Multilingual Mexican-Origin Students' Perspectives on Their Indigenous Heritage Language

Autor/inn/en	Morales, P. Zitlali; Saravia, Lydia A.; Pérez-Iribe, María Fernanda
Titel	Multilingual Mexican-Origin Students' Perspectives on Their Indigenous Heritage Language
Quelle	In: Association of Mexican American Educators Journal, 13 (2019) 2, S.91-121 (31 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2377-9187
DOI	10.24974/amae.13.2.430
Schlagwörter	Mexican Americans; Hispanic American Students; Student Attitudes; Native Language; Language Attitudes; American Indian Languages; Language Usage; Language Maintenance; Spanish; English; Immersion Programs; Elementary School Students; Middle School Students; Grade 5; Grade 8; Longitudinal Studies; California + Suchen Sie Ihr Suchwort? Hispanoamerikaner; Hispanic; Hispanic Americans; Student; Students; Schüler; Schülerin; Studentin; Schülerverhalten; Sprachverhalten; Sprachgebrauch; Sprachpflege; Spanisch; English language; Englisch; Immersionsprogramm; Middle school; Middle schools; Mittelschule; Mittelstufenschule; School year 05; 5. Schuljahr; Schuljahr 05; School year 08; 8. Schuljahr; Schuljahr 08; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Kalifornien
Abstract	This article focuses on the reported experiences of three focal students who participated in a Spanish/English dual language program in their southern California school district throughout their elementary and middle school years. All three students identify as Mexican-origin and speak Spanish, English, and the Indigenous language of Zapoteco and have different relationships with their languages. The framework of Critical Latinx Indigeneities (Blackwell, Boj Lopez & Urrieta, 2017) is used to explore the practices engaged in by the students, including language use and transnationalism (Sánchez, 2007), as well as the investment to learn and use a language as part of their identity (Norton Peirce, 1995; Norton, 2000). Even though dual language programs provide much needed linguistic supports for language maintenance, perhaps more importantly, they provide support for ideological shifts towards language maintenance rather than transition to English-only instruction. However, the three students experienced a segmented and limited focus on Spanish language development in middle school compared to their elementary school experience. The authors discuss implications for outside school spaces that can support authentic language use, in addition to school-sanctioned language programs promoting multilingualism. (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