Convergent conceptualizations as predictors of degree of contact in US Spanish Ricardo Otheguy an... more Convergent conceptualizations as predictors of degree of contact in US Spanish Ricardo Otheguy and Ofelia Garcia With the assistance of Claudelina de la Cruz, Diogenes de la Cruz, Vivian F iallo, Luz Marina Gonzalez, and Natividad Mercedes 0. Introduction The factor that is ...
Annals of The American Academy of Political and Social Science, 1994
Abstract How much value do foreign languages really have in a country like the United States, whe... more Abstract How much value do foreign languages really have in a country like the United States, where the most proficient speakers of languages other than English (LOTEs) tend to be immigrants with little influence or power and where the rich and powerful tend to have ...
Convergent conceptualizations as predictors of degree of contact in US Spanish Ricardo Otheguy an... more Convergent conceptualizations as predictors of degree of contact in US Spanish Ricardo Otheguy and Ofelia Garcia With the assistance of Claudelina de la Cruz, Diogenes de la Cruz, Vivian F iallo, Luz Marina Gonzalez, and Natividad Mercedes 0. Introduction The factor that is ...
... That we were indeed in an ethnic store was only brought home to us when the pharmacist ... mi... more ... That we were indeed in an ethnic store was only brought home to us when the pharmacist ... minorities have also been denied the opportunity to develop literacy in the ethnic language.18 ... schools, we developed a very clear sense of the reasons why these schools attract students. ...
Convergent conceptualizations as predictors of degree of contact in US Spanish Ricardo Otheguy an... more Convergent conceptualizations as predictors of degree of contact in US Spanish Ricardo Otheguy and Ofelia Garcia With the assistance of Claudelina de la Cruz, Diogenes de la Cruz, Vivian F iallo, Luz Marina Gonzalez, and Natividad Mercedes 0. Introduction The factor that is ...
Annals of The American Academy of Political and Social Science, 1994
Abstract How much value do foreign languages really have in a country like the United States, whe... more Abstract How much value do foreign languages really have in a country like the United States, where the most proficient speakers of languages other than English (LOTEs) tend to be immigrants with little influence or power and where the rich and powerful tend to have ...
Annals of The American Academy of Political and Social Science, 1994
Abstract How much value do foreign languages really have in a country like the United States, whe... more Abstract How much value do foreign languages really have in a country like the United States, where the most proficient speakers of languages other than English (LOTEs) tend to be immigrants with little influence or power and where the rich and powerful tend to have ...
Annals of The American Academy of Political and Social Science, 1994
Abstract How much value do foreign languages really have in a country like the United States, whe... more Abstract How much value do foreign languages really have in a country like the United States, where the most proficient speakers of languages other than English (LOTEs) tend to be immigrants with little influence or power and where the rich and powerful tend to have ...
... That we were indeed in an ethnic store was only brought home to us when the pharmacist ... mi... more ... That we were indeed in an ethnic store was only brought home to us when the pharmacist ... minorities have also been denied the opportunity to develop literacy in the ethnic language.18 ... schools, we developed a very clear sense of the reasons why these schools attract students. ...
An ethnographic study was conducted in seven private, low‐tuition ethnic schools attended mostly ... more An ethnographic study was conducted in seven private, low‐tuition ethnic schools attended mostly by working‐class Cuban‐American children. Our study was initially guided by questions that frame the discussion about the education of Hispanic children from these same socio‐economic backgrounds in public bilingual programmes. They are the following:— Should schools maintain and develop Spanish? Should all Hispanic children receive instruction in two languages or should Spanish be used only with those not proficient in English?— How does one determine language dominance and is there a difference in the curriculum for Spanish dominant children and English dominant children?— How much instruction in English as a second language should children receive and when should it stop?— Which language should initial reading be in? When should reading in the second language start?The most significant finding of our study was that these four questions were irrelevant in these ethnic community schools. Bilingualism and biliteracy were naturally expected and obtained. We concluded that when Hispanic parents and educators are in control of the education of their own children, they question the educational process itself, and not the role of the minority language or the minority child in the majority school.
