Collective (Re)constructions of Linguistic Surveillance at Home: Transfronterizx Families as Cultural and Linguistic Guardians

Autor/in	Nuñez, Idalia
Titel	Collective (Re)constructions of Linguistic Surveillance at Home: Transfronterizx Families as Cultural and Linguistic Guardians
Quelle	In: Equity & Excellence in Education, 54 (2021) 3, S.238-251 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1066-5684
DOI	10.1080/10665684.2021.2021614
Schlagwörter	Immigrants; Immigration; Political Attitudes; Hispanic Americans; Language Attitudes; Code Switching (Language); Spanish; English (Second Language); Second Language Learning; Language Usage; Bilingualism; Futures (of Society); Case Studies; Family Environment; Parent Child Relationship; Parenting Styles; Monolingualism; Educational Environment; Parent Role; Student Role; Elementary School Students; Mexican Americans; Family Relationship; Texas + Suchen Sie Ihr Suchwort? Immigrant; Immigrantin; Immigranten; Political attitude; Politische Einstellung; Hispanic; Hispanoamerikaner; Sprachverhalten; Spanisch; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Sprachgebrauch; Bilingualismus; Future; Society; Zukunft; Case study; Fallstudie; Case Study; Familienmilieu; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Parental role; Elternrolle
Abstract	In the current anti-immigrant context, Latinx families, children, and communities experience language as a highly contested and surveilled practice with consequential effects. In this study, I drew on the concept of literacies of surveillance and translanguaging to examine how language was embodied and rationalized in the context of three homes of Latinx, transfronterizx families. This critical multiple-case study led to three main findings: (1) Parents and children are linguistic guardians and surveil from a place of love and care, (2) embracing Spanish-English parallel monolingualism is a form of "respeto," and (3) translanguaging is a way of being for bilingual children moving in and out of surveilled moments. The findings have important implications for reconstructing the concept of linguistic surveillance in research and reframing parents' and children's roles in school when it relates to designing and authoring children's bilingual futures. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01