Conflicting Ideologies of Mexican Immigrant English across Levels of Schooling

Autor/inn/en	Gallo, Sarah; Link, Holly; Allard, Elaine; Wortham, Stanton; Mortimer, Katherine
Titel	Conflicting Ideologies of Mexican Immigrant English across Levels of Schooling
Quelle	In: International Multilingual Research Journal, 8 (2014) 2, S.124-140 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1931-3152
DOI	10.1080/19313152.2013.825563
Schlagwörter	Mexican Americans; Immigrants; Spanish Speaking; Secondary School Students; Elementary School Students; Elementary School Teachers; Secondary School Teachers; Language Attitudes; Language Usage; Bilingualism; Student Attitudes; Teacher Attitudes; Teaching Methods; Ethnography; English (Second Language); Second Language Learning + Suchen Sie Ihr Suchwort? Hispanoamerikaner; Immigrant; Immigrantin; Immigranten; Sekundarschüler; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Sprachverhalten; Sprachgebrauch; Bilingualismus; Schülerverhalten; Lehrerverhalten; Teaching method; Lehrmethode; Unterrichtsmethode; Ethnografie; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb
Abstract	This article explores how language ideologies--beliefs about immigrant students' language use--carry conflicting images of Spanish speakers in one New Latino Diaspora town. We describe how teachers and students encounter, negotiate, and appropriate divergent ideologies about immigrant students' language use during routine schooling practices, and we show how these ideologies convey different messages about belonging to the community and to the nation. Although the concept of language ideology often assumes stable macrolevel beliefs, our data indicate that ideologies can vary dramatically in one town. Elementary educators and students had a positive, "bilinguals-in-the-making" ideology about Spanish-speaking students, while secondary educators used more familiar deficit accounts. Despite their differences, we argue that both settings tended toward subtractive schooling, and we offer suggestions for how educators could more effectively build upon emergent bilinguals' language skills and practices. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10