Advertisement

A Case Study of an English Learner Speech Community

  • Steven L. ArxerEmail author
  • Maria del Puy Ciriza
  • Marco Shappeck
Chapter
Part of the International Perspectives on Aging book series (Int. Perspect. Aging, volume 17)

Abstract

Chapter 2 introduces our Dallas area case study of Hispanic older adult English second language learners. Our 4-year case study data of an English second language literacy program reveals the relevance of place and safe language socialization in mediating the acculturation process. Our analysis draws upon focus group interviews and participant observations with a core sample of 40 Hispanic older adult ESL students. Participants were recruited through a face-to-face announcement in our ESL family literacy program located in a predominantly Hispanic community in Dallas, Texas. Our longitudinal data set allows us to explore a wide range of issues associated with the complex and transitional nature of older adult immigrant second language socialization. We utilize a qualitative, active interviewing approach that has the advantage of producing insights about meanings, contexts, and processes related to older adult immigrants’ unique experiences and their efforts toward language resocialization.

Keywords

Case study ESL Learner community Family literacy Active interviewing Qualitative methods Identity work 

References

  1. Bayley, R., & Schecter, S. R. (Eds.). (2003). Language socialization in bilingual and multilingual societies. Clevedon, UK: Multicultural Matters.Google Scholar
  2. Block, D. (2003). The social turn in second language acquisition. Edinburgh, UK: Edinburgh University Press.Google Scholar
  3. Bongaerts, T. (1999). Ultimate attainment in L2 pronunciation: The case of very advanced late L2 learners. In D. Birdsong (Ed.), Second language acquisition and the Critical Period Hypothesis (pp. 133–159). Mahwah, NJ: Erlbaum.Google Scholar
  4. Bongaerts, T., van Summeren, C., Planken, B., & Schils, E. (1997). Age and ultimate attainment in the pronunciation of a foreign language. Studies in Second Language Acquisition, 19(4), 447–465.CrossRefGoogle Scholar
  5. Bradburn, N. M. (1983). Response effects. In P. H. Rossi, J. D. Wright, & A. B. Anderson (Eds.), Handbook of Survey Research (pp. 289–328). New York: Academic Press.CrossRefGoogle Scholar
  6. Delgado-Gaitan, C. (2001). The power of community: Mobilizing for family and schooling. New York, NY: Rowman & Littlefield.Google Scholar
  7. DeVault, M. (1999). Liberating method: Feminism and social research. Philadelphia, PA: Temple University Press.Google Scholar
  8. Dewaele, J.-M. (2005). Investigating the psychological and emotional dimensions in instructed language learning: Obstacles and possibilities. The modern language journal, 89(3), 367–380.CrossRefGoogle Scholar
  9. Douglas, J. D. (1985). Creative interviewing. Beverley Hills, CA: Sage.Google Scholar
  10. Englebretson, R. (2007). Stancetaking in discourse: An introduction. In R. Englebretson (Ed.), Stancetaking in discourse: Subjectivity, evaluation, interaction (pp. 1–25). Philadelphia, PA: John Benjamins.CrossRefGoogle Scholar
  11. Goodwin, M. H., & Kyratizis, A. (2012). Peer language socialization. In A. Duranti, E. Ochs, & B. B. B. Schieffelin (Eds.), The handbook of language socialization (pp. 365–390). New York, NY: Blackwell.Google Scholar
  12. Gubrium, J. F., & Holstein, J. A. (1997). The new language of qualitative method. New York: Oxford University Press.Google Scholar
  13. Hakuta, K., Bialystok, E., & Wiley, E. (2003). Critical evidence: A test of the critical period hypothesis for second-language acquisition. Psychological Science, 14(1), 31–38.CrossRefGoogle Scholar
  14. Hernandez, A., Ping, L., & MacWhinney, B. (2005). The emergence of competing modules in bilingualism. Trends in Cognitive Sciences, 9(5), 220–225.CrossRefGoogle Scholar
