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.

摘要

这种对语言压迫的批判性课堂研究源自教育研究中基于权力关系的现有不平等概念，正如批判性民族志所阐述的那样。这项重要的课堂研究探讨了德克萨斯州埃尔帕索附近美墨边境的两名新移民学生“Manuel”和“Malena”的案例，他们正在“边境 PK-5”参加五年级双语课程。小学”（化名）。这所学校从幼儿园四年级起就遵循 50/50 双沉浸模式。到这所学校五年级时，70% 的学术时间用英语授课，30% 用西班牙语授课。来自课堂观察和学生多模态证言的记录数据揭示了当自我调节学习在合作学习环境中发挥作用时，针对这两位新移民的语言欺凌行为，基于他们不发达的第二语言英语。