"Go Back to Mexico:" Linguistic Violence, Bilingualism, and Identity of Latina/o/x Bilingual Adolescents

Autor/in	Garza Ayala, Armando
Titel	"Go Back to Mexico:" Linguistic Violence, Bilingualism, and Identity of Latina/o/x Bilingual Adolescents
Quelle	In: Journal of Latinos and Education, 22 (2023) 4, S.1597-1611 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Garza Ayala, Armando)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1534-8431
DOI	10.1080/15348431.2021.2022485
Schlagwörter	Hispanic American Students; Bilingualism; English (Second Language); Second Language Learning; Spanish; Language Variation; Language Skill Attrition; Literacy; Language Attitudes; Student Attitudes; Self Concept; Ethnography; Social Bias; Native Language; Language Usage; Middle School Students; Texas + Suchen Sie Ihr Suchwort? Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; Bilingualismus; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Spanisch; Sprachenvielfalt; Sprachverfall; Alphabetisierung; Schreib- und Lesefähigkeit; Sprachverhalten; Schülerverhalten; Selbstkonzept; Ethnografie; Sprachgebrauch; Middle school; Middle schools; Mittelschule; Mittelstufenschule
Abstract	This study explores the linguistic violence of bilingual Latina/o/x adolescents in school settings in Southcentral Texas. In addition, the paper examines how these students see themselves as proficient Spanish/English bilinguals. In doing so, the author uses a language ideologies framework coupled with Anthropolitical linguistics. Within this overarching perspective, the author also utilizes a raciolinguistics lens to support his findings. Using a fluid ethnographic approach, the author collected data through class observations, interviews, focus groups, and students' artifacts. Findings were grouped into two main categories with some subsections: (1) linguistic violence; (a) marginalization of Spanish and its speakers; (b) legitimizing varieties of the Spanish language; and (c) language loss and blocking biliteracy, and (2) languacultural identity: (a) bilingualism is our language. Implications for teachers, school administrators, and teacher preparation programs are discussed. This study contributes to the field of bilingualism, language violence, and identity of marginalized adolescents. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01