| The interconnection and understanding of language, identity formation, and teen development is pivotal to educational and pedagogical progress. Through a grounded theory approach, this qualitative study demonstrates fundamental distinctions in language use and understanding. This study is presented in a narrative form, and incorporates an aesthetic metaphor of Alice's Adventures in Wonderland. An apparent dearth of research exists in understanding the affects of language, development, and identity in a K-12 classroom through a review of the literature pertaining to this study; these areas are sparsely researched simultaneously. This study only examines one reality in one English Learner infused, urban junior high class. The exhibition of multi-languages, including English, Spanish, and texting, necessitate a need for constant interpretation. The findings from this study and phenomena have generated a theory of translated identity. Identity formation is exuded through experiences of communication. Adolescent development interplays with identity formation and language use to create new paradigms of understanding identity. The awareness of these interconnections is needed to enrich and advance contemporary curricular realities. |
