ABSTRACT

This qualitative case study investigates the functions of language use and underlying raciolinguistic ideologies in interactions between Latinx emergent bilinguals who are Spanish native speakers and mainstream students in the fifth-grade English classroom in a public elementary school in the U.S. Midwest. Data included audio and video recorded observations and field notes from students’ interactions in different contexts of the school, as well as students’ work samples and test scores, English curricula, and interviews with the students and their English teacher. Data analysis encompassed open coding followed by focused coding, and this work was informed by critical discourse analysis, resulting in the emergence of themes of two major language functions. These functions were to establish the legitimacy of knowledge source and disqualify a minoritized group. Unbeknownst to their well-meaning English teacher, the students displayed curious forms of social agency. Pervasive and important ideologies underlie language functions and language became the site of symbolic power struggles through students’ hegemonic and counter-hegemonic discourses. This study is significant in the country’s present social and political climate of racial tensions and prejudice against minoritized groups. The study ends with practical and research implications.

摘要

这个定性案例研究调查了语言使用的功能和潜在的种族语言意识形态在美国中西部一所公立小学五年级英语课堂上以西班牙语为母语的拉丁裔双语者与主流学生之间的互动中的功能。数据包括来自学生在学校不同环境下互动的音频和视频记录观察和现场笔记，以及学生的工作样本和考试成绩、英语课程以及对学生和他们的英语老师的采访。数据分析包括开放编码和聚焦编码，这项工作以批判性话语分析为基础，导致出现了两大语言功能的主题。这些功能是建立知识来源的合法性并取消少数群体的资格。好心的英语老师不知道，学生们表现出了好奇的社会能动性。普遍而重要的意识形态是语言功能的基础，语言通过学生的霸权和反霸权话语成为象征性权力斗争的场所。这项研究在该国目前的种族紧张局势和对少数群体的偏见的社会和政治气候中具有重要意义。该研究以实际和研究意义结束。普遍而重要的意识形态是语言功能的基础，语言通过学生的霸权和反霸权话语成为象征性权力斗争的场所。这项研究在该国目前的种族紧张局势和对少数群体的偏见的社会和政治气候中具有重要意义。该研究以实际和研究意义结束。普遍而重要的意识形态是语言功能的基础，语言通过学生的霸权和反霸权话语成为象征性权力斗争的场所。这项研究在该国目前的种族紧张局势和对少数群体的偏见的社会和政治气候中具有重要意义。该研究以实际和研究意义结束。