"Culture Is the Way They Live Here": Young Latin@s and Parents Navigate Linguistic and Cultural Borderlands in U.S. Schools

Autor/inn/en	Brown, Sally; Souto-Manning, Mariana
Titel	"Culture Is the Way They Live Here": Young Latin@s and Parents Navigate Linguistic and Cultural Borderlands in U.S. Schools
Quelle	In: Journal of Latinos and Education, 7 (2008) 1, S.25-42 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1534-8431
Schlagwörter	Puerto Ricans; Hispanic Americans; Immigrants; Bilingualism; Acculturation; Discourse Analysis; Sociocultural Patterns; Language Maintenance; English (Second Language); Public Schools; Language Attitudes; South Carolina + Suchen Sie Ihr Suchwort? Puerto Rican; Puerto-Ricaner; Hispanic; Hispanoamerikaner; Immigrant; Immigrantin; Immigranten; Bilingualismus; Akkulturation; Diskursanalyse; Soziokulturelle Theorie; Sprachpflege; English as second language; English; Second Language; Englisch als Zweitsprache; Public school; Öffentliche Schule; Sprachverhalten
Abstract	Throughout the United States, deficit perspectives contribute to Latino students' failure in terms of school success. This happens because many educators still regard bilingualism as a deficit. We examined the discourse of one family to better understand how deficit, assimilationist discourse affected them and their two children. We came to understand that, influenced by deficit messages, parents celebrated accelerated English acquisition. Implications for teachers include the recognition and support of linguistic and cultural diversity in the classroom. We suggest a sociocultural perspective that embraces the culture and humanity of every student and helps support the maintenance of multiple cultures. (Contains 4 footnotes.) (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