Acquiring Academic Language Practices in Prison in Aztlán: Fake It Until You Make It

Autor/in	Faltis, Christian
Titel	Acquiring Academic Language Practices in Prison in Aztlán: Fake It Until You Make It
Quelle	In: International Multilingual Research Journal, 8 (2014) 1, S.56-69 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1931-3152
DOI	10.1080/19313152.2014.852429
Schlagwörter	Academic Discourse; Correctional Institutions; Males; Bilingualism; Spanish; Hispanic Americans; English (Second Language); Second Language Learning; High School Equivalency Programs; Language Usage; Institutionalized Persons; Social Environment; Academic Achievement; Interviews; General Educational Development Tests + Suchen Sie Ihr Suchwort? Discourse; Diskurs; Jugendstrafvollzug; Male; Männliches Geschlecht; Bilingualismus; Spanisch; Hispanic; Hispanoamerikaner; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Sprachgebrauch; Soziales Umfeld; Schulleistung; Interviewing; Interviewtechnik
Abstract	This study explores schooling in prison for young Chicano bilingual men as they work toward their GED. Using Gee's notion of "mushfaking," the study focuses on the experiences of two young men, Benny and Flaco, who partially acquire, use, value, and believe in the power of academic register Discourses for "sounding smart" in a social context that call for mushfaking those Discourses. Mushfaking was defined as the temporary use of social practices that provided access to academic vocabulary and language practices of others and participation in an imagined community of high school subjects associated with "sounding smart." Mushfaking allowed Benny and Flaco to keep their identity affinities as bilingual Chicano young men while they developed the knowledge and practices to get by in school and eventually to take the GED exam. Both Benny and Flaco passed the exam and earned their GEDs in prison by mushfaking academic language practices. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10