Language and Literacy in the Pentecostal Church and the Public High School: A Case Study of a Mexican ESL Student

Autor/in	Ek, Lucila D.
Titel	Language and Literacy in the Pentecostal Church and the Public High School: A Case Study of a Mexican ESL Student
Quelle	In: High School Journal, 92 (2009) 2, S.1-13 (13 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0018-1498
Schlagwörter	High Schools; Critical Theory; Literacy Education; Ethnography; Immigrants; Mexicans; High School Students; Public Schools; Mexican Americans; English (Second Language); Churches; Interviews; Language Usage; Educational Environment; Student Participation; Social Isolation; Social Attitudes; Instructional Effectiveness; Social Theories; Teaching Methods; Social Influences; Cultural Influences; Politics of Education; California + Suchen Sie Ihr Suchwort? High school; Oberschule; Kritische Theorie; Ethnografie; Immigrant; Immigrantin; Immigranten; Mexikaner; High schools; Student; Students; Schüler; Schülerin; Studentin; Public school; Öffentliche Schule; Hispanoamerikaner; English as second language; English; Second Language; Englisch als Zweitsprache; Church; Kirche; Interviewing; Interviewtechnik; Sprachgebrauch; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Soziale Isolation; Social attidude; Soziale Einstellung; Unterrichtserfolg; Gesellschaftstheorie; Teaching method; Lehrmethode; Unterrichtsmethode; Sozialer Einfluss; Cultural influence; Kultureinfluss; Educational policy; Bildungspolitik; Kalifornien
Abstract	Drawing from a multi-year ethnography of a Latino/a immigrant Pentecostal church and from high school observations and interviews of three focal students, this article compares the language and literacy experiences of an immigrant Mexican Pentecostal adolescent in church and school contexts. I document how the youth's Sunday school class fostered a collective, supportive, and caring environment while his high school was marked by isolation, alienation, and hostility. The church afforded him opportunities to engage in rich language and literacy practices, and through his participation he became a competent member of the church. In contrast, his language and literacy classes at school were characterized by a lack of effective instruction and a watered-down curriculum. Sociocultural theory and critical pedagogy serve as frameworks to shed light on how schooling is embedded in the social, cultural, and political context. Implications and recommendations for schools, teachers, and administrators are offered. (As Provided).
Anmerkungen	University of North Carolina Press. 116 South Boundary Street, P.O. Box 2288, Chapel Hill, NC 27515-2288. Tel: 800-848-6224; Tel: 919-966-7449; Fax: 919-962-2704; e-mail: uncpress@unc.edu; Web site: http://uncpress.unc.edu/journals/j-hsj.html
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10