"Do They Even Know That They Do It?": Exploring Awareness of Spanish-English Code-Switching in a Sixth-Grade English Language Arts Classroom

Autor/in	Martínez, Ramón Antonio
Titel	"Do They Even Know That They Do It?": Exploring Awareness of Spanish-English Code-Switching in a Sixth-Grade English Language Arts Classroom
Quelle	In: Bilingual Research Journal, 37 (2014) 2, S.195-210 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1523-5882
DOI	10.1080/15235882.2014.934972
Schlagwörter	Metalinguistics; Spanish; English (Second Language); Second Language Learning; Language Usage; Code Switching (Language); Educational Anthropology; Anthropological Linguistics; Language Arts; Hispanic American Students; Qualitative Research; Participant Observation; Semi Structured Interviews; Video Technology; Audio Equipment; Middle Schools; California + Suchen Sie Ihr Suchwort? Metalanguage; Metasprache; Spanisch; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Sprachgebrauch; Pädagogische Anthropologie; Sprachkultur; Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; Qualitative Forschung; Teilnehmende Beobachtung; Audio-CD; Middle school; Mittelschule; Mittelstufenschule; Kalifornien
Abstract	This article draws on scholarship in educational and linguistic anthropology to explore awareness of Spanish-English code-switching among bilingual Chicana/o and Latina/o students in a sixth-grade English Language Arts classroom. Analysis of qualitative data gathered via participant observation, video/audio recording, and semistructured interviews reveals that students articulated practical and discursive forms of awareness and that these forms of awareness were also sometimes embodied in their language use. It is argued that viewing awareness as a continuum affords a clearer understanding of the full range of their awareness by allowing for embodied reflections of awareness and shifts in individual speakers' awareness across contexts. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10