Earticle

초록

영어

Recent research has mapped the ways social identity and co-membership have a great impact on the success of children’s language acquisition. Social identity and co-membership are powerful in language learning processes. This study explored the social identities and co-membership of preschool children through language use and interactions with their peers, teachers, and adults in the classroom. The sociocultural theory of learning and the sensitizing concepts are used as the framework of this study to capture what we see in the ordinary social world. Data were collected from observations, interviews, and field notes and analyzed to identify preschool children’s social identities and co-membership in language learning processes. Findings indicate that preschool children’s historical and cultural backgrounds should be appreciated in constructing their social identities and co-membership. The study also implies that ethnographic research should be conducted for deeper understandings of social contexts in shaping people’s lives and experiences.

목차

I. Introduction
II. Literature
A. Sociocultural Theory of Learning
B. Children’s Social Identities
C. Establishing Co-membership
III. Method
A. Research Design
B. The Preschool
C. Participants
D. Data Collection
E. Data Analysis
F. Data Validation
IV. Findings and Discussion
A. Social Identity
B. Co-membership
V. Conclusion and Implication
References
Abstract

키워드

저자

• Eunjeong Park [ Assistant Professor, Sunchon National University ]

참고문헌

발행기관

간행물

표지보기 관심저널 등록

• 간행물명

  영어영문학21 [English21]

• 간기

  계간

• pISSN

  1738-4052

• 수록기간

  1967~2025

• 등재여부

  KCI 등재

• 십진분류

  KDC 840 DDC 820