From “An Inspiration” to Not Knowing “The Basics”: Tensions Between Classroom Interactional Histories and Institutional Expectations

  • Amanda K. Kibler


This chapter analyzes the journey of Diego, an immigrant-origin youth with interrupted education whose classroom-based experiences with language and literacy built toward a turning point in which he left high school with a GPA and other academic accomplishments and identities that marked him as a confident English user and competent writer. Diego’s turning point was his transition from secondary to postsecondary schooling, which led to very different trajectory, including remediation, frustration, and difficulties meeting his instructors’ expectations as institutional demands for literacy expertise shifted. An overview of Diego’s language and literacy experiences during this study is provided, followed by LIHA analyses of literacy events demonstrating these trends before and after his turning point.


Tracking Remediation Immigration High school University Language and literacy practices Literacy events Writing Longitudinal interactional histories approach 


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Copyright information

© The Author(s) 2019

Authors and Affiliations

  • Amanda K. Kibler
    • 1
  1. 1.College of EducationOregon State UniversityCorvallisUSA

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