Crossing Language and Identity as a Critical Border Ethnographer in Southern California

Autor/in	Pastor, Ana Maria Relano
Titel	Crossing Language and Identity as a Critical Border Ethnographer in Southern California
Quelle	In: Journal of Language, Identity, and Education, 10 (2011) 3, S.186-205 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1534-8458
Schlagwörter	Mexican Americans; Ethnography; Foreign Countries; Hispanic Americans; Immigrants; Interviews; Researchers; Ethnicity; Bilingual Education; Computer Assisted Instruction; Females; Spanish; Language Variation; English (Second Language); Second Language Learning; Second Language Instruction; College Students; Student Attitudes; Mother Attitudes; California; Spain + Suchen Sie Ihr Suchwort? Hispanoamerikaner; Ethnografie; Ausland; Hispanic; Immigrant; Immigrantin; Immigranten; Interviewing; Interviewtechnik; Researcher; Forscher; Ethnizität; Bilingual teaching; Bilingualer Unterricht; Computer based training; Computerunterstützter Unterricht; Weibliches Geschlecht; Spanisch; Sprachenvielfalt; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Collegestudent; Schülerverhalten; Mutterliebe; Kalifornien; Spanien
Abstract	This article discusses the language and identity challenges I faced as a critical border ethnographer from Spain doing fieldwork in Southern California. I focus on the multiple positionings that I negotiated doing fieldwork in La Clase Magica (The Magic Class), a computer-based, after-school bilingual program for Mexican/Mexican American/Chicano-a children, youth, and adults in Southern California. The article explores the processes of transformation I underwent as a female, Andalusian speaker of Castilian and researcher from Spain, in relation to a group of Mexican immigrant women participating in this program. Data come from naturally occurring interactions and interview data with children, mothers, caretakers, and university students attending the program. I consider interactional and interview data as "sites of struggle," where participants construct and negotiate representations of themselves and those they align with and distance themselves from, as well as "sites of transformation," where critical ethnographers can move beyond the traps and tricks of ethnography. (Contains 2 footnotes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10