487
Views
3
CrossRef citations to date
0
Altmetric
Articles

The reorientation of international expatriates’ language and cultural identities from a religious ethnic community institution and community of practice: a multicultural and multilingual perspective

References

  • Bucholtz, M., & Hall, K. (2005). Identity and interaction: A sociocultural linguistic approach. Discourse Studies, 7, 585–614. doi: 10.1177/1461445605054407
  • Burr, V. (1995). An introduction to social constructionism. London: Routledge.
  • Canagarajah, S. (2007). Lingua franca English, multilingual communities, and language acquisition. The Modern Language Journal, 91, 923–939. doi: 10.1111/j.1540-4781.2007.00678.x
  • Cavallaro, F. (2005). Language maintenance revisited: An Australian perspective. Bilingual Research Journal, 29, 561–582. doi: 10.1080/15235882.2005.10162852
  • Cho, G. (2000). The role of HL in social interactions and relationships: Reflections from a language minority group. Bilingual Research Journal, 24, 333–348. doi: 10.1080/15235882.2000.10162773
  • Choi, J. K. (2015). Identity and language: Korean speaking Korean, Korean-American speaking Korean and English? Language and Intercultural Communication, 15, 240–266. doi: 10.1080/14708477.2014.993648
  • Elbers, E. (2003). Classroom interaction as reflection: Learning and teaching mathematics in a community of inquiry. Educational Studies in Mathematics, 54, 77–99. doi: 10.1023/B:EDUC.0000005211.95182.90
  • Emerson, R. M., Fretz, R. I., & Shaw, L. L. (2011). Writing ethnographic fieldnotes. Chicago, IL: University of Chicago Press.
  • Garcia, M. E. (2003). Recent research on language maintenance. Annual Review of Applied Linguistics, 23, 22–43. doi: 10.1017/S0267190503000175
  • Hansen-Thomas, H. (2009). Reform-oriented mathematics in three 6th grade classes: How teachers draw ELLs to academic discourse. Journal of Language, Identity, and Education, 8, 88–106. doi: 10.1080/15348450902848411
  • Herdina, P., & Jessner, U. (2006). A dynamic model of multilingualism: Perspectives of change in psycholinguistics. Clevedon: Multilingual Matters.
  • Jeoffrion, C., Marcouyeux, A., Starkey-Perret, R., Narcy-Combes, M. F., & Birkan, I. (2014). From multilingualism to plurilingualism: University students’ beliefs about language learning in a monolingual context. Language, Culture and Curriculum, 27, 8–26. doi: 10.1080/07908318.2014.887724
  • Katherine, C. (2009). Acculturation, self-efficacy and social support among Chinese immigrants in Northern Ireland. International Journal of Intercultural Relations, 33, 291–300. doi: 10.1016/j.ijintrel.2009.04.002
  • Kung, F. W. (2013). Bilingualism and the second generation: Investigating the effects and methods of heritage language maintenance and second language acquisition. English Teaching & Learning, 37(3), 107–145.
  • Lee, G. Y. (2007). Diaspora and the predicament of origins: Interrogating Hmong postcolonial history and identity. Hmong Studies Journal, 8, 1–25.
  • Lee, J. S. (2002). The Korean language in America: The role of cultural identity in HL learning. Language, Culture and Curriculum, 15, 117–133. doi: 10.1080/07908310208666638
  • Lu, C. Y., & Chen, B. T. (2011). The potential for active online learning in Taiwanese tourism degree programs based on online educational experiences of graduate students. Journal of Teaching in Travel & Tourism, 11, 271–288. doi: 10.1080/15313220.2011.597635
  • Mori, Y. (1999). Epistemological beliefs and language learning beliefs: What do language learners believe about their learning? Language Learning, 49, 377–415. doi: 10.1111/0023-8333.00094
  • Nibbs, F. (2013). Kinship at the intersection of lineage and linguistics: A study of Hmong relatedness in Western contexts. Language and Intercultural Communication, 13, 371–385. doi: 10.1080/14708477.2013.789041
  • Norton, B. (2000). Identity and language learning: Gender, ethnicity and educational change. Harlow: Longman.
  • Pak, H. R. (2003). When MT is L2: The Korean church school as a context for cultural identity. In N. H. Hornberger (Ed.), Continua of biliteracy: An ecological framework for education policy, research, and practice in multilingual settings (pp. 269–290). Clevedon: Multilingual Matters.
  • Park, S. M. (2011). The role of ethnic religious community institutions in the intergenerational transmission of Korean among immigrant students in Montreal. Language, Culture and Curriculum, 24, 195–206. doi: 10.1080/07908318.2011.585239
  • Park, S. M., & Sarkar, M. (2007). Parents’ attitudes toward heritage language maintenance for their children and their efforts to help their children maintain the heritage language: A case study of Korean-Canadian immigrants. Language, Culture and Curriculum, 20, 223–235. doi: 10.2167/lcc337.0
  • Peercy, M. M., Martin-Beltran, M., & Daniel, S. M. (2013). Learning together: Creating a community of practice to support English language learner literacy. Language, Culture and Curriculum, 26, 284–299. doi: 10.1080/07908318.2013.849720
  • Punch, K. F. (2009). Introduction to research methods in education. London: Sage.
  • Seidman, I. (2012). Interviewing as qualitative research: A guide for researchers in education and the social sciences. New York, NY: Teachers College Press.
  • Shin, S. J. (2005). Developing in two languages. Clevedon: Multilingual Matters.
  • Smith, A. (2001). Religious segregation and the emergence of integrated schools in Northern Ireland. Oxford Review of Education, 27, 559–575. doi: 10.1080/03054980120086248
  • Smith, R. A., & Khawaja, N. G. (2011). A review of the acculturation experiences of international students. International Journal of Intercultural Relations, 35, 699–713. doi: 10.1016/j.ijintrel.2011.08.004
  • Teddlie, C., & Yu, F. (2007). Mixed methods sampling: A typology with examples. Journal of Mixed Methods Research, 1, 77–100. doi: 10.1177/2345678906292430
  • Wenger, É. (1998). Communities of practice: Learning, meaning, and identity. Cambridge: Cambridge University Press.
  • Zhang, D., & Slaughter-Defoe, D. T. (2009). Language attitudes and heritage language maintenance among Chinese immigrant families in the USA. Language, Culture and Curriculum, 22, 77–93. doi: 10.1080/07908310902935940

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.