Latina/o Academics' Resilient Qualities in Their Linguistically Diverse Practices

Autor/in	Cavazos, Alyssa G.
Titel	Latina/o Academics' Resilient Qualities in Their Linguistically Diverse Practices
Quelle	In: Journal of Hispanic Higher Education, 15 (2016) 1, S.69-86 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1538-1927
DOI	10.1177/1538192715578284
Schlagwörter	Hispanic American Students; Resilience (Psychology); Academic Achievement; Higher Education; Multilingualism; Academic Discourse; Language Usage; Second Language Learning; Spanish; English (Second Language); Interviews; Bilingualism; Self Concept; Writing (Composition); Qualitative Research; Student Attitudes + Suchen Sie Ihr Suchwort? Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; Schulleistung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Mehrsprachigkeit; Multilingualismus; Discourse; Diskurs; Sprachgebrauch; Zweitsprachenerwerb; Spanisch; English as second language; English; Second Language; Englisch als Zweitsprache; Interviewing; Interviewtechnik; Bilingualismus; Selbstkonzept; Schreibübung; Qualitative Forschung; Schülerverhalten
Abstract	Emphasis placed on academic writing in English may create challenges for multilingual academics as they negotiate diverse languages. Based on personal interviews with bilingual Latina/o academics in rhetoric and composition, this study reveals that their language practices reflect diverse resilient qualities at various stages in their academic career. This process of adaptation illustrates Latina/o academics' rhetorical awareness of their position in the academy and how resilient language practices help them succeed in higher education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01