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Framed by microaggression and critical race theory, it highlights oral history’s role in bridging generational, linguistic, and global divides while supporting preservation of Cambodian history and tradition.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & 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Oakland  \nThis study engages with a participatory oral history project that explores 3 themes. First, Cambodian participants included in the study will narrate from their perspectives how the evolution of social engagement and identity among African American and Cambodian refugee communities residing in historically Black neighborhoods of Oakland, California, informed their English language development. Second, it is the author’s intent through data collected for the study to explore participants’ acquisition of English language as a mode of resistance and empowerment for Cambodian refugees in the US. Finally, in detailing the power of oral history to bridge generational, linguistic, and global divides, the participants in this study express the importance of learning English as an additional language for the promotion and preservation of Cambodian history and tradition. The themes ofthis study will be framed by the theories of microagression and critical race theory in relation to English language construction.  \nIntroduction  \nThis article uses the lenses of language and race and the medium  \nof oral storytelling to address how the members of Cambodian  \nrefugee communities in the US develop their sense of identity in a historically Black neighborhood in Oakland, California. The study examines the sources of challenge and strength for a group of male Cambodian elders in Oakland as participants in a conversation course and in the context of an adult English as an additional language (EAL) class. The moniker of English as an additional language is used to intentionally distinguish learners who may be acquiring English  \nThe CATESOL Journal 28.1 • 2016 • 119  \nbeyond a second language, including in the sociocultural as well as linguistic contexts. EAL represents distinct approaches to English language acquisition (Canagarajah, 2007; Knapp, 2015; Probyn, 2001) and acknowledges learners’ capacity to retain and determine how and with what depth bilingual/multilingual knowledge is used.  \nEmploying a participatory model of exchange and conversation, the narratives of the community elders in this study reveal how their voices are simultaneously sought and silenced within and beyond their Cambodian communities in Oakland. The study has several goals: first, to retell the purpose of greater English language acquisition as it applies to familial responsibility and generational cohesion, as well as how the hegemony of the English language interrupts that goal. Second, the study’s participants will name how language illuminates the interplay of racial and ethnic identities among communities of color. Finally, by capturing conversations during the English language conversational class, the study will add to literature that seeks the voice of adult English language learners in exploring the limiting roles of translation and interpretation in advocacy.  \nThe study was conducted with the participation of 20 male Cambodian elders who met once a week for an English language conversational class. With me as the facilitator, the meetings were structured to address and support language construction on topics determined by the learners. My relationship with the nonprofit organization that hosts and promotes support for the Cambodian refugee community in Oakland began in 2013. My original rationale for approaching the organization was based on a belief that I as a language teacher could play a role in continuing the support of the mission of the nonprofit. This rationale went beyond the act of teaching English and into my passion to contribute to the city of Oakland, to which I owe a great deal.  \nAs an African American male who has lived in Oakland for 15 years, my own privilege as a university professor has challenged my understanding and left me in constant conflict with the dual investment and detachment I have with the city. It is that duality that ","cbCaidsVHYo9LpRs","https://ap.wps.com/l/cbCaidsVHYo9LpRs","pdf",196455,"English","# Introduction\n## Study purpose and thematic focus\n## Research design and participant context\n## EAL framing and theoretical lenses\n## Study goals and expected contributions","[{\"question\":\"How does the study connect social engagement with English language development among Cambodian participants?\",\"answer\":\"It asks how changes in social engagement and identity within African American and Cambodian refugee communities in Oakland informed participants’ English language development.\"},{\"question\":\"What role does English acquisition play in the study’s participants’ experiences?\",\"answer\":\"English acquisition is examined as a mode of resistance and empowerment for Cambodian refugees in the US.\"},{\"question\":\"How is oral history used to address identity across divides?\",\"answer\":\"Participants describe the importance of oral history to bridge generational, linguistic, and global divides, including learning English to promote and preserve Cambodian history and tradition.\"}]","Constructing Identity Through Negotiation for Cambodian Adult English Language Learners in East Oakland | PDF",1792085863]