Literaturnachweis - Detailanzeige
Autor/in | Talamantes, Maria Del Rosario |
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Titel | A Critical Classroom Study of Language Oppression: Manuel and Malena's Testimonios, "Sentía como que yo no valía nada . . . se reían de mí" |
Quelle | In: Journal of Latinos and Education, 22 (2023) 3, S.926-947 (22 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Zusatzinformation | ORCID (Talamantes, Maria Del Rosario) |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 1534-8431 |
DOI | 10.1080/15348431.2021.1880412 |
Schlagwörter | Personal Narratives; Power Structure; English (Second Language); Second Language Learning; Second Language Instruction; Cooperative Learning; Immigrants; Grade 5; Elementary School Students; Bilingual Education; Immersion Programs; Spanish; Language of Instruction; Scheduling; Bullying; Student Attitudes; Language Proficiency; Language Usage; Native Language; Peer Relationship; Independent Study; Texas (El Paso) Erlebniserzählung; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Kooperatives Lernen; Immigrant; Immigrantin; Immigranten; School year 05; 5. Schuljahr; Schuljahr 05; Bilingual teaching; Bilingualer Unterricht; Immersionsprogramm; Spanisch; Teaching language; Unterrichtssprache; Disposition; Mobbing; Schülerverhalten; Language skill; Language skills; Sprachkompetenz; Sprachgebrauch; Peer-Beziehungen; Selbststudium |
Abstract | This critical classroom study of language oppression draws from the notion of existing inequalities based on power relations in education research, as addressed in a critical ethnography. This critical classroom study explores the cases of two recent immigrant students, "Manuel" and "Malena," on the -U.S.-Mexican border near El Paso, Texas, who were attending a fifth-grade dual language class at "Border PK-5 Elementary School" (pseudonyms). This school followed a 50/50 dual immersion model from K-fourth grade. By the fifth grade in this school, 70% of the academic time was taught in English and 30% in Spanish. Documented data from observations in the classroom and students' multimodal testimonios reveal acts of linguistic bullying against the two recent immigrants based on their underdeveloped second language, English, when self-regulated learning was at work in a cooperative learning environment. (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 |