This study explores the identities that Grade 8 early French immersion students construct as learners of French within school-based communities of practice. It suggests a model by which metaphors on language learning can be considered a form of narrative used to both elicit and analyze metacognitive representations of their socially situated…

This article presents a case study on the use of expressivist writing pedagogy as a practice of identity construction for an adolescent Chinese-Speaking English Language Learner (ELL) in a 6-12, college preparatory, international boarding school context. The study implements a narrative inquiry/content analysis framework to analyze themes of…

This study examined (a) the identification of various reading groups across languages in Chinese (L1) adolescents learning English as a second language (ESL), in terms of their word-reading and reading comprehension skills, (b) overlap in reading group membership across languages, and (c) the performance of the various reading groups on…

This study sought to determine the effects of explicit phonics instruction and sight word instruction on the letter-sound identification and word reading of 13- to 15-year-old English language learners in the eighth grade who were identified as having intellectual disabilities (ID). Using a randomized single-subject design, four Hispanic students…

In this article, Fairbanks, Crooks, and Ariail followed Esme Martinez, a Spanish-speaking Latina, from the sixth grade to the eleventh grade, focusing on her perspectives of schooling and her shifting identities related to home, school, friendships, and future. Drawing on the construct of artifacts, a sociohistorical concept that understands…