"Los Dos Son Mi Idioma": Translanguaging, Identity, and Social Relationships among Bilingual Youth

Autor/in	Poza, Luis E.
Titel	"Los Dos Son Mi Idioma": Translanguaging, Identity, and Social Relationships among Bilingual Youth
Quelle	In: Journal of Language, Identity, and Education, 18 (2019) 2, S.92-109 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1534-8458
DOI	10.1080/15348458.2018.1504682
Schlagwörter	Code Switching (Language); Grade 5; Elementary School Students; Bilingual Education Programs; Ethnicity; Academic Ability; Language Skills; Ethnography; Stereotypes; Self Concept; Communicative Competence (Languages); Multiple Literacies; Peer Relationship; Student Attitudes; Multilingualism; English (Second Language); Second Language Learning; Spanish; Hispanic American Students; Native Language; Language Usage; Classroom Communication; California + Suchen Sie Ihr Suchwort? School year 05; 5. Schuljahr; Schuljahr 05; Ethnizität; Language skill; Sprachkompetenz; Ethnografie; Klischee; Selbstkonzept; Communicative competence; Languages; Kommunikative Kompetenz; Sprache; Peer-Beziehungen; Schülerverhalten; Mehrsprachigkeit; Multilingualismus; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Spanisch; Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; Sprachgebrauch; Klassengespräch; Kalifornien
Abstract	This article analyzes language practices that 5th grade students in a two-way bilingual education (TWBE) program used to position themselves relative to peers and to transcendent scripts (Gutiérrez, Rymes, & Larson, 1995; Reyes, 2006) about ethnicity and ability (academic and linguistic) that attach themselves to students through their various classifications (McDermott, Golden, & Varenne, 2006). The study relies on analysis of data collected through ethnographic observation as well as transcribed recordings of student interactions and semi-structured interviews to show how students reject, take up, or impose stereotypes connected to identity dimensions. I rely on an analytical framework of "translanguaging" (García, 2009) to show how students leverage their multilingual and multimodal communicative competencies to forge alliances, tell stories, and reject stereotypes. This work adds to an emerging literature on translanguaging that thus far has largely focused on classroom learning and academic tasks. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01