GSE Publications

Document Type

Journal Article

Date of this Version

2014

Publication Source

Journal of Language, Identity & Education

Volume

13

Issue

5

Start Page

335

Last Page

353

DOI

10.1080/15348458.2014.958040

Abstract

Latino students’ educational success is central to America’s prosperity—in traditional immigrant destinations and in New Latino Diaspora locations, previously unfamiliar with Latinos. Implicated in this success is the reception young immigrants receive, especially the ways in which they are identified in schools. We describe findings from 6 years of ethnographic research in a high school and an elementary school in the New Latino Diaspora and describe divergent ideologies of Mexican-immigrant Spanish circulating in each context. We show how monoglossic language ideologies in the 2 schools frame teenage immigrants as deficient and younger immigrant children as proficient. These ideologies influence both elementary and high school decisions about how to serve immigrant students, and they shape students’ own language practices, which have implications for their learning opportunities and future trajectories. We argue that attention to these divergent language ideologies is necessary for understanding different educational outcomes across decimal generations of immigrant students.

Copyright/Permission Statement

This is an Author's Original Manuscript of an article published by Taylor & Francis Group in the Journal of Language, Identity & Education on 11/14/2014, available online: http://www.tandfonline.com/10.1080/15348458.2014.958037.

Comments

The original manuscript (found here) was originally titled "Student Spanish as liability or asset: Generational diversity in ideologies of Mexican immigrant language at school." It was published in its final version under the title "Immigrant Spanish as Liability or Asset? Generational Diversity in Language Ideologies at School."

Keywords

New Latino Diaspora, language ideologies, Latinos, decimal generations, English-language learners, contexts of reception

 

Date Posted: 11 February 2015

This document has been peer reviewed.