Identity, subjectivity, and agency in l1-l2 literacy processes among young spanish-english learners in a k-12 bilingual school in bogota, colombia

Identity, subjectivity, and agency in l1-l2 literacy processes among young spanish-english learners in a k-12 bilingual school in bogota, colombia. (2013). Identity, subjectivity, and agency in l1-l2 literacy processes among young spanish-english learners in a k-12 bilingual school in bogota, colombia.

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Title	Identity, subjectivity, and agency in l1-l2 literacy processes among young spanish-english learners in a k-12 bilingual school in bogota, colombia
Abstract	Literacy is one of the most fundamental processes in the life of people. It is complex enough when people develop these processes in their first language, and the nature of the task becomes even more challenging when it is developed with students in a second language within the context of a bilingual setting. Bilingual education has been based on theories and research stemming from fields such as linguistics, psychology, first and second language acquisition. The views of second language acquisition have dominated the scope of research in terms of both linguistic and cognitive aspects. However, the study of second language acquisition in current times requires a change of paradigm that involves the social and cultural views of language and literacy learning. These views include the conception of second language learners whose literacy processes are based on the ideas of identity, subjectivity, and agency.
Date	2013

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Title: Identity, subjectivity, and agency in l1-l2 literacy processes among young spanish-english learners in a k-12 bilingual school in bogota, colombia
Personal Name(s): Serna Dimas, Hector Manuel
Bizzaro, Patrick A.
Bizzaro, Resa C.
Corporate Name(s): Indiana University of Pennsylvania
English.
Note: Publisher info.: Dissertation/Thesis.
Advisors: Bizzaro, Patrick A.; Bizzaro, Resa C. Committee members: Sharon Deckert; Jeannine Fontaine.
Topical Subject(s): Bilingual education
Linguistics
English as a Second Language
Rhetoric