Immigrant Spanish as Liability or Asset? Generational Diversity in Language Ideologies at School

Autor/inn/en	Allard, Elaine; Mortimer, Katherine; Gallo, Sarah; Link, Holly; Wortham, Stanton
Titel	Immigrant Spanish as Liability or Asset? Generational Diversity in Language Ideologies at School
Quelle	In: Journal of Language, Identity, and Education, 13 (2014) 5, S.335-353 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1534-8458
DOI	10.1080/15348458.2014.958040
Schlagwörter	Immigrants; Spanish; Academic Achievement; Hispanic American Students; Ethnography; Mexican Americans; Language Variation; Outcomes of Education; Language Attitudes; Adolescents; Elementary School Students; High School Students; Language Usage; Language Proficiency; Second Language Learning; English (Second Language); Decision Making; Educational Strategies; Program Descriptions; Metropolitan Areas; Second Language Instruction + Suchen Sie Ihr Suchwort? Immigrant; Immigrantin; Immigranten; Spanisch; Schulleistung; Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; Ethnografie; Sprachenvielfalt; Lernleistung; Schulerfolg; Sprachverhalten; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; High school; High schools; Oberschule; Sprachgebrauch; Language skill; Language skills; Sprachkompetenz; Zweitsprachenerwerb; English as second language; English; Second Language; Englisch als Zweitsprache; Decision-making; Entscheidungsfindung; Lehrstrategie; Ballungsraum; Fremdsprachenunterricht
Abstract	Latino students' educational success is central to America's prosperity--in traditional immigrant destinations and in New Latino Diaspora locations, previously unfamiliar with Latinos. Implicated in this success is the reception young immigrants receive, especially the ways in which they are identified in schools. We describe findings from 6 years of ethnographic research in a high school and an elementary school in the New Latino Diaspora and describe divergent ideologies of Mexican-immigrant Spanish circulating in each context. We show how monoglossic language ideologies in the 2 schools frame teenage immigrants as deficient and younger immigrant children as proficient. These ideologies influence both elementary and high school decisions about how to serve immigrant students, and they shape students' own language practices, which have implications for their learning opportunities and future trajectories. We argue that attention to these divergent language ideologies is necessary for understanding different educational outcomes across decimal generations of immigrant students. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10