'Siento que el inglés esta tumbando mi español': A Transfronteriza Child's Embodied Critical Language Awareness

Autor/in	Nuñez, Idalia
Titel	'Siento que el inglés esta tumbando mi español': A Transfronteriza Child's Embodied Critical Language Awareness
Quelle	In: International Journal of Bilingual Education and Bilingualism, 25 (2022) 7, S.2608-2620 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Nuñez, Idalia)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1367-0050
DOI	10.1080/13670050.2021.1942429
Schlagwörter	Native Language; Cultural Awareness; Hispanic Americans; Hispanic American Culture; Hispanic American Students; Bilingualism; Self Concept; Foreign Countries; Spanish; English (Second Language); Resistance (Psychology); Language Skill Attrition; Females; Children; Language Usage; Monolingualism; Mexico; United States + Suchen Sie Ihr Suchwort? Cultural identity; Kulturelle Identität; Hispanic; Hispanoamerikaner; Hispanistik; Hispanic Americans; Student; Students; Schüler; Schülerin; Studentin; Bilingualismus; Selbstkonzept; Ausland; Spanisch; English as second language; English; Second Language; Englisch als Zweitsprache; Resistenz; Sprachverfall; Weibliches Geschlecht; Child; Kind; Kinder; Sprachgebrauch; Mexiko; USA
Abstract	For many minoritized communities, sustaining or at least holding on to their home language and cultural identity has been a constant uphill battle. Nevertheless, Latina/o/x who speak Spanish, for example, have demonstrated to be linguistically and culturally resilient against hegemonic societal, institutional, political, and monolithic national ideologies. This article explores a single case study of a Latina transfronteriza child's embodied critical language awareness. Merging Critical Language Awareness and Chicana Feminist Theory, the findings demonstrate how a Latina child makes sense of linguistic hierarchies, language loss, and how she challenges deficit perspectives imposed on her home language by relying on her senses and feelings. The article concludes by offering ways to understand and support critical language awareness with Latina/o/x students that stems from knowledge rooted in the brown body and their lived experience. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01