Emergent Target Language Identities Among Latino English Language Learners
Journal of Latinos and Education, 2016
ABSTRACT During 2nd language acquisition, a learner’s identity is consigned, juxtaposed, coconstr... more ABSTRACT During 2nd language acquisition, a learner’s identity is consigned, juxtaposed, coconstructed, and reified through various affective positions and mitigating linguistic behaviors. Our study of adult Latino ESL students in Dallas, Texas, shows how language socialization experiences are shaped by the learners’ affective stances toward the project of learning and using the English language. Students reflected on how their specific social barriers created conditions that impeded interaction with interlocutors who could potentially aid their socialization process in English.
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Papers by Maria Ciriza
rooted structural inequalities (Spratt and Draxler 2019)— is examined as a pedagogical tool in the context of
a service-learning class in which students participate with different Latinx partnerships. During COVID-19,
this service-learning class has been restructured as a distance learning experience where students meet
synchronously with different schools organizing projects that range from bilingual readings to university
and career orientations. A presentist pedagogy is employed to explore how COVID-19 has exacerbated
the inequalities in Latinx communities and how these inequalities relate to current and historical issues
of access, language, and race. It is argued that embracing a presentist perspective in Hispanic Studies is
necessary to make our courses relevant to the present crisis.
widespread adoption of minority language schooling among parents
who do not speak the minority language. This research discusses the
role of the ‘school for fathers and mothers’ or talleres (workshops) to
encourage a more Basque-focused household among parents who have
low proficiency in Basque. The talleres translate knowledge from the
field of language socialisation into messages that orient these parents
on how to foster positive attitudes towards Basque within the family.
Focusing on an analysis of the workshops’ messages, specifically the
techniques of consciousness raising employed by the programme, this
research discusses the role of these programmes in catalysing new
attitudes and new conceptualisations of a pro-minority Family
Language Policy in the context of low-to-no proficiency speakers. They
do so by underscoring the role of ‘cultural transmission’ and
encouraging low-proficiency parents to see themselves as attitudinal
referents through their use of affective linguistic repertoires in Basque.
Finally, I discuss the case of the talleres as an example of how the fields
of Family Language Policy and Language Socialisation can play an
important role in grassroots initiatives by translating research findings
into practical information for parents.
(Texas, Arizona, and California) in relation to four overarching themes: (a)
verification methods of proficiency; (b) test-task authenticity; (c) impact
of pedagogical content knowledge in test performance; and (d)
conceptions of language ‘correctness’ on the scoring rubrics. The
research findings indicate incongruencies in the way the three states
define the proficiency of bilingual teachers and the language
competencies needed to teach content in the bilingual classroom.
Assessment rubrics raise questions about how these exams may
delegitimize the repertoires of Latinx pre-service teachers. Implications
for educators and policymakers are explored with specific attention to
bilingual education programing and raciolinguistic ideologies in Spanish
proficiency testing.
taposed, coconstructed, and reified through various affective positions
and mitigating linguistic behaviors. Our study of adult Latino ESL stu-
dents in Dallas, Texas, shows how language socialization experiences
are shaped by the learners’ affective stances toward the project of
learning and using the English language. Students reflected on how
their specific social barriers created conditions that impeded interaction
with interlocutors who could potentially aid their socialization process
in English.
a Basque immersion school that promotes parental involvement and
language use within the family. The Karmelo case is noteworthy due to
its success at effectively promoting the use of Basque among students
inside and outside the school along with its promotion of curricular
separation between L1 native speakers and L2 learners of Basque. With
support from the EBETE language cooperative, Karmelo launched an
innovative approach to increase parental involvement in 2008. The
school considers distinct pedagogical frameworks for different profiles of
parents: Basque-speaking parents, mixed families (in which only one of
the parents speaks Basque), and Spanish-speaking parents. The Karmelo
programme also fosters parental participation and engagement via
curricular adaptations that differentiate the needs of L1 and L2 speakers.
The focus group data offer insights into the programme’s approach to
language instruction and acquisition, highlighting the role that linguistic
attitudes and socialisation play during the various stages of L2 acquisition
moments can precipitate changes in the speaker's linguis-
tic repertoire (Pujolar & Gonzàlez, 2012). In recent years,
more inclusive or participatory approaches to intergen-
erational transmission in language revitalization contexts
have been encouraging all parents, including those with
low proficiency in the minority language, to participate in
their child's language acquisition. This article examines a
Basque‐ language campaign that instructs low‐proficiency
parents to adopt child‐directed speech in Basque to mould
affective orientations in the home environment. Drawing on
a case study, I explore the complications of new speaker-
hood, especially the difficulties of bringing about a parental
muda. I demonstrate how mudas are traversed by competing
ideologies of language and language socialization. In dis-
rupting monolingual ideologies, participatory approaches
which aim at increasing the symbolic value of the language
clash with the attitudes of speakers who view these mudas
as inconsequential for achieving normalization.
language while working with the Latino community. However, in many cases the language competencies needed to
work in the community do not always involve an exclusive use of the target language. This is the case of service-
learning programs in which students teach English as a Second Language (ESL) to adults or children. This study
presents a ‘translanguaging pedagogy’ in which tutoring sessions are planned around the use of both languages to
teach and learn. Using a Critical Language Awareness framework, the academic content covered in the course
examines the language experiences of adult ESL immigrants. This study advocates for framing target language use
in service-learning as a “communicative performance” with the aim of shifting notions of monolingual language
practices and integrate new conceptions about real-life communicative practices in service learning.
