“I’m Brazilian, Not Brazilian American”: The Experiences of Second-Generation Brazilian Adolescents Preserving Their Heritage Language and Resisting Assimilation

IF 0.7 Q3 EDUCATION & EDUCATIONAL RESEARCH

International Journal of Multicultural Education Pub Date : 2022-08-22 DOI:10.18251/ijme.v24i2.3173

C. Halpern, Zachary Austin Ward, H. Aydin

引用次数: 1

Abstract

Culture and heritage language (HL) preservation are crucial to developing children of immigrants’ ethnic and social identity, creating a sense of belonging, and fostering family and ethnic community support. However, numerous challenges permeate the experiences of underrepresented ethnolinguistic groups like Brazilian immigrants who are largely invisible in the United States. Therefore, this study investigated the lived experiences of second-generation Brazilian adolescents with culture and HL preservation. In-depth interviews and a focus group were conducted with 13 participants. The findings highlighted the participants’ embrace of their Brazilian ethnic identity and rejection of their American citizenship, and emphasized HL in affirming their identities and confronting discrimination.

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“我是巴西人，不是巴西裔美国人”：巴西第二代青少年保护传统语言和抵制同化的经历

文化和遗产语言（HL）的保护对于培养移民子女的种族和社会认同、创造归属感以及促进家庭和民族社区的支持至关重要。然而，许多挑战渗透在代表性不足的民族语言群体的经历中，比如巴西移民，他们在美国基本上是隐形的。因此，本研究调查了巴西第二代青少年的文化和HL保存的生活经历。对13名参与者进行了深入访谈和焦点小组讨论。研究结果强调了参与者对巴西种族身份的认同和对美国公民身份的拒绝，并强调了HL在确认自己的身份和面对歧视方面的作用。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

International Journal of Multicultural Education EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

2.50

自引率

12.50%

发文量

期刊介绍： International Journal of Multicultural Education (IJME) is a peer-reviewed open-access journal for scholars, practitioners, and students of multicultural education. Committed to promoting educational equity for all, cross-cultural understanding, and global awareness in all levels of education including leadership and policies, IJME publishes (1) reports of empirical research typically in qualitative research orientation (some special issues may publish quantiative studies); (2) literature-based conceptual articles that advance theories and scholarship of multicultural education; and (3) praxis articles that discuss successful multicultural education practices grounded on sound theories. We accept submissions of high quality from the global community. Reviews of visual arts, professional and children''s books, and multimedia resources will be published until the end of 2015 (submissions are on invitation only).