... That we were indeed in an ethnic store was only brought home to us when the pharmacist ... mi... more ... That we were indeed in an ethnic store was only brought home to us when the pharmacist ... minorities have also been denied the opportunity to develop literacy in the ethnic language.18 ... schools, we developed a very clear sense of the reasons why these schools attract students. ...
Annals of The American Academy of Political and Social Science, 1994
Abstract How much value do foreign languages really have in a country like the United States, whe... more Abstract How much value do foreign languages really have in a country like the United States, where the most proficient speakers of languages other than English (LOTEs) tend to be immigrants with little influence or power and where the rich and powerful tend to have ...
This article makes the case for using translanguaging in developing the academic writing of bilin... more This article makes the case for using translanguaging in developing the academic writing of bilinguals. It reviews the emerging literature on learning and teaching theories of translanguaging and presents theoretical understandings of biliteracy development and specifically on the teaching of writing to bilingual learners. The article analyzes five written texts produced by young bilingual writers in which translanguaging is used in the planning, drafting, and production stages of writing. It analyzes how and why translanguaging is used, as well as the effect it has in the development of writing and of voice. Translanguaging in writing is here proposed more as a self-regulating mechanism in which bilingual students can engage, rather than a pedagogy to be used in the teaching of writing itself. That is, the objective of this writing is not translanguaging itself, but the writing in one or the other constructed academic language that is the object of learning in school. Yet, the article makes it clear that even to develop the monolingual voice in writing that schools-and even bilingual schools-expect, a translanguaging approach has the most potential.
Annals of The American Academy of Political and Social Science, 1994
Abstract How much value do foreign languages really have in a country like the United States, whe... more Abstract How much value do foreign languages really have in a country like the United States, where the most proficient speakers of languages other than English (LOTEs) tend to be immigrants with little influence or power and where the rich and powerful tend to have ...
An ethnographic study was conducted in seven private, low‐tuition ethnic schools attended mostly ... more An ethnographic study was conducted in seven private, low‐tuition ethnic schools attended mostly by working‐class Cuban‐American children. Our study was initially guided by questions that frame the discussion about the education of Hispanic children from these same socio‐economic backgrounds in public bilingual programmes. They are the following:— Should schools maintain and develop Spanish? Should all Hispanic children receive instruction in two languages or should Spanish be used only with those not proficient in English?— How does one determine language dominance and is there a difference in the curriculum for Spanish dominant children and English dominant children?— How much instruction in English as a second language should children receive and when should it stop?— Which language should initial reading be in? When should reading in the second language start?The most significant finding of our study was that these four questions were irrelevant in these ethnic community schools. Bilingualism and biliteracy were naturally expected and obtained. We concluded that when Hispanic parents and educators are in control of the education of their own children, they question the educational process itself, and not the role of the minority language or the minority child in the majority school.
International Journal of Bilingual Education and Bilingualism, 2011
This paper describes the ways in which New York City schools have responded to the multilingualis... more This paper describes the ways in which New York City schools have responded to the multilingualism of its children in the last 40 years, and suggests changes needed in order to accommodate the greater linguistic heterogeneity of the city. In the predominantly Puerto Rican community of the 1960s and 1970s, traditional bilingual education programs were the best way to educate language minority children. But in the twenty-first century, with the demographic shifts and the technological advances of a globalized world, other understandings of bilingualism in education are needed. The paper ends by suggesting ways in which traditional bilingual education may exist alongside other more dynamic approaches of bilingualism in education that consider the city's growing linguistic heterogeneity, thus constructing a future from the past.
An ethnographic study was conducted in seven private, low‐tuition ethnic schools attended mostly ... more An ethnographic study was conducted in seven private, low‐tuition ethnic schools attended mostly by working‐class Cuban‐American children. Our study was initially guided by questions that frame the discussion about the education of Hispanic children from these same socio‐economic backgrounds in public bilingual programmes. They are the following:— Should schools maintain and develop Spanish? Should all Hispanic children receive instruction in two languages or should Spanish be used only with those not proficient in English?— How does one determine language dominance and is there a difference in the curriculum for Spanish dominant children and English dominant children?— How much instruction in English as a second language should children receive and when should it stop?— Which language should initial reading be in? When should reading in the second language start?The most significant finding of our study was that these four questions were irrelevant in these ethnic community schools. Bilingualism and biliteracy were naturally expected and obtained. We concluded that when Hispanic parents and educators are in control of the education of their own children, they question the educational process itself, and not the role of the minority language or the minority child in the majority school.
