Applying Emic Sociocultural Concepts in ENL Preschool Action Research
Abstract
This article concerns itself with the investigation of behavioral anomalies identified in a young Japanese emigrant newly enrolled in an English as New Language (ENL) Preschool program conducted at a community center in northern Indiana. In the face of persistent efforts in employing methods to alleviate the reticence and isolation exhibited in this child, a plan of action research was established, using as its basis a set of emic sociocultural concepts unique to the Japanese education system, in order to redress these negative aspects. Max Van Manen’s (1977) theory of reflectivity provides a theoretical substructure from which the action research conducted herein is able to find intellectual foundation and validity. The results of the research stress a heightened understanding and appreciation for the creation and maintenance of a multiculturally responsive classroom in granting individual students the autonomy and respect necessary for meaningful language usage to take place.
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