{"title":"\"我的毛发有魔力!\":非裔美国多语种学生在西班牙语-英语浸入式课程中的体现性语言实践","authors":"","doi":"10.1016/j.linged.2024.101339","DOIUrl":null,"url":null,"abstract":"<div><p>There is limited research that examines African American students’ language learning experiences in Spanish-English dual-language program settings, which exacerbates the narrative that African American students are not the “ideal” demographic for bilingual programs. To address these concerns, we highlight the experiences of two African American multilingual children to examine how they form their translanguaging repertoires. Specifically, we focus on three types of enactments in which they embodied these repertoires, which revealed how they engaged language learning in dynamic and varied ways. These examples further challenge traditional norms engendered in bilingual programming writ large that exhibit narrow viewpoints of language speakers and language speaking.</p></div>","PeriodicalId":47468,"journal":{"name":"Linguistics and Education","volume":null,"pages":null},"PeriodicalIF":1.6000,"publicationDate":"2024-08-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"“I Have Magic in My Mouf!”: Embodied languaging enactments of African American multilingual students in a Spanish-English immersion program\",\"authors\":\"\",\"doi\":\"10.1016/j.linged.2024.101339\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<div><p>There is limited research that examines African American students’ language learning experiences in Spanish-English dual-language program settings, which exacerbates the narrative that African American students are not the “ideal” demographic for bilingual programs. To address these concerns, we highlight the experiences of two African American multilingual children to examine how they form their translanguaging repertoires. Specifically, we focus on three types of enactments in which they embodied these repertoires, which revealed how they engaged language learning in dynamic and varied ways. These examples further challenge traditional norms engendered in bilingual programming writ large that exhibit narrow viewpoints of language speakers and language speaking.</p></div>\",\"PeriodicalId\":47468,\"journal\":{\"name\":\"Linguistics and Education\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":1.6000,\"publicationDate\":\"2024-08-07\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Linguistics and Education\",\"FirstCategoryId\":\"98\",\"ListUrlMain\":\"https://www.sciencedirect.com/science/article/pii/S089858982400072X\",\"RegionNum\":2,\"RegionCategory\":\"文学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q2\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Linguistics and Education","FirstCategoryId":"98","ListUrlMain":"https://www.sciencedirect.com/science/article/pii/S089858982400072X","RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
“I Have Magic in My Mouf!”: Embodied languaging enactments of African American multilingual students in a Spanish-English immersion program
There is limited research that examines African American students’ language learning experiences in Spanish-English dual-language program settings, which exacerbates the narrative that African American students are not the “ideal” demographic for bilingual programs. To address these concerns, we highlight the experiences of two African American multilingual children to examine how they form their translanguaging repertoires. Specifically, we focus on three types of enactments in which they embodied these repertoires, which revealed how they engaged language learning in dynamic and varied ways. These examples further challenge traditional norms engendered in bilingual programming writ large that exhibit narrow viewpoints of language speakers and language speaking.
期刊介绍:
Linguistics and Education encourages submissions that apply theory and method from all areas of linguistics to the study of education. Areas of linguistic study include, but are not limited to: text/corpus linguistics, sociolinguistics, functional grammar, discourse analysis, critical discourse analysis, conversational analysis, linguistic anthropology/ethnography, language acquisition, language socialization, narrative studies, gesture/ sign /visual forms of communication, cognitive linguistics, literacy studies, language policy, and language ideology.