Border crossings and border exclusions
Academic and social experiences of a second-grade child of indigenous descent in a dual language school
Bibliographic Data
| ID | 12752178 |
|---|---|
| Authors | María G Lang (0000-0001-8215-801X, Baylor University, corresponding author), Georgia Earnest García (0000-0003-4786-7106, University of Illinois Urbana-Champaign) |
| Year | 2022 |
| Volume | 45 |
| Issue | 1 |
| Pages | 43-60 |
| Publication date | 2022-01-02 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Bilingual Research Journal (JOURNAL) |
| Journal identifiers | ISSN: 1523-5882 • E-ISSN: 1523-5890 |
| Publisher | Taylor & Francis (PUBLISHER • GB) |
| DOI | 10.1080/15235882.2022.2087791 |
| OpenAlex | W4285012218 |
| Language | EN |
| Citations received | 4 |
| References cited | 21 |
In this ethnographic case study, border theory was used to analyze how a Guatemalan/Mexican student of Indigenous descent confronted borders in a second-grade, Spanish-English dual-language (DL) classroom in the U.S. The student faced structural/institutional borders that affected all the DL participants or Latinx students and social borders specific to himself and other students of Indigenous descent. He initially coped by not speaking English and assuming a Mexican identity. With his teacher’s support, he crossed social borders by speaking English, taking pride in his Indigeneity, and using Q’anjob’al. How DL programs could better address the needs of Indigenous students is discussed
Descent (aeronautics · Dual (grammatical number · Dual language · Ethnography · Geography · Identity (music · Indigenous · Indigenous language · Linguistics · Pedagogy · Political science · Pride · Social group · Social identity theory · Social science · Sociology · Anthropology · Gender Studies · Indigenous Cultures and Socio-Education · Law · Migration, Education, Indigenous Social Dynamics · Multilingual Education and Policy
Introduction to cultural anthropology.
Culture & truth
Native and Indigenous Education in the Americas
Borderlands/La Frontera
Fragmented Lives, Assembled Parts
Migraciones internacionales
International journal of the sociology of language 109
Oaxaqueño/a Students' (Un)Welcoming High School Experiences
Multiple Perspectives on the Schooling of Mexican Indigenous Students in the U.S
Ecologies of adaptation for Mexican Indigenous im/migrant children and families in the United States
Achievement and language proficiency of Latino students in dual language programmes
Pedagogías del Camaleón /Pedagogies of the Chameleon
Somos pero no somos iguales /We Are But We Are Not the Same
Contesting the Curriculum in the Schooling of Indigenous Children in Australia and the United States
Writing Ethnographic Fieldnotes, Second Edition
The Guatemala Reader
| Unique citing works | 4 |
|---|---|
| Citations per year | 1,33 |
| Citation span | 2023 - 2026 (4) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 4 |