Bilingual and Proud of It: College-Bound Latinos/as and the Role of Interpreting in Their Success

Autor/in	Borrero, Noah
Titel	Bilingual and Proud of It: College-Bound Latinos/as and the Role of Interpreting in Their Success
Quelle	In: Bilingual Research Journal, 38 (2015) 1, S.6-22 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1523-5882
DOI	10.1080/15235882.2015.1017027
Schlagwörter	Bilingualism; Role; Sociocultural Patterns; Cultural Context; Hispanic Americans; Interviews; High School Seniors; Academic Achievement; Cultural Background; Immigrants; First Generation College Students; Student Attitudes; Self Esteem; Translation; Code Switching (Language); Spanish; English (Second Language); Second Language Learning; Educational Environment; Family Relationship; California + Suchen Sie Ihr Suchwort? Bilingualismus; Rollen; Soziokulturelle Theorie; Hispanic; Hispanoamerikaner; Interviewing; Interviewtechnik; Schulleistung; Immigrant; Immigrantin; Immigranten; Schülerverhalten; Self-esteem; Selbstaufmerksamkeit; Spanisch; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Kalifornien
Abstract	With a focus on bilingual students' sociocultural learning and cultural assets, the current study presents in-depth interview data from five bilingual Latino/a graduating seniors at a public high school in California. All five participants come from immigrant families and are first-generation college-bound students. Their voices speak to the role of bilingualism in their lives, its presence in many different cultural contexts, and its impact on their academic success. Results are discussed in relation to the importance of recognizing bilingual youths' cultural and linguistic assets at school and disseminating research that documents their successes. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01