changing gender ideologies in local communities Gendered identities and language learning: continuing the dialogue. An ethnographic study that examines how the complexly gendered life histories of immigrant adults shaped their participation in both the English language classroom and the education of their children, within the contemporary sociohistorical context of increasing Latin American immigration to the United States