Department of Teaching, Learning and Teacher Education
“It’s OK. She Doesn’t Even Speak English”: Narratives of Language, Culture, and Identity Negotiation by Immigrant High School Students
Lydiah Kananu Kiramba https://orcid.org/0000-0002-0231-4711
Date of this Version
Published in Urban Education, 2019, 19pp
This study employs narrative inquiry to explore the experiences of two female, first-generation immigrant- and refugee-background students from West Africa. Using interview as conversation for guiding open-ended research questions and Yosso’s community cultural wealth (CCW) framework, we present participant narratives that speak to both similar and divergent experiences, which demonstrate a deep understanding of complex social issues presenting both tensions and opportunities for African immigrant and refugee student educational success in the United States. The study draws implications for rephrasing normative thinking about emerging multilingual students of African descent and developing a culturally responsive pedagogy for all students.
Bilingual, Multilingual, and Multicultural Education Commons, Curriculum and Instruction Commons, Teacher Education and Professional Development Commons
Copyright © 2019 Lydiah Kananu Kiramba and James Alan Oloo. Published by SAGE Publications. Used by permission.