Bilingual Youth: Spanish‐speakers at the Beginning of the 21st Century

Potowski, Kim

doi:10.1111/lnc3.12192

Cited by 3 publications

(1 citation statement)

References 40 publications

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“…Varying patterns in migration have only made the issue more salient (May, 2013). While there is emerging research documenting experiences of so-called long-term English language learners (ELLs) across the secondary curriculum (Brooks, 2019), it is also important to acknowledge the existence of multilingual students without institutional labels like “language learners.” Despite evidence suggesting benefits of students using languages beyond English in academic settings, schools often have English-only policies (Potowski, 2016; Salazar, 2008). Pedagogies of multilingualism and multiliteracies are few and far between.…”

Section: Introductionmentioning

confidence: 99%

Illustrating linguistic dexterity in “English mostly” spaces: how translanguaging can support academic writing in secondary ELA classrooms

Williamson

Clemons

2022

ETPC

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Purpose Little research has been done exploring the nature of multilingual students who are not categorized as English language learners (ELLs) in English language arts (ELA) classes. This study about a group of multilingual girls in an ELA class led by a monolingual white teacher aims to show how, when a teacher makes space for translanguaging practices in ELA, multilingual students disrupt norms of English only. Design/methodology/approach The authors use reconstructive discourse analysis to understand translanguaging across a variety of linguistic productions for a group of four focal students. Data sources include fieldnotes from 29 classroom observations, writing samples and process documents and 8.5 h of recorded classroom discourse. Findings Students used multilingualism across a variety of discourse modes, frequently in spoken language and rarely in written work. Translanguaging was most present in small-group peer talk structures, where students did relationship building, generated ideas for writing and managed their writing agendas, including feelings about writing. In addition, Spanish served as “elevated vocabulary” in writing. Across discourse modes, translanguaging served to develop academic proficiency in writing. Originality/value The authors proposed a more expansive approach to data analysis in English-mostly cases – i.e. environments shaped by multilingual students in monolingual school contexts – to argue for anti-deficit approaches to literacy development for multilingual students. Analyzing classroom talk alongside literacy allows for a more nuanced understanding of translanguaging practices in academic writing. They also show how even monolingual teachers can disrupt monolingual hegemony in ELA classrooms with high populations of multilingual students.

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Section: Introductionmentioning

confidence: 99%

Illustrating linguistic dexterity in “English mostly” spaces: how translanguaging can support academic writing in secondary ELA classrooms

Williamson

Clemons

2022

ETPC

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‘Should Latinas go blond?’ Media representation and the regulation of Latina bodies and Latinas’ social and cultural practices in a beauty magazine

Rojas-Sosa

2020

GENL

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In the United States, ‘Latinas’ is an ethnic category that includes a very diverse population. Since second- and third-generation Latinxs tend to be Englishdominant speakers, it is common to see publications in English that target this group. This study analyses how one of these publications, a beauty magazine for Latinas, uses different linguistic devices in their interviews and beauty advice columns to create a racially/ethnically homogeneous image of this community. My analysis focuses on this publication’s articles about hair, with particular attention to metaphors, the use of Spanish, and the indexicality of the term Latina itself. It shows that while characteristics of, and stereotypes about, Latinas are praised and celebrated, the advice offered contains instructions to regulate the Latina body to conform to beauty norms that are more valued in the United States, those associated with White women. Also, my analysis shows how this publication establishes different levels of Latinidad (Latinity) in which being too Latina represents traditional and primitive values that seem to be part of these Latinas’ imagined community’s heritage but not their own. I argue that these advice articles are intended to discursively create a Latina body acceptable to mainstream America; that while attempting to create a homogeneous image of Latinas, the publication paints a picture of tolerance toward Latinas that many of them do not experience; and that the articles do not take into account racial, social, ethnic and sexual differences among Latinas. I show how instead this publication seeks to regulate the Latina body and establish which Latinas’ social and cultural practices are acceptable for White America, so that they do not disrupt the predominant social order.

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The role of sibling order in the language use patterns, practices, and ideologies among second-generation Latino children in New Jersey

Kinsella¹

2019

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Bilingual Youth: Spanish‐speakers at the Beginning of the 21st Century

Cited by 3 publications

References 40 publications

Illustrating linguistic dexterity in “English mostly” spaces: how translanguaging can support academic writing in secondary ELA classrooms

Illustrating linguistic dexterity in “English mostly” spaces: how translanguaging can support academic writing in secondary ELA classrooms

‘Should Latinas go blond?’ Media representation and the regulation of Latina bodies and Latinas’ social and cultural practices in a beauty magazine

The role of sibling order in the language use patterns, practices, and ideologies among second-generation Latino children in New Jersey

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