scholarly journals Linguistic Motherwork in the Zapotec Diaspora: Zapoteca Mothers’ Perspectives on Indigenous Language Maintenance

2019 ◽  
Vol 13 (2) ◽  
pp. 122 ◽  
Author(s):  
Ramón Antonio Martínez ◽  
Melisa Mesinas
Keyword(s):  
Los Angeles ◽  
Qualitative Study ◽  
Dual Language ◽  
Language Maintenance ◽  
Interview Data ◽  
Indigenous Language ◽  
Language Program ◽  
School Aged Children ◽  
Dual Language Program ◽  
Language And Ideology

This article explores Indigenous Mexican mothers’ perspectives on multilingualism and Indigenous language maintenance in their children’s lives. Drawing on interview data from a larger qualitative study of language and ideology among multilingual children in Los Angeles, California, the article examines the perspectives of four Zapotec mothers who have children in a local public school with a Spanish-English dual language program. The interview data highlight what these women think and do with respect to the maintenance of the Zapotec language in the lives of their school-aged children. Critical Latinx Indigeneities and the feminist notion of linguistic motherwork are used to highlight the intersectional nature of these women’s efforts to construct and sustain indigeneity in diaspora. 

scholarly journals Multilingual Mexican-Origin Students' Perspectives on Their Indigenous Heritage Language

2019 ◽  
Vol 13 (2) ◽  
pp. 91 ◽  
Author(s):  
P. Zitlali Morales ◽  
Lydia A. Saravia ◽  
María Fernanda Pérez-Iribe
Keyword(s):  
Middle School ◽  
Dual Language ◽  
Language Use ◽  
Language Maintenance ◽  
Mexican Origin ◽  
Language Program ◽  
Language Programs ◽  
English Only ◽  
Dual Language Program ◽  
Southern California School

This article focuses on the reported experiences of three focal students who participated in a Spanish/English dual language program in their southern California school district throughout their elementary and middle school years. All three students identify as Mexican-origin and speak Spanish, English, and the Indigenous language of Zapoteco and have different relationships with their languages. The framework of Critical Latinx Indigeneities (Blackwell, Boj Lopez & Urrieta, 2017) is used to explore the practices engaged in by the students, including language use and transnationalism (Sánchez, 2007), as well as the investment to learn and use a language as part of their identity (Norton Peirce, 1995; Norton, 2000). Even though dual language programs provide much needed linguistic supports for language maintenance, perhaps more importantly, they provide support for ideological shifts towards language maintenance rather than transition to English-only instruction. However, the three students experienced a segmented and limited focus on Spanish language development in middle school compared to their elementary school experience. The authors discuss implications for outside school spaces that can support authentic language use, in addition to school-sanctioned language programs promoting multilingualism.

Educator language ideologies and a top-down dual language program

2015 ◽  
Vol 20 (6) ◽  
pp. 704-721 ◽  
Author(s):  
Shannon Fitzsimmons-Doolan ◽  
Deborah Palmer ◽  
Kathryn Henderson
Keyword(s):  
Dual Language ◽  
Language Ideologies ◽  
Top Down ◽  
Language Program ◽  
Dual Language Program

scholarly journals Achieving academic control in two languages: Drawing on the psychology of language learning in considering the past, the present, and prospects for the future

2015 ◽  
Vol 5 (2) ◽  
pp. 327-345
Author(s):  
Andrew D. Cohen
Keyword(s):  
Language Learning ◽  
Language Learners ◽  
Dual Language ◽  
First Language ◽  
Language Program ◽  
Language Programs ◽  
The Past ◽  
Dual Language Program ◽  
Program Language ◽  
Academic Control

This paper first considers what it means to become truly proficient in a language other than the native one. It then looks briefly at the evolution of dual language programs. Next, it focuses on the issue of whether the first language (L1) or the second language (L2) serves as the language of mediation. Other dual language program issues are then discussed, such as how proficient learners actually become in academic and social language in the L2, their proficiency in grammar and pronunciation, and possible administrative constraints in the design and execution of such programs. Finally, attention is given to a guidebook written directly for dual language learners and for their teachers in which learners are encouraged to take a proactive role to ensure that they make the most of their dual program language learning and use experiences.

scholarly journals Dual language programs: Questions of access in the state of Arizona

2020 ◽  
Vol 28 ◽  
pp. 18
Author(s):  
Laura M. Gomez ◽  
Jesus Cisneros
Keyword(s):  
Public Schools ◽  
Dual Language ◽  
Language Program ◽  
Case Study Methodology ◽  
Language Programs ◽  
Interest Convergence ◽  
Dual Language Programs ◽  
English Only ◽  
Dual Language Program ◽  
Stakeholder Perspectives

Public schools across the country are increasingly working with children who enter schools speaking a language other than English. Using a case study methodology, the authors examined Dual Language Program (DLP) implementation in Arizona, which by law supports English-only education. Several benefits (bilingualism, bi-literacy, biculturalism, globalization) and challenges (curriculum, teachers, state policy, funding, and lack of access to DLPs for minority language students) are highlighted from stakeholder perspectives. Participants in this study described the paradox of excluding ELLs from dual language programs as inefficient, unnecessary, and wrong. Taking Interest Convergence as a theoretical framework to understand the Arizona context regarding English-only education, this study raises implications for research and practice. 

Mexican Heritage ELL and Native English Speaker Interaction

2016 ◽  
pp. 334-364
Author(s):  
Lisa Winstead
Keyword(s):  
Language Learning ◽  
Language Learners ◽  
Teaching And Learning ◽  
Dual Language ◽  
English Language ◽  
Depth Information ◽  
Language Program ◽  
Dual Language Program ◽  
Language Strategies ◽  
Tandem Learning

This case study explores 1) the potential of a dual language program that provides an English Language Learner (ELL) and a Spanish Learner (SL) with opportunities to engage in authentic as well as mutual language exchange; and, 2) the multiple types of language strategies employed by adolescents to teach and learn language from one another in tandem learning situations. Findings from a transcription analysis of 12 English and Spanish videotaped sessions of one dyad reveal novel and in depth information about strategies utilized in compensatory, administrative, and social ways to extend the flow of communication in tandem learning. Findings indicate that tandem language learning not only provides a space for language learners to engage in plural strategies to promote teaching and learning, but also learner metacognition when peer learners employ interlingual and plurilingual measures to compensate for language gaps. Implications for the study of online tandem language learning are also highlighted.

Mexican Heritage ELL and Native English Speaker Interaction

2019 ◽  
pp. 1147-1177
Author(s):  
Lisa Winstead
Keyword(s):  
Language Learning ◽  
Language Learners ◽  
Teaching And Learning ◽  
Dual Language ◽  
English Language ◽  
Depth Information ◽  
Language Program ◽  
Dual Language Program ◽  
Language Strategies ◽  
Tandem Learning

This case study explores 1) the potential of a dual language program that provides an English Language Learner (ELL) and a Spanish Learner (SL) with opportunities to engage in authentic as well as mutual language exchange; and, 2) the multiple types of language strategies employed by adolescents to teach and learn language from one another in tandem learning situations. Findings from a transcription analysis of 12 English and Spanish videotaped sessions of one dyad reveal novel and in depth information about strategies utilized in compensatory, administrative, and social ways to extend the flow of communication in tandem learning. Findings indicate that tandem language learning not only provides a space for language learners to engage in plural strategies to promote teaching and learning, but also learner metacognition when peer learners employ interlingual and plurilingual measures to compensate for language gaps. Implications for the study of online tandem language learning are also highlighted.

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