Ultimately, the findings indicate that conditioned by various sociopolitical constraints such as their undocumented status, the monolingual attitude in the American political and educational agenda, and the various challenges of urban schooling, LI use and exposure, strong LI literacy skills as a result of years of schooling in the LI and a strong academic background, engagement with school work, and a positive attitude toward the immigration experience are important factors contributing to biliteracy development and positive educational experiences. These findings suggest that while sociocultural factors play an important role in influencing student outcomes, individual differences and the agency of each individual are of great importance as well. Based on these findings, instructional approaches that take into account the complexity of the factors influencing second language literacy development and biliteracy are discussed.For her history class, in addition to copying definitions from her textbooks, writing outlines, and answering questions on ... When I met with Cristina she had already developed an outline for her essay by dividing the consequences into aquot;politicalanbsp;...
|Title||:||Uruguayans in Elizabeth, New Jersey: An Ethnographic Portrait of the Biliteracy Development and Educational Experiences of Undocumented Immigrant Adolescents|
|Publisher||:||ProQuest - 2007|