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“I Would Say They Did Good Things Because I Like America How It Is Today”: (Emergent) Bilingual Students’ Employment of U.S. History Narratives

This multiple case study examined middle school (emergent) bilingual students’ perspectives on U.S. history. Data analysis revealed that the participants reflected (a) the nation-building narrative, (b) the equality narrative, and (c) the discrimination narrative. The participants employed the (in)equality narratives when discussing aspects of U.S. history with which they identified.

Author(s):

Paul Yoder
Eastern Mennonite University
United States

 

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