"We Only Speak English Here": English Dominance in Language Diverse, Immigrant After-School Programs

Autor/inn/en	Gast, Melanie Jones; Okamoto, Dina G.; Feldman, Valerie
Titel	"We Only Speak English Here": English Dominance in Language Diverse, Immigrant After-School Programs
Quelle	In: Journal of Adolescent Research, 32 (2017) 1, S.94-121 (28 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0743-5584
Schlagwörter	English (Second Language); Second Language Learning; Immigrants; After School Programs; Minority Group Students; Social Capital; Language Usage; English Only Movement; English Language Learners; Bilingualism; Culturally Relevant Education; Educational Finance; Youth Programs; Acculturation; Extracurricular Activities; Qualitative Research; Educational Policy; Native Language; Interviews; California (San Francisco) + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Immigrant; Immigrantin; Immigranten; After school education; After-school programs; Program; Programs; Programme; Außerschulische Jugendbildung; Programm; Sozialkapital; Sprachgebrauch; Bilingualismus; Bildungsfonds; Jugendsofortprogramm; Akkulturation; Außerunterrichtliche Aktivität; Qualitative Forschung; Politics of education; Bildungspolitik; Interviewing; Interviewtechnik
Abstract	Past research suggests that community after-school programs (ASPs) are crucial sites for culturally relevant programming for minority and immigrant youth; yet, we know little about how ASPs address language in their programming. Using an ethnographic fieldwork approach, we examine the goals and practices of ASP workers serving immigrant youth with diverse ethnic and language backgrounds in San Francisco, California. We find that, despite the best intentions regarding culturally relevant programming, ASP workers faced funding mandates, capacity issues, and increasingly diverse youth populations, and they adopted English-only policies or simply placed little priority on native-language usage. Ultimately, we observed competing processes related to English dominance: a lack of support for English language learners (ELLs) and bilingual youth, and the use of English as a bridge language across racial and ethnic lines. While staff sought to support and empower immigrant youth, ELL youth were often left on the sidelines and had limited opportunities to develop social capital in ASPs. Without reworking funding and institutional systems for language programming, English dominance may continue as a normalized method of practice in city youth programs. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01