Pero Aquí se Habla Inglés: "Latina Immigrant Mothers' Experiences of Discrimination, Resistance, and Pride through Antropoesía"

Autor/in	Chaparro, Sofía E.
Titel	Pero Aquí se Habla Inglés: "Latina Immigrant Mothers' Experiences of Discrimination, Resistance, and Pride through Antropoesía"
Quelle	In: TESOL Quarterly: A Journal for Teachers of English to Speakers of Other Languages and of Standard English as a Second Dialect, 54 (2020) 3, S.599-628 (30 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Chaparro, Sofía E.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0039-8322
DOI	10.1002/tesq.593
Schlagwörter	Hispanic Americans; Mothers; Bilingual Education; Immersion Programs; Migrants; Social Bias; Resistance (Psychology); Mother Attitudes; Parent Child Relationship; Parent Participation; Ethnography; Phenomenology; Poetry + Suchen Sie Ihr Suchwort? Hispanic; Hispanoamerikaner; Mother; Mutter; Bilingual teaching; Bilingualer Unterricht; Immersionsprogramm; Migrantin; Resistenz; Mutterliebe; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Elternmitwirkung; Ethnografie; Phenomenological psychology; Phänomenologie; Psychologie; Lyrik; Poesie
Abstract	This article examines the experiences of Latina mothers in one two-way immersion Spanish-English bilingual program in the United States. Through a qualitative analysis of ethnographic interviews and their selective transcription as verse--or "antropoesía"--this analysis seeks to illuminate the phenomenological aspects of what it means to be a Latina migrant mother. These poetic transcriptions evoke the themes of migration, of not knowing English, of discrimination, of resistance to English-only discourses, and of pride in children's bilingualism. Understanding the experiences of Latinx immigrant parents in schools is critical for both research and practice, given the important role that families and caregivers play in the education of children. In order to do justice to such experiences the author argues that we must learn to critically listen, and to do so requires us to represent our participants' experiences differently in our work. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01