Constructing Cultural Citizenship: Latino Immigrant Students and Learning English

Mirón, Luis; Inda, Jonathan Xavier

doi:10.1057/palgrave.lst.8600081

Cited by 5 publications

(2 citation statements)

References 2 publications

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“…The efforts of the teacher to emphasize the status and importance of Spanish, through explicit discussion and the incorporation of the language into all of the classroom activities, resulted in the students using more Spanish and being proud of their bilingualism. Mirón and Inda () report that in their study of Latin@ English learners, these bilinguals felt that they had the right to construct cultural citizenship in the U.S. through the use of English, but also to be bilingual without this being a threat to their identity as Americans.…”

Section: Positioning Englishmentioning

confidence: 99%

Latino Education

Fuller¹,

Hosemann²

2015

Language and Linguist. Compass

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In this paper, we review scholarship on Latino Education in the US from the perspectives of positionalities – how are Latinos positioned in the educational process? We look at positions in terms of the type of educational program, particularly for English language learners, and at how the relationships within the school and classroom position Latinos in different ways. We further look at how racial category and ethnicity are evoked as ways of positioning Latino students and then also examine the role of socioeconomic class in their positioning. Finally, we explore how language – English, Spanish, and multilingualism – is part of the positioning of US Latinos in educational contexts.

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Section: Positioning Englishmentioning

confidence: 99%

Latino Education

Fuller¹,

Hosemann²

2015

Language and Linguist. Compass

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“…However, students should also be allowed to tap into English in cases where it proves necessary in meeting the larger learning objectives. Indeed, Mirón and Inda (2004) contend that many immigrant children in the U.S. inhabit transnational spaces where being able to go back and forth between two languages -i.e. their home language and English -is essential the exigencies of every day life.…”

Section: Equipping Latino Students For Successmentioning

confidence: 99%

Spanish-for-native-speaker Matters: Narrowing the Latino Achievement Gap through Spanish Language Instruction

Carreira

2007

HLJ

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This paper argues that Spanish-for-native-speakers (SNS) instruction at the secondary level can play a key role in narrowing the Latino achievement gap. To this end, SNS curricula and practices should be configured to: 1) support Spanish-English biliteracy, 2) support and facilitate learning across the curriculum, 3) socialize Latino students and parents to the American system of education, and 4) marshal the resources of students’ home cultures to advance the educational and social needs of Latino youth. In addition, this paper argues that SNS teachers should become stewards for Latino educational progress within their schools. In this capacity, they must seek out collaborations with their colleagues in other disciplines, particularly ESL teachers, as well as key members of the administration, to bring about a supportive and caring school environment for Latino students and their parents.

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The Impact of Language Status as an Acculturative Stressor on Internalizing and Externalizing Behaviors among Latino/a Children: A Longitudinal Analysis from School Entry through Third Grade

Dawson

Williams

2007

J Youth Adolescence

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Constructing Cultural Citizenship: Latino Immigrant Students and Learning English

Cited by 5 publications

References 2 publications

Latino Education

Latino Education

Spanish-for-native-speaker Matters: Narrowing the Latino Achievement Gap through Spanish Language Instruction

The Impact of Language Status as an Acculturative Stressor on Internalizing and Externalizing Behaviors among Latino/a Children: A Longitudinal Analysis from School Entry through Third Grade

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