Linguistic Violence, Insecurity, and Work: Language Ideologies of Latina/o Bilingual Teacher Candidates in Texas

Autor/inn/en	Ek, Lucila D.; Sánchez, Patricia; Quijada Cerecer, Patricia D.
Titel	Linguistic Violence, Insecurity, and Work: Language Ideologies of Latina/o Bilingual Teacher Candidates in Texas
Quelle	In: International Multilingual Research Journal, 7 (2013) 3, S.197-219 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1931-3152
DOI	10.1080/19313152.2013.768144
Schlagwörter	Hispanic Americans; Teacher Education; Preservice Teachers; Language Attitudes; Spanish; Personal Narratives; Disadvantaged; Bilingualism; Student Attitudes; Educational Experience; Mothers; Parent Child Relationship; Language Maintenance; Language Variation; Nonstandard Dialects; English (Second Language); Second Language Learning; Practicums; Discourse Analysis; Cultural Context; Texas + Suchen Sie Ihr Suchwort? Hispanic; Hispanoamerikaner; Lehrerausbildung; Lehrerbildung; Sprachverhalten; Spanisch; Erlebniserzählung; Bilingualismus; Schülerverhalten; Bildungserfahrung; Mother; Mutter; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Sprachpflege; Sprachenvielfalt; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Practicum; Praktikum; Praktika; Diskursanalyse
Abstract	Drawing from a larger qualitative study, this article examines the narratives of bilingual Latina/o teacher candidates in South Texas. The findings reveal that bilingual teacher candidates are linguistically subordinated by the marginalized status of Spanish in the United States and by deficit perspectives of Spanish of the Southwest. Their educational experiences are replete with linguistic violence that shapes and influences their own linguistic ideologies. Teacher candidates' narratives reveal the "linguistic motherwork" that Latina mothers perform to raise the status of Spanish and to maintain their children's heritage language. However, although our Latina/o bilingual candidates (and their mothers) may view "good," "proper," or "academic" Spanish in a positive light, they may have negative attitudes toward their own or others' nonstandard Spanish dialects, including the varieties that are spoken in Texas. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10