"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

IF 1.6 2区 文学 Q2 EDUCATION & EDUCATIONAL RESEARCH
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引用次数: 0

摘要

有关非裔美国学生在西班牙语-英语双语课程环境中的语言学习经历的研究十分有限,这加剧了非裔美国学生不是双语课程的 "理想 "人群的说法。为了解决这些问题,我们着重介绍了两名非裔美国多语儿童的经历,以研究他们是如何形成自己的翻译语言习惯的。具体来说,我们重点研究了他们体现这些语汇的三种类型,揭示了他们是如何以动态和多样的方式参与语言学习的。这些例子进一步挑战了双语课程中产生的传统规范,这些规范展示了对语言使用者和语言使用的狭隘观点。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
“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.

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来源期刊
CiteScore
2.80
自引率
12.50%
发文量
87
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.
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