Language Hegemonies and Their Discontents: History, Theory, Bilingualism, and Funds of Knowledge

Autor/in	Vélez-Ibáñez, Carlos G.
Titel	Language Hegemonies and Their Discontents: History, Theory, Bilingualism, and Funds of Knowledge
Quelle	In: Association of Mexican American Educators Journal, 12 (2018) 2, S.20-43 (24 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2377-9187
DOI	10.24974/amae.12.2.393
Schlagwörter	Bilingualism; Cultural Background; Spanish; American Indian Languages; English (Second Language); Mexican Americans; Second Language Learning; Bilingual Education; Teaching Methods; Social Networks; Biculturalism; Cultural Maintenance; Language Minorities; Educational Benefits; Native Speakers; Hispanic American Students; United States History; Geographic Regions + Suchen Sie Ihr Suchwort? Bilingualismus; Spanisch; English as second language; English; Second Language; Englisch als Zweitsprache; Hispanoamerikaner; Zweitsprachenerwerb; Bilingual teaching; Bilingualer Unterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Social network; Soziales Netzwerk; Bikulturalität; Sprachminderheit; Bildungsertrag; Muttersprachler; Hispanic; Hispanic Americans; Student; Students; Schüler; Schülerin; Studentin
Abstract	This article reviews hegemonic impositions of language and culture over the history of the Southwest North American Region, beginning with Spanish imperial attempts to erase the existing linguistic and cultural practices of Indigenous communities. It goes on to consider the educational processes by which English language and American culture were imposed on Mexican American children and communities following the American Mexican War. Along with hegemonic attempts to subdue and dominate populations, the article also explores the myriad ways subjugated populations have expressed their discontent, from violent revolt to the creation of alternative educational programs. With reference to the latter, given the well-attested benefits of bilingualism, it is argued that one way to capitalize on the cultural and linguistic capacities of transborder populations is to integrate dual-language education and a funds of knowledge approach. Engagement in Mexican-origin children's social networks will help educators to counter the process of cultural erasure and to ensure that bilingual programs benefit language-minority students, and not just middle-class, English-dominant students. Without support for Mexican-origin and other Latino/a students to emerge fully as complex cultural beings, we will continue to perpetuate a situation of linguistic and cultural hegemony where populations are restricted from their full human potential. (As Provided).
Anmerkungen	Association of Mexican American Educators. 634 South Spring Street Suite 908, Los Angeles, CA 90014. Tel: 310-251-6306; Fax: 310-538-4976; e-mail: executivedirector@amae.org; Web site: http://amaejournal.utsa.edu/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01