LEADER 03523nam  22005895  450 
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010   $a3-319-30211-6
024 7 $a10.1007/978-3-319-30211-9
035   $a(CKB)3710000000657956
035   $a(EBL)4526244
035   $a(DE-He213)978-3-319-30211-9
035   $a(MiAaPQ)EBC4526244
035   $a(EXLCZ)993710000000657956
100   $a20160509d2016      u|         0
101 0 $aeng
135   $aur|n|---|||||
181   $ctxt$2rdacontent
182   $cc$2rdamedia
183   $acr$2rdacarrier
200 14$aThe Power of Identity and Ideology in Language Learning $eDesigner Immigrants Learning English in Singapore /$fby Peter I. De Costa
205   $a1st ed. 2016.
210  1$aCham :$cSpringer International Publishing :$cImprint: Springer,$d2016.
215   $a1 online resource (186 p.)
225 1 $aMultilingual Education,$x2213-3216 ;$v18
300   $aDescription based upon print version of record.
311   $a3-319-30209-4 
320   $aIncludes bibliographical references at the end of each chapters.
327   $aChapter 1: Foreign talent and Singapore -- Chapter 2: Reconceptualizing language, language learning, and the language learner in the age of globalization -- Chapter 3: Researching, analyzing, and constructing the data -- Chapter 4: The sociolinguistic context of Singapore and Oak -- Chapter 5: Designer student immigration and the designer student immigrant complex at Oak -- Chapter 6: Language ideologies at Oak -- Chapter 7 The designer student immigrant complex: Its impact on learning -- Chapter 8: Looking back and moving forward -- Appendix.
330   $aThis critical ethnographic school-based case study offers insights on the interaction between ideology and the identity development of individual English language learners in Singapore. Illustrated by case studies of the language learning experiences of five Asian immigrant students in an English-medium school in Singapore, the author examines how the immigrant students negotiated a standard English ideology and their discursive positioning over the course of the school year. Specifically, the study traces how the prevailing standard English ideology interacted in highly complex ways with their being positioned as high academic achievers to ultimately influence their learning of English. This potent combination of language ideologies and circulating ideologies created a designer student immigration complex. By framing this situation as a complex, the study problematizes the power of ideologies in shaping the trajectories and identities of language learners.
410  0$aMultilingual Education,$x2213-3216 ;$v18
606   $aLanguage and languages$xStudy and teaching
606   $aEducation and state
606   $aSociolinguistics
606   $aLanguage Education
606   $aEducational Policy and Politics
606   $aSociolinguistics
615  0$aLanguage and languages$xStudy and teaching.
615  0$aEducation and state.
615  0$aSociolinguistics.
615 14$aLanguage Education.
615 24$aEducational Policy and Politics.
615 24$aSociolinguistics.
676   $a427.95957
700   $aDe Costa$b Peter I$4aut$4http://id.loc.gov/vocabulary/relators/aut$01063345
801  0$bMiAaPQ
801  1$bMiAaPQ
801  2$bMiAaPQ
906   $aBOOK
912   $a9910255158603321
996   $aThe Power of Identity and Ideology in Language Learning$92531890
997   $aUNINA