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Adolescent Newcomer Programming in Superdiverse Contexts: Continua, Trajectories, Ideologies, and Outcomes

Seilstad, Brian, Seilstad
http://orcid.org/0000-0003-2720-8840
http://rave.ohiolink.edu/etdc/view?acc_num=osu1528875322142932

Abstract Details

2018, Doctor of Philosophy, Ohio State University, EDU Teaching and Learning.
This dissertation presents findings from a year-long inquiry of an adolescent newcomer program in Central Ohio. The study, combining institutional ethnography and classroom discourse analysis, focuses on the experiences of newly-arrived high-school aged (15-21 years old) students labeled “pre-functional” in terms of English language ability. The introduction, Chapter 1, briefly describes the study’s background and rationale. Chapter 2, a review of relevant literature, explains how newcomer programs emerge from broader contexts experiencing superdiversity. Moreover, given the imperative to provide linguistically and culturally relevant education to newly arrived students, this chapter juxtaposes superdiversity and translanguaging as relevant sociolinguistic, pedagogical, and political frameworks. However, language ideologies mediate how these issues are understood and implemented locally. Chapter 3 describes the research questions, methodology, and rationales. Chapter 4 begins the study’s core findings by describing the context of the Ohio standards and local district programs relating to Limited English Proficient/English Language Learners and arguing that these, despite promoting flexibility, in practice create an “English-centric” ideology that manifests in the trajectory of the program itself, the beliefs of its key actors, the linguistic landscape, pedagogical practices, and interpretations of student results. Chapter 5 uses case studies of students and their activities throughout the year to illuminate some challenges to the overall program design and practices. Chapter 6 expands on these challenges by discussing future visions for the program in the broader sociopolitical context, particularly the election of Donald Trump and his administration’s stance towards immigration and immigrants, an issue that impacts the program directly.
Leslie C. Moore (Advisor)
Binaya Subedi (Committee Member)
Christian J. Faltis (Committee Member)
324 p.
Bilingual Education; Education; Education Policy; English As A Second Language; Language; Multilingual Education; Sociolinguistics
migration, superdiversity, translanguaging, newcomer programs, adolescents, bilingualism, second language learning, refugees, secondary schools, Ohio, ethnography, discourse analysis

Recommended Citations

Citations

  • Seilstad, Seilstad, B. (2018). Adolescent Newcomer Programming in Superdiverse Contexts: Continua, Trajectories, Ideologies, and Outcomes [Doctoral dissertation, Ohio State University]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=osu1528875322142932

    APA Style (7th edition)

  • Seilstad, Seilstad, Brian. Adolescent Newcomer Programming in Superdiverse Contexts: Continua, Trajectories, Ideologies, and Outcomes . 2018. Ohio State University, Doctoral dissertation. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=osu1528875322142932.

    MLA Style (8th edition)

  • Seilstad, Seilstad, Brian. "Adolescent Newcomer Programming in Superdiverse Contexts: Continua, Trajectories, Ideologies, and Outcomes ." Doctoral dissertation, Ohio State University, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=osu1528875322142932

    Chicago Manual of Style (17th edition)

osu1528875322142932
107
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This open access ETD is published by The Ohio State University and OhioLINK.