This article makes the case for using translanguaging in developing the academic writing of bilin... more This article makes the case for using translanguaging in developing the academic writing of bilinguals. It reviews the emerging literature on learning and teaching theories of translanguaging and presents theoretical understandings of biliteracy development and specifically on the teaching of writing to bilingual learners. The article analyzes five written texts produced by young bilingual writers in which translanguaging is used in the planning, drafting, and production stages of writing. It analyzes how and why translanguaging is used, as well as the effect it has in the development of writing and of voice. Translanguaging in writing is here proposed more as a self-regulating mechanism in which bilingual students can engage, rather than a pedagogy to be used in the teaching of writing itself. That is, the objective of this writing is not translanguaging itself, but the writing in one or the other constructed academic language that is the object of learning in school. Yet, the article makes it clear that even to develop the monolingual voice in writing that schools-and even bilingual schools-expect, a translanguaging approach has the most potential.
This article makes the case for using translanguaging in developing the academic writing of bilin... more This article makes the case for using translanguaging in developing the academic writing of bilinguals. It reviews the emerging literature on learning and teaching theories of translanguaging and presents theoretical understandings of biliteracy development and specifically on the teaching of writing to bilingual learners. The article analyzes five written texts produced by young bilingual writers in which translanguaging is used in the planning, drafting, and production stages of writing. It analyzes how and why translanguaging is used, as well as the effect it has in the development of writing and of voice. Translanguaging in writing is here proposed more as a self-regulating mechanism in which bilingual students can engage, rather than a pedagogy to be used in the teaching of writing itself. That is, the objective of this writing is not translanguaging itself, but the writing in one or the other constructed academic language that is the object of learning in school. Yet, the article makes it clear that even to develop the monolingual voice in writing that schools-and even bilingual schools-expect, a translanguaging approach has the most potential.
Convergent conceptualizations as predictors of degree of contact in US Spanish Ricardo Otheguy an... more Convergent conceptualizations as predictors of degree of contact in US Spanish Ricardo Otheguy and Ofelia Garcia With the assistance of Claudelina de la Cruz, Diogenes de la Cruz, Vivian F iallo, Luz Marina Gonzalez, and Natividad Mercedes 0. Introduction The factor that is ...
Annals of The American Academy of Political and Social Science, 1994
Abstract How much value do foreign languages really have in a country like the United States, whe... more Abstract How much value do foreign languages really have in a country like the United States, where the most proficient speakers of languages other than English (LOTEs) tend to be immigrants with little influence or power and where the rich and powerful tend to have ...
Convergent conceptualizations as predictors of degree of contact in US Spanish Ricardo Otheguy an... more Convergent conceptualizations as predictors of degree of contact in US Spanish Ricardo Otheguy and Ofelia Garcia With the assistance of Claudelina de la Cruz, Diogenes de la Cruz, Vivian F iallo, Luz Marina Gonzalez, and Natividad Mercedes 0. Introduction The factor that is ...
... That we were indeed in an ethnic store was only brought home to us when the pharmacist ... mi... more ... That we were indeed in an ethnic store was only brought home to us when the pharmacist ... minorities have also been denied the opportunity to develop literacy in the ethnic language.18 ... schools, we developed a very clear sense of the reasons why these schools attract students. ...
Convergent conceptualizations as predictors of degree of contact in US Spanish Ricardo Otheguy an... more Convergent conceptualizations as predictors of degree of contact in US Spanish Ricardo Otheguy and Ofelia Garcia With the assistance of Claudelina de la Cruz, Diogenes de la Cruz, Vivian F iallo, Luz Marina Gonzalez, and Natividad Mercedes 0. Introduction The factor that is ...
Annals of The American Academy of Political and Social Science, 1994
Abstract How much value do foreign languages really have in a country like the United States, whe... more Abstract How much value do foreign languages really have in a country like the United States, where the most proficient speakers of languages other than English (LOTEs) tend to be immigrants with little influence or power and where the rich and powerful tend to have ...
