A Critical Classroom Study of Language Oppression: Manuel and Malena’s Testimonios, “Sentía como que yo no valía nada . . . se reían de mí”
Year: 2021
Type: article
Abstract: This critical classroom study of language oppression draws from the notion of existing inequalities based on power relations in education research, as addressed in a critical ethnography. This critical classroom study explores the cases of two recent immigrant students, “Manuel” and “Malena,” on the – U.S.–Mexican border near El Paso, Texas, who were attending a fifth-grade dual language class at “Border PK-5 Elementary School” (pseudonyms). This school followed a 50/50 dual immersion model from K-fourth grade. By the fifth grade in this school, 70% of the academic time was taught in English and 30% in Spanish. Documented data from observations in the classroom and students’ multimodal testimonios reveal acts of linguistic bullying against the two recent immigrants based on their underdeveloped second language, English, when self-regulated learning was at work in a cooperative learning environment.
Source: Journal of Latinos and Education
Author: Maria Del Rosario Talamantes
Institution: The University of Texas at El Paso
Language: Spanish
Subfield: Linguistics and Language
Field: Social Sciences
Domain: Social Sciences
Open Access status: hybrid
OpenAlex ID: W3132956715