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Drawing on the theoretical perspectives of figured worlds (Holland, Lachicotte, Skinner, & Cain, 1998), dialogic discourse (Bakhtin, 1981), and a poststructuralist approach to language, this three-year ethnographic study explores the ways in which artifacts and classroom discourse of a church-based ESL program in a Southeastern U.S. city facilitate or constrain the immigrant adult learners’ participation...
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