Identity Construction and Negotiation Within and Across School Communities: The Case of One English-as-a-New-Language (ENL) Student

Through a theoretical framework that builds on constructs of identity, community of practice, power relations, and investment (Blackledge Pavlenko, 2001; Gee, 2001; Norton, 2000; Peirce, 1995; Wenger, 1998), this educational ethnographic study (Preissle, 1999) explores one English-as-a-new-language (ENL) student's identities within and across three different school communities. An analysis of the communities of practice shows that the power relations are largely shaped by institutional, instructional, and discursive practices in each community. While the community constructs their identities, community members also negotiate their positioning and investment in learning. Further, members may encounter identity conflicts across different school communities. Theoretical considerations for broadening the understanding of identity are proposed. Suggestions are made for educators to construct collaborative power relations within and across school communities in order to empower diverse students and create positive learning experiences in new social, cultural, and linguistic contexts.