Literaturnachweis - Detailanzeige
Autor/in | Valdés, Guadalupe |
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Titel | (Mis)educating the Children of Mexican-Origin People in the United States: The Challenge of Internal Language Borders |
Quelle | In: Intercultural Education, 31 (2020) 5, S.548-561 (14 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 1467-5986 |
DOI | 10.1080/14675986.2020.1794122 |
Schlagwörter | Teaching Methods; Mexican Americans; Barriers; Immigration; Classification; Accountability; English (Second Language); Second Language Learning; Educational Opportunities; Minority Groups; Bilingualism; Language Proficiency; Racial Bias; United States History; English Language Learners; Educational Legislation; Federal Legislation; Elementary Secondary Education; Kindergarten; Immigrants; State Legislation Teaching method; Lehrmethode; Unterrichtsmethode; Hispanoamerikaner; Classification system; Klassifikation; Klassifikationssystem; Verantwortung; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Bildungsangebot; Bildungschance; Ethnische Minderheit; Bilingualismus; Language skill; Language skills; Sprachkompetenz; Racial discrimination; Rassismus; Bildungsrecht; Schulgesetz; Bundesrecht; Immigrant; Immigrantin; Immigranten; Landesrecht |
Abstract | This article maintains that in spite of their seeming progress, Mexican-origin students in the US continue to face barriers that are typical of the complex challenges endured in public schools by minoritized and racialised peoples in the American context. It begins with a brief overview of the current-day demographics of the Mexican-origin population, with selected historical information for readers not familiar with the American context, and with a description of visions for a better life that motivate Mexican migration to the United States. It then focuses on the effects on this population of 'language borderization processes,' that is, of stated-sanctioned mechanisms and procedures used to identify and categorise children as required by school accountability mandates. An argument is made that although these mechanisms are intended to provide tailored support for immigrant-origin children's perceived English language limitations, they can result instead in directly limiting future educational opportunities. (As Provided). |
Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |