The Hegemony of Language Separation: Discontents en Programas de Lenguaje Dual en Paraguay and El Paso

Autor/in	Mortimer, Katherine S.
Titel	The Hegemony of Language Separation: Discontents en Programas de Lenguaje Dual en Paraguay and El Paso
Quelle	In: Association of Mexican American Educators Journal, 12 (2018) 2, S.121-152 (32 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2377-9187
DOI	10.24974/amae.12.2.397
Schlagwörter	Spanish; American Indian Languages; Bilingual Education Programs; Language Usage; English (Second Language); Teaching Methods; Code Switching (Language); Classroom Communication; Foreign Countries; Cross Cultural Studies; Grade 6; Elementary School Students; High School Students; Language Attitudes; Parent Attitudes; Teacher Attitudes; Administrator Attitudes; Student Attitudes; Ethnography; Discourse Analysis; Texas (El Paso); Paraguay + Suchen Sie Ihr Suchwort? Spanisch; Sprachgebrauch; English as second language; English; Second Language; Englisch als Zweitsprache; Teaching method; Lehrmethode; Unterrichtsmethode; Klassengespräch; Ausland; Cultural comparison; Kulturvergleich; School year 06; 6. Schuljahr; Schuljahr 06; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Sprachverhalten; Elternverhalten; Lehrerverhalten; Schülerverhalten; Ethnografie; Diskursanalyse
Abstract	While language hegemonies often take the form of one language imposed upon speakers of another, this article focuses on the hegemony of language boundaries themselves imposed upon everyday language practices, and in particular, upon those of teachers and students in bilingual classrooms. This examination of two different borderland contexts--El Paso, Texas on the U.S.-Mexico border and a central Paraguayan community on an urban-rural Spanish-Guarani speaking border--illustrates how similar dominant ideologies and discourses worked in both places to make it seem as if what participants saw as "language separation" was pedagogically and socially superior to what they saw as people's everyday "mixed" language use. While teachers' languaging in practice refused these boundaries, it remained unaffirmed by any explicitly positive discourse. With others, I argue that discourses that explicitly affirm and valorize translanguaging practices must become more available to teachers as ways to name, understand, and evaluate their own (and students') language use. And specifically, here I highlight the embracing of translanguaging in formal, public events beyond the classroom as key to this process, illustrating this proposal with two such moments in the El Paso and Paraguayan borderland contexts. (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