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“Research shows that I am here for them”: Acompañamiento as language policy activism in times of TWBE gentrification
Language Policy ( IF 2.355 ) Pub Date : 2021-04-28 , DOI: 10.1007/s10993-020-09577-7
Daniel Heiman , Mariela Nuñez-Janes

Two-way Bilingual Education (TWBE) programs are currently experiencing gentrification processes that are displacing the original beneficiaries of these programs. These gentrification processes have led to a whitening of bilingual education (Flores and García in Ann Rev Appl Linguist, 37:14–29, 2017) marked by inequities and the dangerous potential to erase Latinx communities and voices. These troubling processes have led to a fourth fundamental goal in TWBE, the development of critical consciousness for all stakeholders (Palmer et al. in Theory into Practice, 58:121–133, 2019). This article examines a fifth-grade TWBE teacher’s (Michelle) centering of the fourth goal and Latinx families being impacted by gentrification and explores: How did Michelle accompany Latinx families and students in the midst of gentrification processes at the neighborhood and school levels? Findings revealed that Michelle’s language policy activism of acompañamiento mitigated and interrogated gentrification processes that were pushing these families out of the neighborhood and schoolwide processes that were now focused on new customers. The discussion points to why a language policy activism of acompañamiento should count as language policy and its succinct connection to TWBE’s fourth goal. We argue that another crucial element of the fourth goal is the enactment of a language policy activism (Flores and Chaparro in Lang Policy 17:365–384, 2018) of acompañamiento; actions and practices in support of communities that experience injustices guided by fellowship and being in relationship with the oppressed.



中文翻译:

“研究表明我在这里为他们服务”:Acompañamiento作为TWBE绅士化时期的语言政策行动主义者

双向双语教育(TWBE)计划目前正在经历高档化进程,这些进程正在取代这些计划的最初受益者。这些中产阶级化进程导致了双语教育的美白(Flores andGarcíain Ann Rev Appl Linguist,37:14-29,2017),其特征是不平等以及消除拉丁裔社区和声音的潜在危险。这些麻烦的过程导致了TWBE的第四个基本目标,即为所有利益相关者发展批判意识(Palmer等人,《理论到实践》,58:121–133,2019)。本文研究了以第四目标为中心的第五级TWBE老师(Michelle),以及受绅士化影响的拉丁裔家庭,并探讨了:米歇尔如何在邻里和学校级别的高档化过程中陪伴拉丁裔家庭和学生?调查结果表明,米歇尔的语言政策行动主义acompañamiento减轻并审问了绅士化进程,这些进程将这些家庭赶出了社区,而学校范围内的进程现在集中于新客户。讨论指出了为什么应将acompañamiento的语言政策行动视为语言政策及其与TWBE的第四个目标的简洁联系。我们认为,第四目标的另一个关键要素是语言政策激进的制定(弗洛雷斯和查朗策略17:365-384,2018)的acompañamiento ; 支持在团契指导下遭受不公正待遇并与被压迫者有联系的社区的行动和做法。

更新日期:2021-04-29
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