Language at the Fault Lines
Document Type
Article
Publication Date
8-2008
Keywords
education, Hispanic/Latino, Reader's Theatre, gifted learners
Digital Object Identifier (DOI)
https://doi.org/10.1177/1532708607310803
Abstract
Language can be a divisive issue, particularly in places where a single language is associated with nationality. One's native tongue (or remnant of) indicates cultural origin and can thus function as social capitol, allowing or denying entrée into physical and social worlds. Children from dual-language families, especially those from Spanish-speaking homes, provide unique perspectives about bilingualism, especially as they consider how language can affect how others respond to language. Through reflective dialogue, two researchers explore conversations of six bilingual Hispanic adolescents. Presented in a Reader's Theatre format, the inner conflicts about the authors' respective observations about and experiences with language are interwoven with students' perceptions as they consider the attitudes of their peers, educators, and the community.
Citation / Publisher Attribution
Cultural Studies ↔ Critical Methodologies, v. 8, issue 3, p. 325-336
Scholar Commons Citation
Shaunessy, Elizabeth and Alvarez McHatton, Patricia, "Language at the Fault Lines" (2008). Teaching and Learning Faculty Publications. 146.
https://digitalcommons.usf.edu/tal_facpub/146
