Conflicting Ideologies of Mexican Immigrant English Across Levels of Schooling

Loading...
Thumbnail Image
Penn collection
GSE Faculty Research
Degree type
Discipline
Subject
emergent bilinguals
ethnography
language ideologies
New Latino Diaspora
Bilingual, Multilingual, and Multicultural Education
Educational Methods
Educational Sociology
Elementary Education and Teaching
Linguistic Anthropology
School Psychology
Secondary Education and Teaching
Social and Philosophical Foundations of Education
Funder
Grant number
License
Copyright date
Distributor
Related resources
Author
Gallo, Sarah
Link, Holly
Allard, Elaine
Contributor
Abstract

This article explores how language ideologies—beliefs about immigrant students’ language use—carry conflicting images of Spanish speakers in one New Latino Diaspora town. We describe how teachers and students encounter, negotiate, and appropriate divergent ideologies about immigrant students’ language use during routine schooling practices, and we show how these ideologies convey different messages about belonging to the community and to the nation. Although the concept of language ideology often assumes stable macrolevel beliefs, our data indicate that ideologies can vary dramatically in one town. Elementary educators and students had a positive, “bilinguals-in-the-making” ideology about Spanish-speaking students, while secondary educators used more familiar deficit accounts. Despite their differences, we argue that both settings tended toward subtractive schooling, and we offer suggestions for how educators could more effectively build upon emergent bilinguals’ language skills and practices.

Advisor
Date Range for Data Collection (Start Date)
Date Range for Data Collection (End Date)
Digital Object Identifier
Series name and number
Publication date
2014-04-15
Journal title
International Multilingual Research Journal
Volume number
Issue number
Publisher
Publisher DOI
Journal Issue
Comments
Recommended citation
Collection