Literacy, Learning, and Identity Construction: Elina Learns to Read and Write

• In Event: Literacy, Identity, and Learning: A Three-Year Longitudinal Study With Immigrant Families

Abstract

Theoretical Framework: The second year of this study was pivotal for Elina, a Nepali immigrant, as she attended first grade and began to read and write in English - a language not spoken at home by her parents. The influences and relationships from Elina’s home and school lives played a significant role as her identity developed as a daughter, sister, student, and friend.
This paper draws upon a constructivist epistemology, understanding that knowledge is an actively constructed meaning making activity. Building on socio-cultural perspectives (Gee, 2008, Street, 1984, Vygotsky, 1978) that recognize significant connections between learners and the cultural worlds that surround them, this paper considers how conflicting views of Elina’s identity among her teachers, peers, and family members may influence and even contribute to familial tensions as Elina moves through school. Long and Volk (2004) note the role of mediators such as parents, siblings, peers and teachers that coach children as they interact in new cultural contexts and learn new literacy skills. Language and literacy practices occur within the context of relationships between Elina and these mediators who also serve as her support system(s).
Findings: The relationships between Elina and her “mediators” - including family members, teachers and peers - are significant as she grows as a reader and as a student. This paper focuses on two themes. The first involves Elina’s views of her own identity and ensuing tensions among how others perceive her. According to Street (1995, p 183), “ the social context of the education of culturally and linguistically diverse students in the United States today too often includes a wide gap between home and school worlds.” Elina’s teacher describes her as “a hard worker,” and “a quiet girl” while her father expresses that she “is lagging” and “talks too much.” The dichotomy of these viewpoints, among others, influences Elina’s own self-concept as she constructs her identity as both a Nepali immigrant and a young American student. Her father states, “Elina is becoming very American” and has concerns about her “keeping her roots” encouraging her to speak only Nepali at home.
The second theme reveals how these mediators impacted Elina’s language and literacy practices. The first year of data collection illustrated Elina’s excitement as she learned to read. Content was less significant than her ability to recognize and decode words. This year, data illustrated the importance of reading the “popular” titles that she saw her peers reading and the chapter books read by her brother. As we toured the local library, Elina immediately led me to the “fairy” books enjoyed by her peers. She animatedly stated, “these are my favorites!” but when I asked her to read to me, she struggled over the words and admitted that they are too difficult. Elina looked to surrounding students for academic support as I observed her during word work at school and as her teacher stated, “she is only beginning to feel comfortable raising her hand.”

Author

• Dana L. Hagerman, University of Wisconsin - Madison