"Who We Are Today": Latinx Youth Perspectives on the Possibilities of Being Bilingual and Bicultural

Autor/in	Newcomer, Sarah N.
Titel	"Who We Are Today": Latinx Youth Perspectives on the Possibilities of Being Bilingual and Bicultural
Quelle	In: Journal of Language, Identity, and Education, 19 (2020) 3, S.193-207 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1534-8458
DOI	10.1080/15348458.2019.1655426
Schlagwörter	Bilingualism; Biculturalism; Student Attitudes; Hispanic American Students; Culturally Relevant Education; High School Students; Educational Experience; Elementary Education; Kindergarten; Middle Schools; Teaching Methods; Bilingual Education; Spanish; English (Second Language); Second Language Learning; Language Usage; Student Empowerment; Ethnography; English Only Movement; Critical Thinking; Music Activities; Caring; Teacher Student Relationship; Consciousness Raising; Personal Autonomy; Arizona + Suchen Sie Ihr Suchwort? Bilingualismus; Bikulturalität; Schülerverhalten; Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; High school; High schools; Oberschule; Bildungserfahrung; Elementarunterricht; Middle school; Mittelschule; Mittelstufenschule; Teaching method; Lehrmethode; Unterrichtsmethode; Bilingual teaching; Bilingualer Unterricht; Spanisch; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Sprachgebrauch; Studienberechtigung; Ethnografie; Kritisches Denken; Musikalische Aktion; Care; Pflege; Sorge; Betreuung; Teacher student relationships; Lehrer-Schüler-Beziehung; Bewusstseinsbildung; Individuelle Autonomie
Abstract	This article investigates the perspectives of seven adolescent Latinx students in relation to being bilingual and bicultural, and to their former K-8 elementary school, which offered a variety of culturally sustaining practices, including campus-wide use of both Spanish and English and a dual language program. Within this qualitative case study, students recount what they value from their elementary K-8 school and share how they've drawn from that experience to negotiate various challenges to their linguistic and cultural identities in high school. The students characterize their elementary years as providing a foundation of support, helping them in becoming who they are today. This study examines the curricular and instructional practices at a bilingual elementary K-8 school through the students' own perspectives and draws from the students' recollections to deepen our understanding of collaborative processes of empowerment for Latinx students in school. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01