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You searched for subject:(Iranian AND Afghan women). Showing records 1 – 2 of 2 total matches.

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University of Western Australia

1. Ebtekar, Parisa. Language learning and identity : identity negotiation in immigrant women of Afghan and Iranian origin in Australia.

Degree: PhD, 2014, University of Western Australia

Informed by a poststructuralist notion of identity and in response to the recent call for socially-oriented Second Language Acquisition research, this study provided a space in which a broad view of the language learning context was integrated with an in-depth understanding of immigrant women's changing identities. It examined the language learning experiences and negotiation of identities of six Iranian and Afghan immigrant women, who now live in Australia. The poststructuralist framework facilitated a multilayered understanding of these women within their social context. Identity was considered to be a dynamic process of becoming, context dependent and constructed through discursive practices of individuals within their social setting. A comparative case study based on the narratives of these six immigrant women was carried out. Data were collected through life history interviews and the narrative data were analysed in two different ways: First, the different identity voices within the participants' narratives were highlighted and then data were systematically analysed for their underlying themes. The second part of the analysis was conducted using the Miles and Huberman approach to qualitative data analysis. While going through different stages of their lives, these women experienced an intense struggle to come up with a coherent sense of identity and a meaningful place in society and in doing so some were more successful than others. Their life histories appeared not to be a single coherent account, but a series of multiple, inconsistent and contradictory narratives. In response to their psychological needs and their constantly changing environment they represented complex, multi-faceted and changing identities. Three prominent themes had a great impact on Afghan women's language learning experiences: the role of gender, the social support system and health-related factors. For Iranian women, the corresponding themes were the role of gender, perception of discrimination and, social status. Both groups appeared to be under the influence of similar factors within their language learning process that is, the above themes were relevant to both Afghan and Iranian immigrants to different extents. However, the same themes played out differently as the social forces and the contextual environments were different for the two groups.

Informed by a poststructuralist notion of identity and in response to the recent call for socially-oriented Second Language Acquisition research, this study provided a space in which a broad view of the language learning context was integrated with an in-depth understanding of immigrant women's changing identities. It examined the language learning experiences and negotiation of identities of six Iranian and Afghan immigrant women, who now live in Australia. The poststructuralist framework facilitated a multilayered understanding of these women within their social context. Identity was considered to be a dynamic process of becoming, context dependent and constructed through discursive…

Subjects/Keywords: Language learning experiences; Narrative inquiry; Immigrant women; Identity negotiation; Iranian and Afghan women; Second language learning; Comparative case study; Language learning and negotiation

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Ebtekar, P. (2014). Language learning and identity : identity negotiation in immigrant women of Afghan and Iranian origin in Australia. (Doctoral Dissertation). University of Western Australia. Retrieved from http://repository.uwa.edu.au:80/R/?func=dbin-jump-full&object_id=40063&local_base=GEN01-INS01

Chicago Manual of Style (16th Edition):

Ebtekar, Parisa. “Language learning and identity : identity negotiation in immigrant women of Afghan and Iranian origin in Australia.” 2014. Doctoral Dissertation, University of Western Australia. Accessed January 19, 2020. http://repository.uwa.edu.au:80/R/?func=dbin-jump-full&object_id=40063&local_base=GEN01-INS01.

MLA Handbook (7th Edition):

Ebtekar, Parisa. “Language learning and identity : identity negotiation in immigrant women of Afghan and Iranian origin in Australia.” 2014. Web. 19 Jan 2020.

Vancouver:

Ebtekar P. Language learning and identity : identity negotiation in immigrant women of Afghan and Iranian origin in Australia. [Internet] [Doctoral dissertation]. University of Western Australia; 2014. [cited 2020 Jan 19]. Available from: http://repository.uwa.edu.au:80/R/?func=dbin-jump-full&object_id=40063&local_base=GEN01-INS01.

