Competing Language Ideologies in a Bilingual/Bicultural After-School Program in Southern California

Autor/in	Pastor, Ana Maria Relano
Titel	Competing Language Ideologies in a Bilingual/Bicultural After-School Program in Southern California
Quelle	In: Journal of Latinos and Education, 7 (2008) 1, S.4-24 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1534-8431
Schlagwörter	School Activities; Participant Observation; Multilingualism; Ideology; After School Programs; Preschool Children; Adolescents; Teaching Methods; Bilingualism; Emergent Literacy; Spanish; English (Second Language); Second Language Learning; Language Usage; Videotape Recordings; Interviews; Hispanic American Students; Biculturalism; California + Suchen Sie Ihr Suchwort? Teilnehmende Beobachtung; Mehrsprachigkeit; Multilingualismus; Ideologie; After school education; After-school programs; Program; Programs; Programme; Außerschulische Jugendbildung; Programm; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Teaching method; Lehrmethode; Unterrichtsmethode; Bilingualismus; Frühleseunterricht; Spanisch; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Sprachgebrauch; Interviewing; Interviewtechnik; Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; Bikulturalität; Kalifornien
Abstract	This article looks at the competing language ideologies that preschool children negotiate in "Mi Clase Magica" (MCM), a Spanish-English bilingual/bicultural after-school program in San Diego. It examines children's language choice in interactions with peers and adults taking place at computer and "tareas" (homework) activities. Data comes from long-term participant observation; audio- and videotaping; field notes by adult participants; and interviews with MCM coordinators, volunteer mothers, and schoolteachers. Findings indicate that MCM children are processing competing language frameworks from home and school and revealing emergent language ideologies in their daily interactions with peers and adults. The study reveals the complexity of Latino children's language choices in informal educational settings and draws implications for pedagogical practices in multilingual classrooms. (Author).
Anmerkungen	Lawrence Erlbaum. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals/default.html
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10