Fifth-Grade Bilingual Students and Precursors to “Subtractive Schooling”

Worthy, Jo; Rodríguez-Galindo, Alejandra; Assaf, Lori Czop; Martínez, Leticia; Cuero, Kimberley K.

doi:10.1080/15235882.2003.10162807

Cited by 13 publications

(11 citation statements)

References 13 publications

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“…We also examined social, familial, and academic influences on their language, culture, and academic achievement. We concluded that, although there was support from many directions for maintaining Spanish, these young students were feeling explicit and implicit pressure to become monolingual speakers of English (Worthy et al 2003) much like other studies have shown (Orellana et al 2000;Shannon 1995). In the second year, we continued to explore the students' evolving perspectives and responses as they managed the new academic environment of sixth grade, along with social and emotional changes of moving into adolescence and preparing for a middle school in which they would have little to no content or language support in Spanish.…”

Section: Context Of the Studymentioning

confidence: 86%

Middle School Choices for Bilingual Latino/A Youth: When the Magnet School Represents “Status” and the Neighborhood School Represents “Solidarity”

2008

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Drawing on data collected during the second year of a longitudinal qualitative study that followed over 10 Latino/a bilingual students, this article foregrounds the experiences of participants during their sixth-grade year. The principle data sources included structured and unstructured interviews with teachers and students, school observations, and weekly small-group conversations in a courtyard outside of their classrooms. We focus on the experiences of Leila, Maricela, and Esperanza who were three of the sixth-grade girls actively recruited by their teachers to attend the district's magnet school program for their upcoming seventh grade-year instead of their neighborhood middle school. We found that much of the reasoning behind their decision-making process centered around issues of status (e.g., how the magnet school offered better academic, economic, and professional opportunities for their future) and solidarity (e.g., attending the neighborhood school with their friends and siblings). In conclusion, we problematize the very nature of these so-called educational 'choices' for bilingual Latino/a youth.

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Section: Context Of the Studymentioning

confidence: 86%

Middle School Choices for Bilingual Latino/A Youth: When the Magnet School Represents “Status” and the Neighborhood School Represents “Solidarity”

2008

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“…social and peer pressures; 2. family encouragement and influence, and 3. the influence of school (Worth, 2003).…”

Section: Factors Responsible For L1 Loss or Attritionmentioning

confidence: 99%

“…The rise of bilingual education seems a giant step in the direction of valuating students' home language (Worth, 2003). Students who develop strong linguistic and academic skills in their language are better able to learn academic content in a 2 nd language (Moll & Dworin, 1996) and to achieve academic success (Reyes, 2001b).…”

Section: Bilingual Educationmentioning

confidence: 99%

“…Some of these pressures are subtle, others are more explicit. Worth (2003) reports that the primary goal of most schools programs, worldwide whether bilingual or monolingual, is to develop proficiency in speaking the language of the majority. And for them maintaining the home language and culture is at best a secondary goal.…”

Section: Bilingual Educationmentioning

confidence: 99%

“…The above mentioned lines show clearly that school plays a great role in attrition or retention of L1. Worth (2003) assures that when most children attend the national governmental schools, it is potential that language loss happens enormously. Schools which make the chance available for using the minority language by children and adults will certainly assist in maintaining the minority language.…”

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confidence: 99%

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Parents’ First Language is Their Children’s Second Language. Language Loss: Arabic is a Case

Al-Jumaily¹

2015

IJELT

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This study tackles the problem of heritage language loss or shift among immigrants' children. It is hypothesized that not only the heritage language which may shift, but the family values and sociocultural behaviours as well. The study tries to understand and further explain the process of language loss and maintenance. It drives at investigating how far the following statement true is: it is quite common among researchers and scholars that if children become fluent in L2, L1 consequently declines. The paper focuses on the Arabic language loss or attrition among the Arab immigrants' children. It begins with an introduction in order to provide the reader with a brief account to the process of language loss alongside with some definitions. In addition, it investigates the factors responsible for language loss, and simultaneously the negative consequences of this loss. Accordingly, the study attempts to explore whose responsibility the heritage language maintenance is-parents, schools, politicians, Arabic governments, or the Arab communities? Worthy to mention that the advantage of bilingualism is highly appreciated and considered in this study since it is a plus factor in this domain.

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The pernicious whiteness of coloniality in elementary science classrooms: the multigenerationality of subtractive schooling in El Sur de Tejas, Aztlán

Luna

Jupp

2023

Cult Stud of Sci Educ

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Our study traces the pernicious whiteness of coloniality in elementary science classrooms in El Sur de Tejas, Aztlán. Our research method was an ethnographic case study that enabled us to explore participants’ identities within bioregional contexts. In our findings, we emphasize the pernicious whiteness of coloniality via the participants’ personal and professional identity tensions. Through our analysis, we subjunctively begin to outline what we call the multigenerationality of subtractive schooling.

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Fifth-Grade Bilingual Students and Precursors to “Subtractive Schooling”

Cited by 13 publications

References 13 publications

Middle School Choices for Bilingual Latino/A Youth: When the Magnet School Represents “Status” and the Neighborhood School Represents “Solidarity”

Middle School Choices for Bilingual Latino/A Youth: When the Magnet School Represents “Status” and the Neighborhood School Represents “Solidarity”

Parents’ First Language is Their Children’s Second Language. Language Loss: Arabic is a Case

The pernicious whiteness of coloniality in elementary science classrooms: the multigenerationality of subtractive schooling in El Sur de Tejas, Aztlán

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