"'Puro' Spelling and Grammar": Conceptualizations of Language and the Marginalization of Emergent Bilinguals

Autor/in	Poza, Luis E.
Titel	"'Puro' Spelling and Grammar": Conceptualizations of Language and the Marginalization of Emergent Bilinguals
Quelle	In: Penn GSE Perspectives on Urban Education, 13 (2016) 1, S.20-41 (22 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1946-7109
Schlagwörter	Immersion Programs; English (Second Language); Second Language Learning; Intervention; Ideology; Social Bias; English Language Learners; Bilingual Education; Monolingualism; Social History; Bilingual Students; Educational History; Semi Structured Interviews; Remedial Instruction; Observation; Elementary Schools; Ethnography; Content Analysis; California + Suchen Sie Ihr Suchwort? Immersionsprogramm; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Ideologie; Bilingual teaching; Bilingualer Unterricht; Sozialgeschichte; History of education; Bildungsgeschichte; Förderkurs; Beobachtung; Elementary school; Grundschule; Volksschule; Ethnografie; Inhaltsanalyse; Kalifornien
Abstract	Conceptualizations of language and language learning underlie language pedagogies (Valdés, Poza, & Brooks, 2015). The present work relies on ethnographic observation and interviews in a dual immersion (DI) bilingual program, as well as a content analysis of the research foundation of the English Language Development intervention curriculum, to show how prevalent conceptualizations reflect US monolingual ideologies and monoglossic perspectives (García, 2009a). The work further shows how such views marginalize students classified as English Language Learners, referred to here as emergent bilinguals, by excluding them from important content instruction, engaging teaching methods, and primary language instruction, all for the sake of expediting their reclassification as proficient in English. (As Provided).
Anmerkungen	University of Pennsylvania, Graduate School of Education. 3700 Walnut Street, Philadelphia, PA 19104. e-mail: journal@gse.upenn.edu; Web site: http://urbanedjournal.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01