Examining hybrid spaces for newcomer English language learners: a critical discourse analysis of email exchanges with business professionals
| dc.contributor.advisor | Bomer, Randy | en |
| dc.contributor.advisor | Salinas, Cinthia | en |
| dc.creator | Kramer, Benjamin Paul, 1968- | en |
| dc.date.accessioned | 2008-08-28T23:40:10Z | en |
| dc.date.available | 2008-08-28T23:40:10Z | en |
| dc.date.issued | 2007 | en |
| dc.description | text | en |
| dc.description.abstract | This paper provides analysis of a series of email correspondences between secondary newcomer immigrant students and Latino business professionals within the same urban community. The author, using James Gee's discourse theory (1990, 1996, 1999, 2004) contends that school-based discourses and structures have historically operated as barriers to academic success and societal acceptance for the vast majority of secondary English Language Learners, indicating the systemic perpetuation of a racist, classist, xenophobic social order through the public schools. When an attempt is made to sidestep these school-based discourses and put students in direct contact with mature, successful practitioners of English outside of the education community, the students encounter "mentor talk," a set of discourses that uncritically embrace the notions of a neutral, meritocratic, knowledge-based socioeconomic order. At the same time, students encounter language that can be appropriated for their own creative constructions of identity as they seek to position themselves in a new society. Even when there exists a strong alignment between the student's socially-situated identity presentation and the ideological thrust of "mentor talk," many societal barriers stand in the pathway of social and educational advancement. More often, the student identities express resistance, often subtle, to the standard, hegemonizing guidelines for success they have been offered. | en |
| dc.description.department | Curriculum and Instruction | en |
| dc.format.medium | electronic | en |
| dc.identifier | b68900624 | en |
| dc.identifier.oclc | 174305316 | en |
| dc.identifier.uri | http://hdl.handle.net/2152/3308 | en |
| dc.language.iso | eng | en |
| dc.rights | Copyright is held by the author. Presentation of this material on the Libraries' web site by University Libraries, The University of Texas at Austin was made possible under a limited license grant from the author who has retained all copyrights in the works. | en |
| dc.subject.lcsh | English language--Study and teaching--Spanish speakers--Social aspects--Texas--Case studies | en |
| dc.subject.lcsh | English language--Study and teaching--Spanish speakers--Texas--Psychological aspects--Case studies | en |
| dc.subject.lcsh | Electronic mail systems in education--Texas--Case studies | en |
| dc.subject.lcsh | English language--Discourse analysis | en |
| dc.subject.lcsh | English language--Study and teaching--Foreign speakers--Social aspects | en |
| dc.subject.lcsh | English language--Study and teaching--Foreign speakers--Psychological aspects | en |
| dc.subject.lcsh | Teenage immigrants--Education | en |
| dc.title | Examining hybrid spaces for newcomer English language learners: a critical discourse analysis of email exchanges with business professionals | en |
| dc.title.alternative | Critical discourse analysis of email exchanges with business professionals | en |
| dc.type.genre | Thesis | en |
| thesis.degree.department | Curriculum and Instruction | en |
| thesis.degree.discipline | Curriculum and Instruction | en |
| thesis.degree.grantor | The University of Texas at Austin | en |
| thesis.degree.level | Doctoral | en |
| thesis.degree.name | Doctor of Philosophy | en |