A Critical Classroom Study of Language Oppression: Manuel and Malena's Testimonios, "Sentía como que yo no valía nada . . . se reían de mí"

Autor/in	Talamantes, Maria Del Rosario
Titel	A Critical Classroom Study of Language Oppression: Manuel and Malena's Testimonios, "Sentía como que yo no valía nada . . . se reían de mí"
Quelle	In: Journal of Latinos and Education, 22 (2023) 3, S.926-947 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Talamantes, Maria Del Rosario)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1534-8431
DOI	10.1080/15348431.2021.1880412
Schlagwörter	Personal Narratives; Power Structure; English (Second Language); Second Language Learning; Second Language Instruction; Cooperative Learning; Immigrants; Grade 5; Elementary School Students; Bilingual Education; Immersion Programs; Spanish; Language of Instruction; Scheduling; Bullying; Student Attitudes; Language Proficiency; Language Usage; Native Language; Peer Relationship; Independent Study; Texas (El Paso) + Suchen Sie Ihr Suchwort? Erlebniserzählung; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Kooperatives Lernen; Immigrant; Immigrantin; Immigranten; School year 05; 5. Schuljahr; Schuljahr 05; Bilingual teaching; Bilingualer Unterricht; Immersionsprogramm; Spanisch; Teaching language; Unterrichtssprache; Disposition; Mobbing; Schülerverhalten; Language skill; Language skills; Sprachkompetenz; Sprachgebrauch; Peer-Beziehungen; Selbststudium
Abstract	This critical classroom study of language oppression draws from the notion of existing inequalities based on power relations in education research, as addressed in a critical ethnography. This critical classroom study explores the cases of two recent immigrant students, "Manuel" and "Malena," on the -U.S.-Mexican border near El Paso, Texas, who were attending a fifth-grade dual language class at "Border PK-5 Elementary School" (pseudonyms). This school followed a 50/50 dual immersion model from K-fourth grade. By the fifth grade in this school, 70% of the academic time was taught in English and 30% in Spanish. Documented data from observations in the classroom and students' multimodal testimonios reveal acts of linguistic bullying against the two recent immigrants based on their underdeveloped second language, English, when self-regulated learning was at work in a cooperative learning environment. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01