  15. Hill, T. D., Angel, J. L., & Balistreri, K. S. (2012). Does the “healthy immigrant effect” extend to cognitive aging? In J. L. Angel, F. Torres-Gil, & K. Markides (Eds.), Aging, health, and longevity in the Mexican-origin population (pp. 19–34). New York: Springer.CrossRefGoogle Scholar
  16. Holstein, J., & Gubrium, J. (1995). The active interview. Thousand Oaks: Sage.CrossRefGoogle Scholar
  17. Johnson, J., & Newport, E. (1989). Critical period effects in second language learning: The influence of maturational state on the acquisition of ESL. Cognitive Psychology, 21(1), 60–99.CrossRefGoogle Scholar
  18. Marinova-Todd, S. H. (2003). Comprehensive analysis of ultimate attainment in adult second language acquisition (Unpublished doctoral dissertation). Harvard University.Google Scholar
  19. Menard-Warwick, J. (2005). Intergenerational trajectories and sociopolitical context: Latina immigrants in adult ESL. TESOL Quarterly, 39(2), 165–185.CrossRefGoogle Scholar
  20. McEwan-Fujita, E. (2010). Ideology, affect and socialization in language shift and revitalization: The experiences of adults learning Gaelic in the western isles of Scotland. Language in Society, 39(1), 27–64.CrossRefGoogle Scholar
  21. Moyer, J. (2004). Age, accent and experience in second language acquisition. Clevedon, Avon: Multicultural Matters.Google Scholar
  22. Nikolov, M. (2000). The CPH reconsidered: Successful adult learners of Hungarian and English. International Review of Applied Linguistics, 38(2), 109–124.CrossRefGoogle Scholar
  23. O’Grady, W. (2005). How children learn language. Cambridge, UK: Cambridge University Press.CrossRefGoogle Scholar
  24. Paradis, M. (2004). A neurolinguistics theory of bilingualism. Amsterdam: John Benjamins.CrossRefGoogle Scholar
  25. Reinharz, S. (1992). Feminist methods in social research. New York, NY: Oxford University Press.Google Scholar
  26. Sandelowski, M. (1995). Sample size in qualitative research. Research in Nursing & Health, 18(2), 179–183.CrossRefGoogle Scholar
  27. Silverman, D. (1997). Qualitative research: Theory, method and practice. London: Sage.Google Scholar
  28. Skehan, P. (1998). A cognitive approach to language learning. Oxford: Oxford University Press.Google Scholar
  29. Smith, D. (1987). The everyday life as problematic: A feminist sociology. Boston, MA: Northeastern University Press.Google Scholar
  30. Soto-Gordon, S. (2010). A case study on multi-level language ability groupings in an ESL secondary school classroom: Are we making the right choices? (Unpublished dissertation thesis). University of Toronto, Toronto, Ontario, Canada.Google Scholar
  31. Ullman, M. (2001). The neural basis of lexicon and grammar in first and second language: The declarative/procedural model. Bilingualism: Language and Cognition, 4(2), 105–122.Google Scholar
  32. Urponen, M. I. (2004). Ultimate attainment in postpuberty second language acquisition (Unpublished doctoral dissertation). Boston University.Google Scholar
  33. Wrigley, H. (2007). Beyond the life boat: Improving language, citizenship, and training services for immigrant refugees. In A. Bellzer (Ed.), Toward defining and improving quality in adult basic education (pp. 221–239). Mahwah, NJ: Erlbaum.Google Scholar

Copyright information

© Springer International Publishing AG 2017

Authors and Affiliations

  • Steven L. Arxer
    • 1
    Email author
  • Maria del Puy Ciriza
    • 2
  • Marco Shappeck
    • 3
  1. 1.Department of Sociology and PsychologyUniversity of North Texas at DallasDallasUSA
  2. 2.Department of Spanish and Hispanic StudiesTexas Christian UniversityFort WorthUSA
  3. 3.Department of Teacher Education and AdministrationUniversity of North Texas at DallasDallasUSA

Personalised recommendations