ABSTRACT

This study examines how language-minority and language-majority students and their teachers created a community of practice which allowed for meaningful participation of diverse learners in literacy practices, within a high school context in which language-minority students were historically marginalised. Drawing from ethnographic data, interviews and audio recordings of student interactions, we analysed how a community of practice was discursively constructed during an extracurricular, dual-language programme in one high school, in which students were learning English and Spanish. Our findings shed light on discourse patterns that reflected mutual engagement, joint enterprise, and a shared multilingual repertoire to build a community of practice that allowed students with diverse ethnolinguistic resources to participate actively in literacy and language knowledge construction. This study has implications for educators and researchers who seek to understand and cultivate contexts that counter the marginalisation of language learners and instead expand language and literacy learning opportunities for students becoming multilingual.

摘要

这项研究探讨了语言少数族裔和语言多数的学生及其老师如何创建一个实践社区，该社区允许语言多样化的学习者在历史上处于边缘地位的高中环境中，使不同学习者有意义地参与识字实践。从人种学数据，访谈和学生互动的音频记录中，我们分析了在一所高中的课外，双语言计划中，学生是在学习英语和西班牙语的过程中，如何以话语方式构建一个实践社区。我们的发现揭示了反映相互参与，共同努力，以及共享的多语种库，以建立实践社区，使具有多种民族语言资源的学生能够积极参与识字和语言知识的建设。这项研究对寻求理解和培养能够抵御语言学习者边缘化，反而扩大了语言和读写能力的学习机会的教育者和研究人员的影响，使他们能够使用多种语言。