Language and Cultural Capital

  • A photo of the crowd at Issues of Diversity 2014“Early Study Abroad Experiences and Meaningful Literacy of Young International Female High School Students Studying in the United  States”

    Rossella Williams, Department of English 

    This presentation explores early study abroad experiences described by young, international, female, high school students studying in the United States through the use of meaningful literacy. By exploring their early study abroad experiences, the study investigates the type of challenges, successes, and transformations the young participants encounter that benefit a wider community of scholars, educators, parents, and students interested in early study abroad programs.  I also consider the use of meaningful literacy instruction in second and foreign language classrooms, offering principles for promoting student agency, self-exploration, and a contextualized learning experience.

    "Language and (In)Equity: An Ethnographic Exploration at an Anathashram (Orphanage) in Suburban New Delhi”

    Usree Bhattacharya, Department of English

    In this presentation, I will explore issues of social equity and inclusion that influence and shape the lives of young boys at an anathashram (orphanage) in suburban New Delhi, India. The data was collected over the course of an ethnographic study spanning four years. The investigation focuses on English language ideologies, practices, and policies in the multilingual Indian context, especially as it relates to the marginalized children.

    “(Dis)able Somebody’s Ability to do Something…”: Cultural Capital, Habitus, and Field in the Life Histories of West African Teacher Candidates"

    Gloria Park, Department of English

    This presentation examines the life histories of two West African pre-service teachers pursuing their education in the United States. Grounded in Bourdieu’s theory of habitus, capital, and field, the life histories illustrate how their capital and habitus become contingent on the field(s) (i.e., sites, time, and agents within a specific context) in which they are situated. I conclude with some discussion around working with international teacher candidates.