Examining the Sociolinguistic Context in Schools and Neighborhoods of Pre-Adolescent Latino Students: Implications for Ethnic Identity

Autor/inn/en	Feinauer, Erika; Whiting, Erin F.
Titel	Examining the Sociolinguistic Context in Schools and Neighborhoods of Pre-Adolescent Latino Students: Implications for Ethnic Identity
Quelle	In: Journal of Language, Identity, and Education, 11 (2012) 1, S.52-74 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1534-8458
DOI	10.1080/15348458.2012.645398
Schlagwörter	Community Services; Neighborhoods; Ethnicity; Sociolinguistics; Interviews; Grade 5; Hispanic American Students; Census Figures; Incidence; Spanish; Language Usage; Elementary School Students; Student Attitudes; English (Second Language); Second Language Learning; Socioeconomic Status; Illinois; Massachusetts + Suchen Sie Ihr Suchwort? Gemeindenahe Versorgung; Neighbourhoods; Nachbarschaft; Ethnizität; Soziolinguistik; Interviewing; Interviewtechnik; School year 05; 5. Schuljahr; Schuljahr 05; Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; Volkszählung; Vorkommen; Spanisch; Sprachgebrauch; Schülerverhalten; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Socio-economic status; Sozioökonomischer Status; Master-Studiengang
Abstract	This study examined the sociolinguistic contexts of neighborhoods and schools in two predominantly Latino communities in the United States. We used census data to assess social and ethnic composition and observational data to compare and contrast environmental print, language use, and availability of community services in Spanish in these schools and neighborhoods. Structured interviews with pre-adolescent (5th grade) students raised questions about how these sociolinguistic contexts might contribute to ways they viewed themselves as part of their ethnic community. Observational results revealed striking differences in the prevalence and use of Spanish across these two communities. Student interviews raised questions about how pre-adolescent Latino students in these two very different sociolinguistic contexts may see themselves in relation to their ethnic group. Implications for supporting ethnic-identity-development processes are discussed. (Contains 5 tables.) (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	2017/4/10