Border Crossings and Border Exclusions: Academic and Social Experiences of a Second-Grade Child of Indigenous Descent in a Dual Language School

Autor/inn/en	Lang, María G.; García, Georgia Earnest
Titel	Border Crossings and Border Exclusions: Academic and Social Experiences of a Second-Grade Child of Indigenous Descent in a Dual Language School
Quelle	In: Bilingual Research Journal, 45 (2022) 1, S.43-60 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Lang, María G.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1523-5882
DOI	10.1080/15235882.2022.2087791
Schlagwörter	Grade 2; Indigenous Populations; Elementary School Students; Bilingual Education; English (Second Language); Spanish; Hispanic American Students; Self Concept; Coping; Indigenous Knowledge; Language Usage; Barriers; Immigrants; Cultural Differences; Student Experience + Suchen Sie Ihr Suchwort? School year 02; 2. Schuljahr; Schuljahr 02; Sinti und Roma; Bilingual teaching; Bilingualer Unterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Spanisch; Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; Selbstkonzept; Bewältigung; Sprachgebrauch; Immigrant; Immigrantin; Immigranten; Kultureller Unterschied; Studienerfahrung
Abstract	In this ethnographic case study, border theory was used to analyze how a Guatemalan/Mexican student of Indigenous descent confronted borders in a second-grade, Spanish-English dual-language (DL) classroom in the U.S. The student faced structural/institutional borders that affected all the DL participants or Latinx students and social borders specific to himself and other students of Indigenous descent. He initially coped by not speaking English and assuming a Mexican identity. With his teacher's support, he crossed social borders by speaking English, taking pride in his Indigeneity, and using Q'anjob'al. How DL programs could better address the needs of Indigenous students is discussed. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01