Guardado en:
| Autores principales: | , |
|---|---|
| Formato: | Recurso educativo Open Access |
| Lenguaje: | en |
| Publicado: |
2016
|
| Materias: | |
| Acceso en línea: | https://eric.ed.gov/?id=EJ1119123 |
| Etiquetas: |
Agregar Etiqueta
Sin Etiquetas, Sea el primero en etiquetar este registro!
|
Tabla de Contenidos:
- "La Biblioteca Es Importante": A Case Study of an Emergent Bilingual Public Library in the Nuevo U.S. South Alvarez, Steven Alvarez, Sara P. Case Studies Spanish Mentors English (Second Language) Second Language Learning Bilingualism Public Libraries Self Concept Community Schools Native Language Instruction Language Usage Family Environment Immigrants Hispanic Americans Code Switching (Language) Literacy Education Language of Instruction Educational Policy Language Minorities Social Bias Interviews Parent Attitudes Student Attitudes Librarians Ethnography Video Technology Research examining ethnolinguistic community schools (García, Zakharia, & Otcu, 2013) proposes that local spaces not directly affiliated with schools sustain bilingualism and identity. Though researchers often theorize about how community schools sustain home language literacies, less research examines how local public spaces sustain bilingualism among immigrant communities and, more broadly, what this would resemble. With a conceptual framework modeled after García's (2009, 2011) theorization of translanguaging as a dynamic bilingual practice, we offer a counter to monolingual assumptions permeating current language education policy and ideologies. This case study of a public library examines a translanguaging space that offers a window into an emerging Latin American immigrant community in the U.S. South and the complexities of bilingual contact in the United States as a whole. We found that this nurturing public library fostered bilingualism, intentionally refuting language-minoritized stigmas for students learning English. With targeted programming and mentorship, the library challenged misinterpreted "deficit" views of emergent bilingual communities with reoriented views of English language learning to a translingual orientation (Horner, Lu, Royster, & Trimbur, 2011) that extends the innovative and critical practices of shuttling across diverse language repertoires. The public space of the library honored and cultivated the literacy practices of its local communities, and the importance of this is, without overstating, that public spaces for bilingual learning further the missions of all schools.