Annals of The American Academy of Political and Social Science, 1994
Abstract How much value do foreign languages really have in a country like the United States, whe... more Abstract How much value do foreign languages really have in a country like the United States, where the most proficient speakers of languages other than English (LOTEs) tend to be immigrants with little influence or power and where the rich and powerful tend to have ...
Annals of The American Academy of Political and Social Science, 1994
Abstract How much value do foreign languages really have in a country like the United States, whe... more Abstract How much value do foreign languages really have in a country like the United States, where the most proficient speakers of languages other than English (LOTEs) tend to be immigrants with little influence or power and where the rich and powerful tend to have ...
... That we were indeed in an ethnic store was only brought home to us when the pharmacist ... mi... more ... That we were indeed in an ethnic store was only brought home to us when the pharmacist ... minorities have also been denied the opportunity to develop literacy in the ethnic language.18 ... schools, we developed a very clear sense of the reasons why these schools attract students. ...
An ethnographic study was conducted in seven private, low‐tuition ethnic schools attended mostly ... more An ethnographic study was conducted in seven private, low‐tuition ethnic schools attended mostly by working‐class Cuban‐American children. Our study was initially guided by questions that frame the discussion about the education of Hispanic children from these same socio‐economic backgrounds in public bilingual programmes. They are the following:— Should schools maintain and develop Spanish? Should all Hispanic children receive instruction in two languages or should Spanish be used only with those not proficient in English?— How does one determine language dominance and is there a difference in the curriculum for Spanish dominant children and English dominant children?— How much instruction in English as a second language should children receive and when should it stop?— Which language should initial reading be in? When should reading in the second language start?The most significant finding of our study was that these four questions were irrelevant in these ethnic community schools. Bilingualism and biliteracy were naturally expected and obtained. We concluded that when Hispanic parents and educators are in control of the education of their own children, they question the educational process itself, and not the role of the minority language or the minority child in the majority school.
... That we were indeed in an ethnic store was only brought home to us when the pharmacist ... mi... more ... That we were indeed in an ethnic store was only brought home to us when the pharmacist ... minorities have also been denied the opportunity to develop literacy in the ethnic language.18 ... schools, we developed a very clear sense of the reasons why these schools attract students. ...
Annals of The American Academy of Political and Social Science, 1994
Abstract How much value do foreign languages really have in a country like the United States, whe... more Abstract How much value do foreign languages really have in a country like the United States, where the most proficient speakers of languages other than English (LOTEs) tend to be immigrants with little influence or power and where the rich and powerful tend to have ...
This article makes the case for using translanguaging in developing the academic writing of bilin... more This article makes the case for using translanguaging in developing the academic writing of bilinguals. It reviews the emerging literature on learning and teaching theories of translanguaging and presents theoretical understandings of biliteracy development and specifically on the teaching of writing to bilingual learners. The article analyzes five written texts produced by young bilingual writers in which translanguaging is used in the planning, drafting, and production stages of writing. It analyzes how and why translanguaging is used, as well as the effect it has in the development of writing and of voice. Translanguaging in writing is here proposed more as a self-regulating mechanism in which bilingual students can engage, rather than a pedagogy to be used in the teaching of writing itself. That is, the objective of this writing is not translanguaging itself, but the writing in one or the other constructed academic language that is the object of learning in school. Yet, the article makes it clear that even to develop the monolingual voice in writing that schools-and even bilingual schools-expect, a translanguaging approach has the most potential.
Annals of The American Academy of Political and Social Science, 1994
Abstract How much value do foreign languages really have in a country like the United States, whe... more Abstract How much value do foreign languages really have in a country like the United States, where the most proficient speakers of languages other than English (LOTEs) tend to be immigrants with little influence or power and where the rich and powerful tend to have ...
