Advocating for Language Rights: Critical Latina Bilingual Teachers Creating Bilingual Space in Arizona

Autor/inn/en	Ramírez, Pablo Cortés; Vickery, Amanda E.; Salinas, Cinthia S.; Ross, Lydia
Titel	Advocating for Language Rights: Critical Latina Bilingual Teachers Creating Bilingual Space in Arizona
Quelle	In: Bilingual Research Journal, 39 (2016) 3-4, S.296-308 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1523-5882
DOI	10.1080/15235882.2016.1238856
Schlagwörter	Hispanic Americans; Hispanic American Students; Civil Rights; Bilingualism; Advocacy; Bilingual Teachers; Professional Autonomy; Qualitative Research; School Districts; Spanish; English (Second Language); Second Language Learning; Ethnography; Interviews; Teacher Attitudes; Observation; Meetings; Language Planning; State Legislation; Elementary School Teachers; Secondary School Teachers; Case Studies; Language Usage; Arizona + Suchen Sie Ihr Suchwort? Hispanic; Hispanoamerikaner; Hispanic Americans; Student; Students; Schüler; Schülerin; Studentin; Bürgerrechte; Grundrechte; Zivilrecht; Bilingualismus; Sozialanwaltschaft; Berufsfreiheit; Qualitative Forschung; School district; Schulbezirk; Spanisch; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Ethnografie; Interviewing; Interviewtechnik; Lehrerverhalten; Beobachtung; Meeting; Tagung; Sprachwechsel; Landesrecht; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Case study; Fallstudie; Case Study; Sprachgebrauch
Abstract	This qualitative research study documented the way in which two Latina bilingual teachers advocated for the language rights of emergent bilinguals who attended and resided in two particular school districts in Arizona. Drawing from qualitative and ethnographic approaches, we collected data from teacher interviews, classroom/school observations, district meetings, and community convivios to examine the ways in which two teachers championed language rights in various contexts. We employed Ruiz's (1984) language planning framework to document the way in which bilingual teachers advocated for the language rights of emergent bilingual students. This study demonstrates how Latina bilingual teachers utilized their cultural knowledge to successfully educate, advocate for, and uplift their bilingual students and cultural community within multiple, and oftentimes hostile, spaces. Findings from this study suggest that Latina teachers enact their own agency to create bilingual space for their students in linguistically constraining environments. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01