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Negotiating Language Arts and Muslim Identity

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Bibliographic Details
Title: Negotiating Language Arts and Muslim Identity
Language: English
Authors: Firman Parlindungan, Adrian Rodgers
Source: Journal of Education in Muslim Societies. 2023 5(1):4-25.
Availability: Indiana University Press. 601 North Morton Street, Bloomington, IN 47404. Tel: 800-842-6796; Tel: 812-855-8817; Fax: 812-855-7931; e-mail: iuporder@indiana.edu; Web site: https://scholarworks.iu.edu/iupjournals/index.php/jems/
Peer Reviewed: Y
Page Count: 22
Publication Date: 2023
Document Type: Journal Articles
Reports - Research
Tests/Questionnaires
Education Level: Elementary Education
Grade 6
Intermediate Grades
Middle Schools
Junior High Schools
Secondary Education
Descriptors: Language Arts, Grade 6, Islam, Religious Schools, Middle School Teachers, Middle School Students, Immigrants, Muslims, Student Attitudes, Curriculum, Teaching Methods, Self Concept, Beliefs, Role of Religion, World Views, Barriers, Inclusion, Student Characteristics, Arabs, North Americans
ISSN: 2641-0044
2641-0052
Abstract: In this article, we present a case study of a sixth grade English Language Arts (ELA) teacher and her students at an American Islamic school. The perception in the literature is that schools are an important bridge for immigrants to engage with their adopted culture. We examined the curriculum and instructional practice of sixth grade ELA teacher Sarah El-Ahmed, who was teaching second generation immigrant Muslim children at Bright Star Muslim School (names are pseudonyms). We also examined the students' responses to the teacher's efforts to foster an Islamic identity orientation and integrate the beliefs and practices of Islam with those of the pupils' adopted home. Our findings suggest an appropriate level of teacher support can be transformative for meaning and identity and help solidify an Islamic perspective in an intersection between secular and spiritual worldviews. This study suggests that the teaching of literacy may extend to reading secular as well as sacred texts to accommodate the sociocultural needs of the students.
Abstractor: As Provided
Entry Date: 2024
Accession Number: EJ1430723
Database: ERIC
FullText Text:
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  Data: Negotiating Language Arts and Muslim Identity
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  Data: <searchLink fieldCode="AR" term="%22Firman+Parlindungan%22">Firman Parlindungan</searchLink><br /><searchLink fieldCode="AR" term="%22Adrian+Rodgers%22">Adrian Rodgers</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Education+in+Muslim+Societies%22"><i>Journal of Education in Muslim Societies</i></searchLink>. 2023 5(1):4-25.
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  Data: Indiana University Press. 601 North Morton Street, Bloomington, IN 47404. Tel: 800-842-6796; Tel: 812-855-8817; Fax: 812-855-7931; e-mail: iuporder@indiana.edu; Web site: https://scholarworks.iu.edu/iupjournals/index.php/jems/
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  Data: 22
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  Data: 2023
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  Data: Journal Articles<br />Reports - Research<br />Tests/Questionnaires
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  Data: <searchLink fieldCode="EL" term="%22Elementary+Education%22">Elementary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Grade+6%22">Grade 6</searchLink><br /><searchLink fieldCode="EL" term="%22Intermediate+Grades%22">Intermediate Grades</searchLink><br /><searchLink fieldCode="EL" term="%22Middle+Schools%22">Middle Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Junior+High+Schools%22">Junior High Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Secondary+Education%22">Secondary Education</searchLink>
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  Data: 2641-0044<br />2641-0052
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: In this article, we present a case study of a sixth grade English Language Arts (ELA) teacher and her students at an American Islamic school. The perception in the literature is that schools are an important bridge for immigrants to engage with their adopted culture. We examined the curriculum and instructional practice of sixth grade ELA teacher Sarah El-Ahmed, who was teaching second generation immigrant Muslim children at Bright Star Muslim School (names are pseudonyms). We also examined the students' responses to the teacher's efforts to foster an Islamic identity orientation and integrate the beliefs and practices of Islam with those of the pupils' adopted home. Our findings suggest an appropriate level of teacher support can be transformative for meaning and identity and help solidify an Islamic perspective in an intersection between secular and spiritual worldviews. This study suggests that the teaching of literacy may extend to reading secular as well as sacred texts to accommodate the sociocultural needs of the students.
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  Data: As Provided
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  Data: 2024
– Name: AN
  Label: Accession Number
  Group: ID
  Data: EJ1430723
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RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 22
        StartPage: 4
    Subjects:
      – SubjectFull: Language Arts
        Type: general
      – SubjectFull: Grade 6
        Type: general
      – SubjectFull: Islam
        Type: general
      – SubjectFull: Religious Schools
        Type: general
      – SubjectFull: Middle School Teachers
        Type: general
      – SubjectFull: Middle School Students
        Type: general
      – SubjectFull: Immigrants
        Type: general
      – SubjectFull: Muslims
        Type: general
      – SubjectFull: Student Attitudes
        Type: general
      – SubjectFull: Curriculum
        Type: general
      – SubjectFull: Teaching Methods
        Type: general
      – SubjectFull: Self Concept
        Type: general
      – SubjectFull: Beliefs
        Type: general
      – SubjectFull: Role of Religion
        Type: general
      – SubjectFull: World Views
        Type: general
      – SubjectFull: Barriers
        Type: general
      – SubjectFull: Inclusion
        Type: general
      – SubjectFull: Student Characteristics
        Type: general
      – SubjectFull: Arabs
        Type: general
      – SubjectFull: North Americans
        Type: general
    Titles:
      – TitleFull: Negotiating Language Arts and Muslim Identity
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            NameFull: Adrian Rodgers
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              Y: 2023
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              Value: 2641-0044
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