Council of Science Editors:

Ebtekar P. Language learning and identity : identity negotiation in immigrant women of Afghan and Iranian origin in Australia. [Doctoral Dissertation]. University of Western Australia; 2014. Available from: http://repository.uwa.edu.au:80/R/?func=dbin-jump-full&object_id=40063&local_base=GEN01-INS01


University of New Mexico

2. Hansia, Afsoon. LANGUAGE ATTITUDES OF FIRST AND SECOND GENERATION AFGHAN-AMERICANS AND IRANIAN-AMERICANS TOWARD DARI AND PERSIAN.

Degree: Department of Linguistics, 2014, University of New Mexico

The goal of this study is to investigate the current language attitudes of first and second generation Afghan and Iranian-Americans toward the two varieties Dari and Persian of the Indo-Iranian language Farsi. Research on this subject can facilitate future endeavors toward heritage language maintenance efforts in order to preserve a linguistically diverse America and address an unprecedented need for government professionals who are skilled in languages that are currently in demand such as Dari. Based on the sociopolitical context of both immigrant groups, the hypothesis is that Afghan and Iranian-Americans consider Persian more overtly prestigious and that each ethnic group attributes higher group solidarity traits to their own dialect guise. It is further hypothesized that the second generation from both immigrant groups will hold the same language attitudes as their parents. The primary method of investigation for this study was a modified version of Lambert et al.s (1960) matched guise design, which collected both quantitative and qualitative data. There is strong evidence to suggest that the Persian variety is considered more covertly and overtly prestigious than Dari by first and second generation Afghan and Iranian-Americans. Although the biases between the first and second generation aligned similarly, there is an indication that there is a generational difference in language attitudes toward Farsi in general. The overt and covert stigmatization of Dari coupled with the disparity between the first and second generations' language attitudes toward Farsi may partially explain the unsuccessful language maintenance program thus far in the Dari speaking community in Fremont, California. Future language maintenance efforts may benefit by fostering a stronger sense of heritage and pride within the speech community and especially in the youth. Advisors/Committee Members: Koops, Chris, Axelrod, Melissa, Wilson, Damian.

Subjects/Keywords: language attitudes; Farsi; Dari; Persian; Afghan-American; Iranian-American

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Hansia, A. (2014). LANGUAGE ATTITUDES OF FIRST AND SECOND GENERATION AFGHAN-AMERICANS AND IRANIAN-AMERICANS TOWARD DARI AND PERSIAN. (Masters Thesis). University of New Mexico. Retrieved from https://digitalrepository.unm.edu/ling_etds/13

Chicago Manual of Style (16th Edition):

Hansia, Afsoon. “LANGUAGE ATTITUDES OF FIRST AND SECOND GENERATION AFGHAN-AMERICANS AND IRANIAN-AMERICANS TOWARD DARI AND PERSIAN.” 2014. Masters Thesis, University of New Mexico. Accessed January 19, 2020. https://digitalrepository.unm.edu/ling_etds/13.

MLA Handbook (7th Edition):

Hansia, Afsoon. “LANGUAGE ATTITUDES OF FIRST AND SECOND GENERATION AFGHAN-AMERICANS AND IRANIAN-AMERICANS TOWARD DARI AND PERSIAN.” 2014. Web. 19 Jan 2020.

Vancouver:

Hansia A. LANGUAGE ATTITUDES OF FIRST AND SECOND GENERATION AFGHAN-AMERICANS AND IRANIAN-AMERICANS TOWARD DARI AND PERSIAN. [Internet] [Masters thesis]. University of New Mexico; 2014. [cited 2020 Jan 19]. Available from: https://digitalrepository.unm.edu/ling_etds/13.

Council of Science Editors:

Hansia A. LANGUAGE ATTITUDES OF FIRST AND SECOND GENERATION AFGHAN-AMERICANS AND IRANIAN-AMERICANS TOWARD DARI AND PERSIAN. [Masters Thesis]. University of New Mexico; 2014. Available from: https://digitalrepository.unm.edu/ling_etds/13

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