| Identity matters in classroom learning in general, and in new language/literacy development in particular (e.g., McCarthey & Moje, 2002; McNamara, 1997; Norton, 2000; Norton-Peirce, 1995, 1997; Toohey, 2000). Linking the identity and Second Language Acquisition theories (e.g., Clement, 1980; Gee, 2001; Giles & Byrne, 1982; Hawkins, 2004, 2005; Tajfel & Turner, 1979), the present study investigates Chinese elementary ENL children's experiences in U.S. schools, their identity construction and negotiation across time and space, and intersections between identity and their attitudes toward, and practices of, multiple languages and literacies.; The key participants in this ethnographic case study were three Chinese elementary students. Their parents, teachers, and peers were the secondary participants. Data were collected from multiple sources such as observation, interviews, documents and artifacts, and student journals to triangulate the findings. Data collection was coincidental with data analysis, which was both inductive and deductive in nature.; This study yielded four major findings. First of all, it shows that sojourn children's experiences are quite different from those with immigration status. Second, this study sheds light on a set of interrelated social practices in the communities of home and school that positioned ENL children in different ways and created identity conflicts for these children. Third, this study shows various coping strategies that ENL children adopted to solve identity conflicts and negotiate desirable identities in their changing world. Fourth, this study suggests that identities are constructed and negotiated through very complex processes---processes where multiple parties exercise their agencies and bid for power (e.g., Blackledge & Pavlenko, 2001; Norton, 2000; Toohey, 2000). This study also confirms Cummins' (1996) claim that power relations in learning communities are critical to students' identity construction, and therefore, their success or failure at school.; This research has implications for future research and educational practice pertinent to ENL children's experiences and identity development. It suggests that future studies need to acknowledge the diversity among ENL children and differentiate their statuses in the host country. This study also suggests that researchers adopt a more holistic, situated view to conceptualize identity and identity negotiation. Further, ways that educators can create contexts of empowerment for ENL students are suggested. |
