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Forging ahead into New Social Networks and Looking Back to Past Social Identities

A Case Study of a Foreign-Born English as a Second Language Teacher in the United States

University of Nevada, Reno

This article draws on one year of qualitative data concerning a foreign-born English as a second language teacher. Findings reveal the key role that the foreignborn English as a second language teacher’s shared personal experiences play in creating curriculum and conducting instruction that confirms the students’ethnic identities and pushes them into new social networks.

Key Words: English as a second language • newcomers • social identity

Urban Education, Vol. 39, No. 2, 125-148 (2004)
DOI: 10.1177/0042085903261061


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