Books by Maria Ciriza
rooted structural inequalities (Spratt and Draxler 2019)— is examined as a pedagogical tool in the context of
a service-learning class in which students participate with different Latinx partnerships. During COVID-19,
this service-learning class has been restructured as a distance learning experience where students meet
synchronously with different schools organizing projects that range from bilingual readings to university
and career orientations. A presentist pedagogy is employed to explore how COVID-19 has exacerbated
the inequalities in Latinx communities and how these inequalities relate to current and historical issues
of access, language, and race. It is argued that embracing a presentist perspective in Hispanic Studies is
necessary to make our courses relevant to the present crisis.
widespread adoption of minority language schooling among parents
who do not speak the minority language. This research discusses the
role of the ‘school for fathers and mothers’ or talleres (workshops) to
encourage a more Basque-focused household among parents who have
low proficiency in Basque. The talleres translate knowledge from the
field of language socialisation into messages that orient these parents
on how to foster positive attitudes towards Basque within the family.
Focusing on an analysis of the workshops’ messages, specifically the
techniques of consciousness raising employed by the programme, this
research discusses the role of these programmes in catalysing new
attitudes and new conceptualisations of a pro-minority Family
Language Policy in the context of low-to-no proficiency speakers. They
do so by underscoring the role of ‘cultural transmission’ and
encouraging low-proficiency parents to see themselves as attitudinal
referents through their use of affective linguistic repertoires in Basque.
Finally, I discuss the case of the talleres as an example of how the fields
of Family Language Policy and Language Socialisation can play an
important role in grassroots initiatives by translating research findings
into practical information for parents.
(Texas, Arizona, and California) in relation to four overarching themes: (a)
verification methods of proficiency; (b) test-task authenticity; (c) impact
of pedagogical content knowledge in test performance; and (d)
conceptions of language ‘correctness’ on the scoring rubrics. The
research findings indicate incongruencies in the way the three states
define the proficiency of bilingual teachers and the language
competencies needed to teach content in the bilingual classroom.
Assessment rubrics raise questions about how these exams may
delegitimize the repertoires of Latinx pre-service teachers. Implications
for educators and policymakers are explored with specific attention to
bilingual education programing and raciolinguistic ideologies in Spanish
proficiency testing.
taposed, coconstructed, and reified through various affective positions
and mitigating linguistic behaviors. Our study of adult Latino ESL stu-
dents in Dallas, Texas, shows how language socialization experiences
are shaped by the learners’ affective stances toward the project of
learning and using the English language. Students reflected on how
their specific social barriers created conditions that impeded interaction
with interlocutors who could potentially aid their socialization process
in English.
a Basque immersion school that promotes parental involvement and
language use within the family. The Karmelo case is noteworthy due to
its success at effectively promoting the use of Basque among students
inside and outside the school along with its promotion of curricular
separation between L1 native speakers and L2 learners of Basque. With
support from the EBETE language cooperative, Karmelo launched an
innovative approach to increase parental involvement in 2008. The
school considers distinct pedagogical frameworks for different profiles of
parents: Basque-speaking parents, mixed families (in which only one of
the parents speaks Basque), and Spanish-speaking parents. The Karmelo
programme also fosters parental participation and engagement via
curricular adaptations that differentiate the needs of L1 and L2 speakers.
The focus group data offer insights into the programme’s approach to
language instruction and acquisition, highlighting the role that linguistic
attitudes and socialisation play during the various stages of L2 acquisition
moments can precipitate changes in the speaker's linguis-
tic repertoire (Pujolar & Gonzàlez, 2012). In recent years,
more inclusive or participatory approaches to intergen-
erational transmission in language revitalization contexts
have been encouraging all parents, including those with
low proficiency in the minority language, to participate in
their child's language acquisition. This article examines a
Basque‐ language campaign that instructs low‐proficiency
parents to adopt child‐directed speech in Basque to mould
affective orientations in the home environment. Drawing on
a case study, I explore the complications of new speaker-
hood, especially the difficulties of bringing about a parental
muda. I demonstrate how mudas are traversed by competing
ideologies of language and language socialization. In dis-
rupting monolingual ideologies, participatory approaches
which aim at increasing the symbolic value of the language
clash with the attitudes of speakers who view these mudas
as inconsequential for achieving normalization.
language while working with the Latino community. However, in many cases the language competencies needed to
work in the community do not always involve an exclusive use of the target language. This is the case of service-
learning programs in which students teach English as a Second Language (ESL) to adults or children. This study
presents a ‘translanguaging pedagogy’ in which tutoring sessions are planned around the use of both languages to
teach and learn. Using a Critical Language Awareness framework, the academic content covered in the course
examines the language experiences of adult ESL immigrants. This study advocates for framing target language use
in service-learning as a “communicative performance” with the aim of shifting notions of monolingual language
practices and integrate new conceptions about real-life communicative practices in service learning.