Latino Education

In this paper, we review scholarship on Latino Education in the US from the perspectives of positionalities – how are Latinos positioned in the educational process? We look at positions in terms of the type of educational program, particularly for English language learners, and at how the relationships within the school and classroom position Latinos in different ways. We further look at how racial category and ethnicity are evoked as ways of positioning Latino students and then also examine the role of socioeconomic class in their positioning. Finally, we explore how language – English, Spanish, and multilingualism – is part of the positioning of US Latinos in educational contexts.

[1]  Stacie K. Pettit,et al.  Teachers' Beliefs About English Language Learners in the Mainstream Classroom: A Review of the Literature , 2011 .

[2]  J. Leeman,et al.  FROM IDENTITY TO COMMODITY: IDEOLOGIES OF SPANISH IN HERITAGE LANGUAGE TEXTBOOKS , 2007 .

[3]  Elizabeth Meador.  The Making of Marginality , 2005 .

[4]  Deborah K. Palmer.  Middle-Class English Speakers in a Two-Way Immersion Bilingual Classroom: "Everybody Should Be Listening to Jonathan Right Now . . . " , 2009 .

[5]  Amy Kyratzis.  Latina Girls’ Peer Play Interactions in a Bilingual Spanish-English U.S. Preschool: Heteroglossia, Frame-Shifting, and Language Ideology , 2010 .

[6]  Sheila M. Shannon.  The hegemony of English: A case study of one bilingual classroom as a site of resistance , 1995 .

[7]  James Collins.  Migration, Sociolinguistic Scale, and Educational Reproduction , 2012 .

[8]  G. Crisp,et al.  The Role of Discriminatory Experiences on Hispanic Students’ College Choice Decisions , 2011 .

[9]  Holly R. Cashman.  Accomplishing marginalization in bilingual interaction: Relational work as a resource for the intersubjective construction of identity , 2008 .

[10]  The Efficacy of ASL/English Bilingual Education: Considering Public Schools , 2007, American annals of the deaf.

[11]  “It's Different Lives”: A Guatemalan American Adolescent's Construction of Ethnic and Gender Identities across Educational Contexts , 2009 .

[12]  Annette Lareau.  SOCIAL CLASS DIFFERENCES IN FAMILY-SCHOOL RELATIONSHIPS: THE IMPORTANCE OF CULTURAL CAPITAL , 1987 .

[13]  L. G. Bedolla.  The Identity Paradox: Latino Language, Politics and Selective Dissociation , 2003 .

[14]  Deborah K. Palmer.  The Discourse of Transition: Teachers' Language Ideologies Within Transitional Bilingual Education Programs , 2011 .

[15]  J. Cammarota.  The Gendered and Racialized Pathways of Latina and Latino Youth: Different Struggles, Different Resistances in the Urban Context , 2004 .

[16]  Crystal Venerika Shelby-Caffey.  The road to two languages: A case study of the implementation of a two-way immersion program , 2008 .

[17]  S. Valle.  Symposium: Bilingual Education for Puerto Ricans in New York City: From Hope to Compromise , 1998 .

[18]  Spanish-English Code Switching In A Bilingual Academic Context , 2001 .

[19]  Kate Menken,et al.  NCLB and English Language Learners: Challenges and Consequences , 2010 .

[20]  M. Suárez-Orozco,et al.  Migrations and Schooling , 2011 .

[21]  S. H. Wilson,et al.  Brown over “Other White”: Mexican Americans' Legal Arguments and Litigation Strategy in School Desegregation Lawsuits , 2003, Law and History Review.

[22]  Narrating Beliefs: A Language Ideologies Approach to Teacher Beliefs , 2012 .

[23]  K. R. Bruna,et al.  Traveling Tags: The Informal Literacies of Mexican Newcomers in and out of the Classroom. , 2007 .

[24]  Nancy H. Hornberger,et al.  Translanguaging and transnational literacies in multilingual classrooms: a biliteracy lens , 2012 .

[25]  Jonathan Xavier Inda,et al.  Constructing Cultural Citizenship: Latino Immigrant Students and Learning English , 2004 .

[26]  S. Villenas.  Ethnographies de Lucha (of Struggle) in Latino Education: Toward Social Movement , 2012 .

[27]  S. Fitts,et al.  Reconstructing the Status Quo: Linguistic Interaction in a Dual-Language School , 2006 .

[28]  Mariana Pacheco.  Performativity in the Bilingual Classroom: The Plight of English Learners in the Current Reform Context , 2010 .

[29]  Kate Menken,et al.  Spotlight on “Long-Term English Language Learners”: Characteristics and Prior Schooling Experiences of an Invisible Population , 2012 .

[30]  J. Fuller.  Language Choice as a Means of Shaping Identity , 2007 .

[31]  K. Morgan‐Short,et al.  The Effects of Instruction on Linguistic Development in Spanish Heritage Language Speakers , 2009 .

[32]  Deborah K. Palmer.  Race, Power, and Equity in a Multiethnic Urban Elementary School with a Dual‐Language “Strand” Program , 2010 .

[33]  C. Brown,et al.  Equity of Literacy-Based Math Performance Assessments for English Language Learners , 2005 .

[34]  Rebecca D. Freeman,et al.  Contextual Challenges to Dual-Language Education: A Case Study of a Developing Middle School Program. , 2000 .

[35]  Catherine Riegle-Crumb.  More Girls Go to College: Exploring the Social and Academic Factors Behind the Female Postsecondary Advantage Among Hispanic and White Students , 2010 .

[36]  M. Marschark,et al.  Language planning for the 21st century: revisiting bilingual language policy for deaf children. , 2012, Journal of deaf studies and deaf education.

[37]  Lilia Fernández,et al.  Telling Stories About School: Using Critical Race and Latino Critical Theories to Document Latina/Latino Education and Resistance , 2002 .

[38]  Kate T. Anderson,et al.  Second Language Acquisition for All: Understanding the Interactional Dynamics of Classrooms in Which Spanish and AAE Are Spoken. , 2004 .

[39]  Deborah K. Palmer.  A Dual Immersion Strand Programme in California: Carrying Out the Promise of Dual Language Education in an English-dominant Context , 2007 .

[40]  O. García,et al.  Chapter 8 Education, Multilingualism and Translanguaging in the 21st Century , 2009 .

[41]  M. Carreira.  The Making and Breaking of Language Ideology: Language Ideologies in Spanish Departments , 2011 .

[42]  Helen B. Marrow.  To be or not to be (Hispanic or Latino) , 2003 .

[43]  Virginia P. Collier,et al.  A National Study of School Effectiveness for Language Minority Students' Long-Term Academic Achievement , 2002 .

[44]  K. Potowski.  Student Spanish Use and Investment in a Dual Immersion Classroom: Implications for Second Language Acquisition and Heritage Language Maintenance , 2004 .

[45]  Language, Space and Power: A Critical Look at Bilingual Education , 2006 .

[46]  Kira Hall,et al.  Identity and interaction: a sociocultural linguistic approach , 2005, Discourse Studies.

[47]  Michael Brunn.  The Absence of Language Policy and its Effects on the Education of Mexican Migrant Children , 1999 .