More than a Name: Spanish-Speaking Youth Articulating Bilingual Identities

Autor/in	Mackinney, Erin
Titel	More than a Name: Spanish-Speaking Youth Articulating Bilingual Identities
Quelle	In: Bilingual Research Journal, 40 (2017) 3, S.274-288 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1523-5882
DOI	10.1080/15235882.2017.1342716
Schlagwörter	Spanish Speaking; Bilingualism; Educational Policy; Language of Instruction; Middle School Students; Hispanic American Students; Self Concept; English (Second Language); Second Language Learning; Ethnography; Case Studies; Bilingual Education; Student Characteristics; Discourse Analysis; Student Attitudes; Employment Opportunities; Semi Structured Interviews; Focus Groups; Florida (Miami) + Suchen Sie Ihr Suchwort? Bilingualismus; Politics of education; Bildungspolitik; Teaching language; Unterrichtssprache; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Hispanic; Hispanic Americans; Hispanoamerikaner; Studentin; Selbstkonzept; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Ethnografie; Case study; Fallstudie; Case Study; Bilingual teaching; Bilingualer Unterricht; Diskursanalyse; Schülerverhalten; Berufschance; Beschäftigungschance
Abstract	This article explores how middle school Latina/o youth articulate their intersecting language identities as part of larger institutional and transnational experiences. Students navigated the multiple labels ascribed to them as members of the English for Speakers of Other Languages (ESOL) program as they shaped perspectives of their bilingual selves. Findings from this ethnographic case study show how youth resisted the institutional identities that the ESOL label reified and how students repositioned themselves as language balancers, border crossers, and marketable bilinguals. Implications for educational language policy and programming are provided. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01