عنوان

Muslim American female immigrants' interpretations of their English education experiences

Number

TL49058

.Language of Text, Soundtrack etc

انگلیسی

Title Proper

Muslim American female immigrants' interpretations of their English education experiences

General Material Designation

[Thesis]

First Statement of Responsibility

Azlina Abdul Aziz

Subsequent Statement of Responsibility

Miller, Janet L.; Blau, Sheridan

Name of Publisher, Distributor, etc.

Teachers College, Columbia University

Date of Publication, Distribution, etc.

2016

Specific Material Designation and Extent of Item

323

Text of Note

Committee members: Gaudelli, William; Jochum, Richard

Text of Note

Place of publication: United States, Ann Arbor; ISBN=978-1-369-32123-4

Dissertation or thesis details and type of degree

Ed.D.

Discipline of degree

Arts and Humanities

Body granting the degree

Teachers College, Columbia University

Text preceding or following the note

2016

Text of Note

This research was focused on examining how Muslim American immigrant female youths were interpreting their educational experiences as second language speakers of English within U.S. contexts, where provisions for immigrant education varied considerably from one state/region/school to the next. This study concurrently focused on my interpretations, which were framed by my own perspective as a Muslim woman, second language speaker and teacher, and an international graduate student, who have utilized postcolonial, third-world-women feminism, and poststructural lenses. I positioned conceptualizations of "English Education" in a local U.S as well as international contexts, where, I believe, the binary of native/non native or first/second language speakers of English potentially could be disrupted. Further, utilizing autobiographical forms of self-reflexive inquiry, I examined my own limited, partial and incomplete experiences as a Muslim woman, second language speaker of English and English teacher, as an international student who was educated in the UK for six years and who currently is pursuing her graduate study in the US. I did so in order to examine my relationship to English and English speaking communities as shaping part of my identities, possibly allowing me to make imaginative crossings, and enabling access to new knowledge. Learning English for me had entailed accessing British and American English grammar i.e. structures, vocabulary and pronunciation. But, according to Pennycook (2002), "English is both the language that will apparently bestow civilization, knowledge and wealth on people and at the same time is the language in which they are racially defined" (p. 4). It is with this assertion in mind that I had constructed this research. How did the Muslim American participants and I in this research construct and were being constructed in our relationships to English and the English speaking communities? Is it possible then, I wonder, to transform language that was once and perhaps still is seen as a tool of oppression and exploitation into a language of justice, liberation and as reflective of the cultures and flavor of local realities instead of perpetuating the colonial discourse or are we all doomed to experience this constant tension?

Language arts; English as a Second Language; Womens studies; Ethnic studies; English teachers; College students; Student teacher relationship; English as a second language learning; British English; English as an international language; Education; American English; Second language teachers; Post structuralist linguistics; Cultural identity; Immigrants; Reflexivity; Feminism; Females; Women; Pronunciation; British & Irish literature

Subject Term

Language, literature and linguistics;Social sciences;Education;English education;Immigrants;Muslims;Narrative inquiry

Odebunmi, Adebola O.

Miller, Janet L.; Blau, Sheridan

Subdivision

Arts and Humanities

Teachers College, Columbia University

Call Number

1845860658; 10195376

Electronic name

p

[Thesis]

276903

a

Y