An ethnographic study was conducted in seven private, low‐tuition ethnic schools attended mostly ... more An ethnographic study was conducted in seven private, low‐tuition ethnic schools attended mostly by working‐class Cuban‐American children. Our study was initially guided by questions that frame the discussion about the education of Hispanic children from these same socio‐economic backgrounds in public bilingual programmes. They are the following:— Should schools maintain and develop Spanish? Should all Hispanic children receive instruction in two languages or should Spanish be used only with those not proficient in English?— How does one determine language dominance and is there a difference in the curriculum for Spanish dominant children and English dominant children?— How much instruction in English as a second language should children receive and when should it stop?— Which language should initial reading be in? When should reading in the second language start?The most significant finding of our study was that these four questions were irrelevant in these ethnic community schools. Bilingualism and biliteracy were naturally expected and obtained. We concluded that when Hispanic parents and educators are in control of the education of their own children, they question the educational process itself, and not the role of the minority language or the minority child in the majority school.
International Journal of Bilingual Education and Bilingualism, 2011
This paper describes the ways in which New York City schools have responded to the multilingualis... more This paper describes the ways in which New York City schools have responded to the multilingualism of its children in the last 40 years, and suggests changes needed in order to accommodate the greater linguistic heterogeneity of the city. In the predominantly Puerto Rican community of the 1960s and 1970s, traditional bilingual education programs were the best way to educate language minority children. But in the twenty-first century, with the demographic shifts and the technological advances of a globalized world, other understandings of bilingualism in education are needed. The paper ends by suggesting ways in which traditional bilingual education may exist alongside other more dynamic approaches of bilingualism in education that consider the city's growing linguistic heterogeneity, thus constructing a future from the past.
An ethnographic study was conducted in seven private, low‐tuition ethnic schools attended mostly ... more An ethnographic study was conducted in seven private, low‐tuition ethnic schools attended mostly by working‐class Cuban‐American children. Our study was initially guided by questions that frame the discussion about the education of Hispanic children from these same socio‐economic backgrounds in public bilingual programmes. They are the following:— Should schools maintain and develop Spanish? Should all Hispanic children receive instruction in two languages or should Spanish be used only with those not proficient in English?— How does one determine language dominance and is there a difference in the curriculum for Spanish dominant children and English dominant children?— How much instruction in English as a second language should children receive and when should it stop?— Which language should initial reading be in? When should reading in the second language start?The most significant finding of our study was that these four questions were irrelevant in these ethnic community schools. Bilingualism and biliteracy were naturally expected and obtained. We concluded that when Hispanic parents and educators are in control of the education of their own children, they question the educational process itself, and not the role of the minority language or the minority child in the majority school.
This article makes the case for using translanguaging in developing the academic writing of bilin... more This article makes the case for using translanguaging in developing the academic writing of bilinguals. It reviews the emerging literature on learning and teaching theories of translanguaging and presents theoretical understandings of biliteracy development and specifically on the teaching of writing to bilingual learners. The article analyzes five written texts produced by young bilingual writers in which translanguaging is used in the planning, drafting, and production stages of writing. It analyzes how and why translanguaging is used, as well as the effect it has in the development of writing and of voice. Translanguaging in writing is here proposed more as a self-regulating mechanism in which bilingual students can engage, rather than a pedagogy to be used in the teaching of writing itself. That is, the objective of this writing is not translanguaging itself, but the writing in one or the other constructed academic language that is the object of learning in school. Yet, the article makes it clear that even to develop the monolingual voice in writing that schools-and even bilingual schools-expect, a translanguaging approach has the most potential.
This article makes the case for using translanguaging in developing the academic writing of bilin... more This article makes the case for using translanguaging in developing the academic writing of bilinguals. It reviews the emerging literature on learning and teaching theories of translanguaging and presents theoretical understandings of biliteracy development and specifically on the teaching of writing to bilingual learners. The article analyzes five written texts produced by young bilingual writers in which translanguaging is used in the planning, drafting, and production stages of writing. It analyzes how and why translanguaging is used, as well as the effect it has in the development of writing and of voice. Translanguaging in writing is here proposed more as a self-regulating mechanism in which bilingual students can engage, rather than a pedagogy to be used in the teaching of writing itself. That is, the objective of this writing is not translanguaging itself, but the writing in one or the other constructed academic language that is the object of learning in school. Yet, the article makes it clear that even to develop the monolingual voice in writing that schools-and even bilingual schools-expect, a translanguaging approach has the most potential.
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