A Twice-Told Tale: Voices of Resistance in a Borderlands Spanish Heritage Language Class

Autor/in	Helmer, Kimberly Adilia
Titel	A Twice-Told Tale: Voices of Resistance in a Borderlands Spanish Heritage Language Class
Quelle	In: Anthropology & Education Quarterly, 44 (2013) 3, S.269-285 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0161-7761
DOI	10.1111/aeq.12025
Schlagwörter	Ethnography; Mexican Americans; High School Students; Charter Schools; Spanish; Heritage Education; Native Language Instruction; English (Second Language); Second Language Learning; Student Attitudes; Teacher Attitudes; Self Concept; Language Teachers; Teacher Qualifications; Secondary School Teachers; Language Proficiency + Suchen Sie Ihr Suchwort? Ethnografie; Hispanoamerikaner; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Charter school; Charter-Schule; Spanisch; Native language education; Muttersprachlicher Unterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Schülerverhalten; Lehrerverhalten; Selbstkonzept; Language teacher; Sprachunterricht; Lehrqualifikation; Language skill; Language skills; Sprachkompetenz
Abstract	Drawn from a two-year critical ethnography, the author explores how Mexican-origin students in a U.S. southwest charter high school resisted Spanish heritage language instruction. Resistance was rooted in students' perception that their teacher unfairly characterized their linguistic and social identities. Students also constructed their non-native Spanish teacher to be a Spanish-language learner, disqualifying her to teach their heritage language, despite her proficiency. Misunderstandings arose from teacher's and students' limited imaginings of Spanish-language discourse communities. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10