Looking Closely and Listening Carefully: A Sociocultural Approach to Understanding the Complexity of Latina/o/x Students' Everyday Language

Autor/inn/en	Martínez, Ramón Antonio; Mejía, Alexander Feliciano
Titel	Looking Closely and Listening Carefully: A Sociocultural Approach to Understanding the Complexity of Latina/o/x Students' Everyday Language
Quelle	In: Theory Into Practice, 59 (2020) 1, S.53-63 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0040-5841
DOI	10.1080/00405841.2019.1665414
Schlagwörter	Sociocultural Patterns; Hispanic American Students; Academic Language; Linguistic Theory; English (Second Language); Second Language Learning; Language Usage; Literacy; Ethnography; Spanish; Native Language; Code Switching (Language); Teacher Student Relationship; Peer Relationship; Elementary School Students + Suchen Sie Ihr Suchwort? Soziokulturelle Theorie; Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; Academic; Language; Languages; Akademiker; Sprache; Wissenschaftssprache; Linguistische Theorie; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Sprachgebrauch; Alphabetisierung; Schreib- und Lesefähigkeit; Ethnografie; Spanisch; Teacher student relationships; Lehrer-Schüler-Beziehung; Peer-Beziehungen
Abstract	The definitions of "academic language" available to teachers and teacher educators often invoke generalized assumptions about the supposed gap between complex, discipline-specific forms of language and the everyday language of Latina/o/x students. In this article, we advance an alternative hypothesis -- that Latina/o/x students boast expansive linguistic repertoires and engage in complex and sophisticated forms of everyday language, including some that overlap directly with the forms of language and literacy explicitly outlined in official English language arts standards, including the Common Core State Standards. With this as our premise, we draw on a robust theoretical tradition of sociocultural scholarship on language and literacy, as well as on our own ethnographic data, to highlight the complexity of Latina/o/x students' everyday language practices, and to showcase how these complex language practices overlap with those typically framed as academic. We conclude with practical suggestions for beginning to explore Latina/o/x students' everyday linguistic complexity. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01