(Re)defining Success in Language Learning : : Positioning, Participation and Young Emergent Bilinguals at School / / Katie A. Bernstein.

• Superior document: Title is part of eBook package: De Gruyter DG Plus PP Package 2020 Part 2
• VerfasserIn: Bernstein, Katie A.,
• Place / Publishing House: Bristol ;, Blue Ridge Summit : : Multilingual Matters, , [2020]; ©2020
• Year of Publication: 2020
• Language: English
• Physical Description: 1 online resource (200 p.)
• Other title: Frontmatter --; Contents --; Figures, Tables and Images --; Acknowledgements --; Transcription Symbols --; Introduction --; 1 Participation in Interaction and Language Learning: A Layered Approach --; 2 Language and Language Learning as Social Practice --; 3 From Bhutan, Uzbekistan and Berkeley to River City: Arrival Stories --; 4 Adults as Context-makers: Parents’ and Teachers’ Beliefs about Language --; 5 The Social Field of Classroom Three: Policies and Practices --; 6 Becoming Students, Becoming Speakers: Positioning in the Social Field of Classroom Three --; 7 Who Learned What? Three Perspectives on Success in Language Learning --; 8 Beyond English: Multimodal, Multilingual Repertoires at Work --; 9 The Edge Has its Advantages: Participation and Learning on the Periphery --; 10 Concluding Thoughts: Success Stories --; Appendix 1: Details about Conflicts that Brought Classroom Three Families to the United States and their Experiences with Resettlement --; Appendix 2: Detailed Methodological Information --; References --; Index
• Format: Mode of access: Internet via World Wide Web.
• ISBN: 9781788929004; 9783110696295; 9783110704716; 9783110704518; 9783110704761; 9783110704563; 9783110689600; 9783110696301
• DOI: 10.21832/9781788929004
• Access: restricted access
• Hierarchical level: Monograph
• Statement of Responsibility: Katie A. Bernstein.

This book follows four emergent bilingual students in an English-medium pre-kindergarten in the US and examines how students’ differing social positions in the classroom shaped their participation in interaction and, thus, their English language learning across a school year. With a unique focus on both processes and outcomes, the book highlights language strategies that are often overlooked if the focus is solely on one language or on group participation, and it emphasizes the importance of assessment choice in shaping which learners appear to be successful. It is a powerful argument for recognising the translingual and multimodal abilities of learners, even in education which is officially English-medium and monolingual.