Article ID | Journal | Published Year | Pages | File Type |
---|---|---|---|---|
4940356 | Linguistics and Education | 2017 | 10 Pages |
Abstract
As schools are called on to educate an increasingly diverse student body to higher levels of academic skill, examination of the role of social resources and social contexts in the learning outcomes and experiences of students classified as English learners is urgently needed to better understand the many factors beyond instruction that contribute to adolescent English language development. Four descriptive case studies of Spanish-speaking newcomer immigrant youth in New York City public high schools examine how schools structured peer linguistic resources. Findings suggest that school policies designed to support language development created boundaries that isolated language learners from mainstream and bilingual peers and had profound repercussions for access to opportunities to use and learn academic English. Hyper-segregation is used to describe the multilayered social separation experienced by emergent bilingual students in this study.
Related Topics
Social Sciences and Humanities
Arts and Humanities
Language and Linguistics
Authors
Avary Carhill-Poza,