“It’s OK. She Doesn’t Even Speak English”: Narratives of Language, Culture, and Identity Negotiation by Immigrant High School Students

Kiramba, Lydiah Kananu; Oloo, James Alan

doi:10.1177/0042085919873696

Cited by 14 publications

(7 citation statements)

References 42 publications

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“…These questions point to persistence and resilience of refugee and immigrant students. They indicate their agency, inner resources, and cultural competencies despite barriers they experience as newcomers and highlight the overlapping characteristics of aspirational and navigational capital identified by Yosso (2005) (see also Kiramba & Oloo, 2019). Factor analysis of these three questions reveals that they all load on one factor, with the first accounting for 58.2% of variance.…”

Section: Measurementmentioning

confidence: 87%

“…Because of these experiences, refugee and other newcomer students may develop social and cultural competencies that enable them to enhance their functioning capabilities and succeed (Stanton-Salazar & Spina, 2000). In this regard, Yosso (2005) (see also Kiramba & Oloo, 2019) employs Critical Race Theory to question whether racialized minority students have cultural deficiencies. She points out that such views are exemplar of contemporary forms of racism, wherein minorities are blamed for their lower academic success.…”

Section: Review Of the Literaturementioning

confidence: 99%

See 1 more Smart Citation

School Environment and Academic Persistence of Newcomer Students: The Roles of Teachers and Peers

Nakhaie¹,

Ramos

Fakih

2022

Journal of Teaching and Learning

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This paper explores the relationship between the social context of schools, measured in terms of perceptions of teacher support and students’ openness to diversity, and the academic persistence of immigrant and refugee newcomer students. It investigates whether newcomer adolescents’ academic persistence varies by the perceived supportiveness of school environments. Based on data collected from newcomer students in a medium-sized city in Canada, results show that immigrant and refugee youth display higher academic persistence when they perceive that their teachers support them and when their fellow students are receptive to diversity. Specifically, newcomer youth’s educational success depends on a school environment that encourages diversity and inter-group relations and teachers who are supportive of students, encourage them, and believe in them. This study also shows that newcomer youth are more likely to academically persist in school when they perceive that their fellow schoolmates exhibit cultural humility or openness to diversity and thus are interested in knowing more about immigrants’ country of origin, respect them, and interact with them.

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Section: Measurementmentioning

confidence: 87%

Section: Review Of the Literaturementioning

confidence: 99%

School Environment and Academic Persistence of Newcomer Students: The Roles of Teachers and Peers

Nakhaie¹,

Ramos

Fakih

2022

Journal of Teaching and Learning

View full text Add to dashboard Cite

show abstract

“…As Browne et al (2019) argue, camp experiences can be understood as institutional socialisation, families are also key sites of socialisation. As Kiramba and Oloo (2019) discuss, there is a wealth of education and learning that happens in first-generation West African families, which contributes to capital-building, that is not accounted for in schools. That such a wealth of resources remains largely invisible within the context of OAE residentials organised by schools is problematic within the context of racial justice.…”

Section: Discussionmentioning

confidence: 99%

Utilising the community cultural wealth framework to explore Sierra Leonean parents’ experiences of outdoor adventure education in the United Kingdom

Cook

2021

Journal of Adventure Education and Outdoor Learning

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Research exploring race and ethnicity and outdoor adventure education (OAE) has tended to focus on students' experiences. This paper discusses findings from a small-scale empirical study of Sierra Leonean parents involved in organising their child's participation in a camping-based, OAE residential visit. The visit was organised by one primary school in London (UK). The community cultural wealth framework by Yosso is utilised to explore the parents' contributions to the visit. The findings reveal the ways in which parents strove to meet the expectations placed on them and overcame challenges of facilitating the visit by drawing on aspirational, familial, navigational, resistant and social capital. Additionally, the role of spiritual capital is discussed. I conclude with recommendations for the ways in which the schools and providers of OAE could take account of ethnic minority parents' perspectives and experiences.

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“…Lexical bundles centered on "OK" have been found to be frequently used with various pragmatic functions (Kiramba & Oloo, 2023). In Excerpt 4, the interlocutors are discussing "dream" places they had been to before.…”

Section: Published By Sciedu Pressmentioning

confidence: 99%

Formulaic Language Use by Learners of English in Interlanguage Communication

Pan¹

2023

WJEL

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This study investigated the use of formulaic language, in the form of four-word lexical bundles, by Thai learners of English as a second language (ESL) at various levels of English proficiency during interlanguage communication. The investigation focused on two aspects: the frequencies and pragmatic functions of the four-word lexical bundles. A total of 120 Thai ESL learners participated in the study, ranging from basic to intermediate and advanced English proficiency levels. In terms of frequency, a list of the most frequently used four-word lexical bundles by Thai ESL learners at each level was examined. Results showed that learners at higher English levels used less formulaic language in interactions than those at lower levels. Two similar four-word lexical bundles, centered on "I don't know" and "I think," were used by Thai ESL learners at all three English levels. The functional analysis demonstrated that Thai ESL learners at all three English levels used formulaic language to assert group identity as a device for social interaction and as a device for memory limitations to buy more time and process shortcuts. The function of asserting a separate identity was not used by intermediate-level Thai ESL learners. Furthermore, the function of processing shortcuts was used less at the advanced level than at the basic level. The findings of this study indicate that Thai ESL learners use formulaic language differently at different English proficiency levels. Therefore, formulaic language used by ESL learners in spoken English discourse should be further investigated.

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“It’s OK. She Doesn’t Even Speak English”: Narratives of Language, Culture, and Identity Negotiation by Immigrant High School Students

Cited by 14 publications

References 42 publications

School Environment and Academic Persistence of Newcomer Students: The Roles of Teachers and Peers

School Environment and Academic Persistence of Newcomer Students: The Roles of Teachers and Peers

Utilising the community cultural wealth framework to explore Sierra Leonean parents’ experiences of outdoor adventure education in the United Kingdom

Formulaic Language Use by Learners of English in Interlanguage Communication

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