"La Biblioteca Es Importante": A Case Study of an Emergent Bilingual Public Library in the Nuevo U.S. South

Autor/inn/en	Alvarez, Steven; Alvarez, Sara P.
Titel	"La Biblioteca Es Importante": A Case Study of an Emergent Bilingual Public Library in the Nuevo U.S. South
Quelle	In: Equity & Excellence in Education, 49 (2016) 4, S.403-413 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1066-5684
DOI	10.1080/10665684.2016.1226092
Schlagwörter	Case Studies; Spanish; Mentors; English (Second Language); Second Language Learning; Bilingualism; Public Libraries; Self Concept; Community Schools; Native Language Instruction; Language Usage; Family Environment; Immigrants; Hispanic Americans; Code Switching (Language); Literacy Education; Language of Instruction; Educational Policy; Language Minorities; Social Bias; Interviews; Parent Attitudes; Student Attitudes; Librarians; Ethnography; Video Technology; Kentucky + Suchen Sie Ihr Suchwort? Case study; Fallstudie; Case Study; Spanisch; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Bilingualismus; Public library; Stadtbücherei; Öffentliche Bibliothek; Selbstkonzept; Community school; ; Gemeindeschule; Gemeinschaftsschule; Native language education; Muttersprachlicher Unterricht; Sprachgebrauch; Familienmilieu; Immigrant; Immigrantin; Immigranten; Hispanic; Hispanoamerikaner; Teaching language; Unterrichtssprache; Politics of education; Bildungspolitik; Sprachminderheit; Interviewing; Interviewtechnik; Elternverhalten; Schülerverhalten; Librarian; Bibliothekar; Bibliothekarin; Ethnografie
Abstract	Research examining ethnolinguistic community schools (García, Zakharia, & Otcu, 2013) proposes that local spaces not directly affiliated with schools sustain bilingualism and identity. Though researchers often theorize about how community schools sustain home language literacies, less research examines how local public spaces sustain bilingualism among immigrant communities and, more broadly, what this would resemble. With a conceptual framework modeled after García's (2009, 2011) theorization of translanguaging as a dynamic bilingual practice, we offer a counter to monolingual assumptions permeating current language education policy and ideologies. This case study of a public library examines a translanguaging space that offers a window into an emerging Latin American immigrant community in the U.S. South and the complexities of bilingual contact in the United States as a whole. We found that this nurturing public library fostered bilingualism, intentionally refuting language-minoritized stigmas for students learning English. With targeted programming and mentorship, the library challenged misinterpreted "deficit" views of emergent bilingual communities with reoriented views of English language learning to a translingual orientation (Horner, Lu, Royster, & Trimbur, 2011) that extends the innovative and critical practices of shuttling across diverse language repertoires. The public space of the library honored and cultivated the literacy practices of its local communities, and the importance of this is, without overstating, that public spaces for bilingual learning further the missions of all schools. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01